Gouldner\u27s tragic vision

Classical literature, specifically ancient Greek philosophy and especially the study of Greek tragedy, is helpful in tracing out and understanding the transitions Alvin Gouldner made during his career as a sociologist. This article argues that a latent tragic orientation or vision existed during Gouldner\u27s early career as a standout in the field of industrial sociology and that this tragic vision became manifest around 1962 as Gouldner was developing more and more strident denunciations of establishment sociology. This case study of Gouldner\u27s career teaches a valuable lesson about the importance of the tragic vision in helping sociologists to understand the limitations of the scientific quest for knowledge

On a classification of irreducible admissible modulo pp representations of a pp-adic split reductive group

We give a classification of irreducible admissible modulo $p$ representations of a split $p$-adic reductive group in terms of supersingular representations. This is a generalization of a theorem of Herzig.Comment: 25 page

Book Review: Bogen on Social Theory, Rules, and Order

Reviews the book Order Without Rules: Critical Theory and the Logic of Conversation, by David Bogen

Development of seeding techniques for small supersonic wind tunnel

The NASA Lewis 1x1 foot supersonic wind tunnel is used to experimentally verify computational methods. This tunnel, which is continuous running, operates from laboratory-wide high pressure air and vacuum systems. As such, the air does not recirculate but makes a single pass through the tunnel. The Mach number is varied with interchangeable nozzle blocks and has a range from Mach 1.6 to 4.0. Dry and filtered air is available up to pressures of 3 atmospheres. The air enters the tunnel system through a plenum having flow straighteners and 6 fine mesh screens. The exit of the plenum provides smooth contraction with an area ratio of approximately 20 that, along with the screens, provides a uniform flow for the nozzle

Whittaker Modules for the twisted Heisenberg-Virasoro Algebra

We define Whittaker modules for the twisted Heisenberg-Virasoro algebra and obtain analogues to several results from the classical setting, including a classification of simple Whittaker modules by central characters.Comment: Latex, 18 pag

Remnants

Remnants is a revision of our interaction with land extraction through reimagining processes of representation and image-making. By altering perspective and focus, the visual effects of commodity culture shift toward the consequences that occur before and after our consumption. Dependably lost in translation, spatial and temporal information of material exchanges across the globe uphold and preserve the synergy of our commodity transactions. In a field constantly playing with and pushing against the boundaries of representation, remnants aim to redraw lost connections of material transformations through a granite quarry in Rhode Island. Representation is a tool to revise visual narratives that obscure the interconnectedness of land, material, and byproducts within consumer culture

Criminal Jurisdiction of Tribal Courts Over Nonmember Indians: The Circuit Split

In contemporary educational settings algebra is considered to be of vital importance for student's continuation to more advanced studies in mathematics, thereby affecting their chances for future education and employment. However, a substantial number of students do not benefit from the algebra presently taught in schools and fail to use algebraic reasoning. The purpose of this study was to enhance the understanding of how classroom discourse supports the students' learning of algebra. The study rests on two basic assumptions, firstly mathematics is regarded a discourse, secondly teachers' instruction during lessons and the textbooks used in school are envisioned as potential means for supporting students' algebraic development. The issue of learning was examined through a focus on progression of algebraic discourse in mathematics textbooks, for grade levels 2, 5 and 8. Furthermore, in order to study classroom discourse more broadly, the algebraic discourse of teachers' lesson introduction talks in grade 8, were examined in relation to the algebraic discourse of textbooks. The foundation for the analyses was a discursive perspective and a communicational theory depicting algebraic development as a hierarchical structure of consecutive discursive levels. The mathematics textbooks' and teachers' discourses were analysed regarding the presence of signifiers of algebraic objects, more informally unknowns, and concerning four measures of discursive complexity. Mean value of the number of words constituting the signifier of algebraic object, signifier length equal to or exceeding two words, signifier length equal to or exceeding six words, and as amount of signifiers of algebraic objects of a higher discursive level. The results show that there were signifiers of algebraic objects present in all three mathematics textbooks and in teachers' lesson talks. The number of these signifiers of algebraic objects in the mathematics textbooks grew substantially between grade 2 and 5 with a moderate increase between grade 5 and 8. Also the mean value of the number of words constituting these signifiers of algebraic objects grew between grade 2 and 8, as well as the amount of signifiers of algebraic objects consisting of six or more words. Complexity measured as amount of signifiers of algebraic objects of a higher discursive level grew from grad 2, were there were no such signifiers of algebraic objects, to grade 8 were there were 17 % of the total amount. Thus, the analyses of the textbooks exhibit a progression of increasing complexity in terms of the measures focused in this study. In comparison, the complexity of teachers' discourse is lower than the discourse of any of the mathematics textbooks concerning mean value of signifier length. The amount of signifiers of algebraic objects of a signifier length equal to or exceeding two words were comparable with the amount in the grade 2 mathematics textbook. Concerning signifier length equal to or exceeding six words the amount in the teachers' lesson talks were in the same order of size as the corresponding measure in the mathematics textbook of grade 5. I det samtida skolväsendet anses algebra ha stor betydelse för elevers möjligheter att fortsätta till mera avancerade matematikstudier. Dessvärre har många elever inte fördel av den algebra som undervisas i dagens skola och kan inte använda sig av ett algebraiskt resonemang. Syftet med den här studien är att öka förståelsen om hur klassrumsdiskurser stödjer elevers algebraiska lärande. Till grund för studien ligger två antaganden. Dels antas matematik vara en diskurs, dels betraktas lärarens genomgångar och matematikboken som används i skolan som medel för att potentiellt stödja elevernas algebraiska utveckling. Lärandeaspekten undersöktes genom att fokusera på den algebraiska diskursens progression i matematikböcker i årskurserna 2, 5 och 8. För att dessutom kunna studera klassrumsdiskurs i ett vidare perspektiv, undersöktes den algebraiska diskursen i lärares lektionsgenomgångar i årskurs 8 och relaterades till den algebraiska diskursen i matematikböckerna. Till grund för analyserna låg ett diskursivt perspektiv och en teori rörande kommunikation där algebraisk utveckling ses som en hierarkisk struktur uppbyggd av olika, på varandra följande diskursiva nivåer. Lärarnas och matematikböckernas diskurser analyserades med avseende på om där fanns uttryck för algebraiska objekt, mera vardagligt obekanta, och med avseende på de fyra måtten på diskursiv komplexitet: medelvärde av antalet ord som utgör uttrycken för de algebraiska objekten, uttryckslängd lika med eller mer än två ord, uttryckslängd lika med eller mer än sex ord och slutligen andelen utryck för algebraiska objekt som är av en högre diskursiv nivå.   Resultaten visar att det fanns uttryck för algebraiska objekt i alla tre matematikböckerna och i lärarnas lektionsgenomgångar. Antalet uttryck för algebraiska objekt i matematikböckerna ökar avsevärt mellan årkurs 2 och 5, med en måttlig ökning mellan årskurs 5 och 8. Därtill ökar medelvärdet för antalet ord som bygger upp dessa uttryck för algebraiska objekt mellan årskurs 2 och 8, tillika med andelen uttryck för algebraiska objekt som består av sex ord eller mer. Komplexitet mätt som andel uttryck för algebraiska objekt tillhörande en högre diskursive nivå, ökade från årskurs 2, där det inte fanns några sådana uttryck för algebraiska objekt, till årskurs 8 där andelen var 17 %. Således visar analyserna att textböckerna ger utryck för en progression så som den har mätts i denna studie. När det gäller medelvärde av uttryckens längd visar en jämförelse att uttrycken i lärarnas diskurs  har lägre medelvärde än någon av matematikböckerna. Komplexitet mätt som andelen uttryck för algebraiska objekt med en uttryckslängd på två ord eller mer är i lärarnas diskurs jämförbar med motsvarande andel i matematikboken i årskurs 2. Komplexitet mätt som uttryckslängd på sex ord eller mer visar att andelen i lärarnas diskurs är i samma storleksordning som motsvarande mått i årskurs 5.