Starting Positions, Reform Speed, and Economic Outcomes in Transitioning Economies

At the end of the 1980s and beginning of the 1990s 26 countries in Eastern Europe, the former Soviet Union and Mongolia initiated market reform policies. During the 1980's the average annual growth in real GDP for these countries was about 2.9%, while for the period 1990-1997, the average growth rate was -5.7%. During the same period China was implementing a relatively slow and gradual policy of economic reform and their economy responded with very high real GDP growth. From these experiences it was commonly concluded that rapid economic reform led to (at least) a short-term economic decline and that the more gradual implementation of reforms is more appropriate for countries starting with a long legacy of central planning. However, the above statistics and analysis ignore some interesting variations among the 26 CEE/FSU/Mongolian economies. The reform experience within this sample varies considerably from the rapid implementation observed in Slovenia and Poland to the very slow reforms observed in Belarus and Ukraine. And the results have varied as well. Average real annual GDP growth (1990/1997) for Slovenia was 1.4%, for Poland 4.1% while for Belarus it was -6.1% and for Ukraine it was -13.1%. The World Bank has constructed indices of reform speed for these 26 transitioning economies and the relation between reform speed and economic growth rates, as shown in the above figure, is positive. The conclusion drawn is that these countries all started with unfavorable "starting positions", were about to suffer economic decline even with no change in economic policy, and those countries implementing more rapid market reforms suffered from less of a decline. One could point to the economic declines in Cuba and North Korea during this period as "control cases" of what would have happened if no economic reforms had been implemented.http://deepblue.lib.umich.edu/bitstream/2027.42/39664/3/wp280.pd

Sunday II

The lazy sunshine Shivers in queer lines..

Fable

In a little town nestled in the mountains of Switzerland lived an old watch-maker..

The Design of XML-Based Model and Experiment Description Languages for Network Simulation

The Simulation Automation Framework for Experiments (SAFE) is a project created to raise the level of abstraction in network simulation tools and thereby address issues that undermine credibility. SAFE incorporates best practices in network simulationto automate the experimental process and to guide users in the development of sound scientific studies using the popular ns-3 network simulator. My contributions to the SAFE project: the design of two XML-based languages called NEDL (ns-3 Experiment Description Language) and NSTL (ns-3 Script Templating Language), which facilitate the description of experiments and network simulationmodels, respectively. The languages provide a foundation for the construction of better interfaces between the user and the ns-3 simulator. They also provide input to a mechanism which automates the execution of network simulation experiments. Additionally,this thesis demonstrates that one can develop tools to generate ns-3 scripts in Python or C++ automatically from NSTL model descriptions

Big-Time

JOHN saw Mike sitting there in the lobby waiting. He had never seen Mike in anything but greasy overalls before. But putting a blue suit on Mike was like putting dancing shoes on a cripple..

Algebra Rules Object Boxes as an Authentic Assessment Task of Preservice Elementary Teacher Learning in a Mathematics Methods Course

The purpose of this study was to describe elementary preservice teachers’ difficulties with understanding algebraic generalizations that were set in an authentic context. Fifty-eight preservice teachers enrolled in an elementary mathematics methods course participated in the study. These students explored and practiced with authentic, hands-on materials called “object boxes,” then created sets of their own object box materials. Each algebra rules object box contained materials to illustrate and describe four different algebraic generalizations, or “rules.” The variables “n” and “z” were used in each of the generalizations. For each generalization, there was a set of objects attached to a piece of mat board that showed three cases of the generalization for different values of “n.” Two sets of cards accompanied these objects, giving word problems, defining variables, stating equations, and explaining the algebraic generalizations. Students matched word problems to the object sets, defined variables and checked their work, then wrote algebraic generalizations for the object sets and used the reverse sides of the equation cards to check their work. Projects were graded with a rubric. Students were then surveyed about their difficulties. Results of the analysis showed that students were able to make an assortment of authentic materials in a variety of contexts and enjoyed the creative aspects of the project, but found the algebraic content challenging. The most common mathematical difficulties were being able to define the variable, and identify the pattern. Examples of effective student materials are provided

Preservice Elementary Teachers Use Drawings and Make Sets of Materials to Explain Multiplication and Division by Fractions

Background: Multiplication and division by fractions are among the most troublesome concepts in the elementary mathematics curriculum. Recent studies have shown that preservice elementary teachers in the United States do not have deep understandings of these concepts. Effective ways to improve preservice teachers\u27 conceptual understanding of these concepts need to be identified. Citation: Rule, A. C., & Hallagan, J., editors. (2006). Preservice elementary teachers use drawings and make sets of materials to explain multiplication and division by fractions. A research study presented at the 2nd Annual Preparing Mathematicians to Educate Teachers (PMET) Conference at Oswego, New York, June 6, 2006. Conclusions: The two activities increased student understandings of multiplication and division by fractions. Although students improved through the activities, many students\u27 understandings were still incomplete. More than two focused activities are needed to ensure deeper understanding of concepts. Preservice teachers need concrete experiences with these concepts in their mathematics classes as well as in mathematics education coursework. 2 Control or Comparison Group: Both the control group and the experimental group consisted of preservice teachers from several sections of the same instructor\u27s undergraduate mathematics methods courses and were matched on pretest scores. Both groups completed the homework assignment in which they used drawings to illustrate multiplication and division by fractions. The instructor did not present lessons on these concepts to the classes until after the posttest had been completed so that the effects of these activities would not be confounded. The experimental group completed the additional activity of making hands-on materials to model these concepts. The study examined the increase in preservice teachers\u27 conceptual understanding of multiplication and division by fractions through the two activities. Data Collection and Analysis: Both control and experimental groups were assessed with identical pretest/ posttest instruments constructed by the investigators to determine both procedural knowledge of solving equations involving multiplication and division by fractions and conceptual knowledge of writing equations for story problems and using drawings to illustrate concepts. Posttest scores, student work on the assessments, drawing assignment, and hands-on materials were examined along with student comments on a survey that asked what subjects learned from participating in the intervention activity. Findings: The two activities improved preservice teachers\u27 understandings of these concepts as revealed by the change in scores from pretest to posttest (50.8% on pretest to 67.5% and 71.4%). Those who completed both assignments scored somewhat higher (71.4% compared to 67.5%) than those who only completed the drawing assignment, but this difference was not statistically significant. Preservice teachers reported that their understandings of these concepts improved through the activities. Intervention: Both control group and experimental group participated in composing story problems with drawings to illustrate multiplication and division by fractions. The experimental group completed the additional activity of making hands-on materials with accompanying story problems to model multiplication and division by fractions. Purpose: The purpose of the study was threefold: 1) to investigate the effectiveness of two activities in helping preservice teachers develop deeper understandings of multiplication and division by fractions; 2) to identify typical errors preservice teachers make and identify difficulties they encounter while learning these concepts; and 3) to provide examples of drawings and hands-on materials that effectively model multiplication and division by fractions for others to use in learning and teaching. Research Design: The study was a pretest - intervention - posttest design with control and experimental groups. Because lower-performing students tended to volunteer for the extra-credit activity (the intervention for the experimental group), blindly matched groups were formed on pretest scores. Setting: Preservice teachers from three mathematics methods classes of college students majoring in elementary education at a mid-sized college in central New York State during the spring semester of 2006. Study Sample: Forty-two white preservice elementary teachers enrolled in a mathematics methods course. The experimental group consisted of 18 females and 3 males; the control group consisted of 16 females and 5 males

Hands-on Materials for Teaching about Global Climate Change through Graph Interpretation

Teachers need to address global climate change with students in their classrooms as evidence for consequences from these environmental changes mounts. One way to approach global climate change is through examination of authentic data. Mathematics and science may be integrated by interpreting graphs from the professional literature. This study examined the types of errors 72 preservice elementary teachers made in producing hands-on materials for teaching graph interpretation skills through graphed evidence of global climate change from the literature. The teaching materials consisted of a graph electronically manipulated on a colored background and enhanced with clip art related to the graph’s topic that was then printed and mounted on colored cardboard. The graph was accompanied by six graph interpretation statements printed on cards that were to be sorted as true or false. Additionally, a topic-related object was provided for each graph for an initial activity that focused student attention and aroused interest. Four graphs with their accompanying statements and four related objects were combined into one box of materials to be used by a small group of students. Preservice teachers practiced with example sets of materials made by the course instructor and then worked to each create a new, unique set. An appendix of many sets of correct materials is provided in this ERIC document. About half of the teaching materials produced were errorfree. The most common errors preservice teachers made were misuse of vocabulary and over generalizing a graph’s information. Other frequent errors included not supplying enough specific information in a statement to allow its verification and misinterpreting a major trend on a graph. These problems can be attributed to preservice teachers’ lack of sufficient experience in graph interpretation. Therefore, the authors conclude that the materials-making exercise was beneficial to preservice teachers and the resulting materials (with any errors corrected) can effectively be used with upper elementary and secondary students. [1 Table, 1 Appendix containing 18 graphs accompanied by interpretation statements.