Choice Of Examples Research Articles

ChemInform Abstract: Chemistry in Motion—off the MEP

AbstractReview: [79 refs.

Schenker at the Piano

ABSTRACTDrawing on letters, diaries, lesson‐books and contemporary accounts, this article highlights the importance of piano playing in Schenker's daily life. He was active as a pianist on the concert stage early in his career (in 1899 he toured with the baritone Johannes Messchaert), but after the first decade of the twentieth century he played mainly alone or in the company of his family, friends and pupils. At social gatherings in Vienna and during summer vacations he quite frequently performed for and with his friends. He made music with members of his family, playing duets with his wife, Jeanette, and accompanying his nephew Georg, a cellist. When teaching, he gave demonstrations at the piano for his pupils and also often played duets with them. His pianism gave rise to the valuable sections on performance in his analytic essays and influenced his choice of examples for Free Composition.

A Bracketed Grid account of the Italian endecasillabo meter

This paper offers a generative account of the Italian endecasillabo meter, based on a revision of the Bracketed Grid Theory put forth in Fabb and Halle (2008). The aim is to define a single set of rules which are valid for each possible endecasillabo line, regardless of author and epoch. To do so, the paper analyzes a chronologically wide-ranging choice of examples. After a critical overview of previous analyses of this meter, including Piera's proposal within Fabb and Halle's (2008), a new analysis is developed that accommodates both the whole set of Italian data and the theoretical problems affecting the Bracketed Grid Theory in its application to the endecasillabo. This new analysis proposes that (i) Bracketed Gridline 1 must be built by a ternary grouping rule; and (ii) designated limited bits of prosodic information must be visible to the metrical rules. (i) Is formally implemented in a new algorithm, which simplifies the scansion rules by reducing the possible underlying patters of endecasillabo to two. (ii) Solves the cases of ambiguous pattern attribution. The combination of (i–ii), finally, explains why non-canonical forms are possible but minoritary in the corpus. This brings out a number of consequences for Fabb and Halle (2008), and for the generative theory of poetic meter in general.

Time's up, timed out: reflections on social time and legal pluralism

This essay connects two longstanding anthropological themes by reconsidering Durkheim's distinction between social time and personal time through the lens of legal pluralism; I also turn the temporal lens the other way, to reflect on legal pluralism. Drawing on the work of the von Benda-Beckmanns, I begin by suggesting that we might look for illuminating connections between social time and legal pluralism wherever people make urgent demands of law, and wherever states turn to law as a means of social engineering. That possibility informs my essay and choice of examples, all from the United States. First, I review two major pieces of social legislation that were explicit in their social engineering goals. Next, I consider the temporalities inscribed in the eligibility requirements for social programs set up under the broad terms of those acts. In the conclusion, I return to the question of how social time and legal pluralism might be mutually informing in ways that shed fresh light on both themes – blurring the line between social time and personal time, and considering legal pluralism as extending to the interrelation of memberships and subjective attachments.

Choosing Mathematical Examples: Routine but Not an Easy Task

Choosing examples for the purpose of teaching mathematics is routine tasks done by every mathematics teachers. Examples are an important medium used by mathematics teachers as a communication device to discuss mathematical content with their students (Leindhart, 2001). Through examples, students build their understanding about mathematical ideas. In spite of the important role played by mathematical examples, the knowledge about mathematical exemplification is not formally taught to the teachers. It has to be built by the teachers through their teaching experience (Zaslavsky & Zodik, 2007). The purpose of this study is to capture this knowledge. We study six Excellent Mathematics Teachers teaching practices using pre-active notes, observation and interview in order to know the things that influence their choice of examples. Findings show that although choosing examples is a routine task, but it seems that it is not an easy one.

Sir Gawain and the Green Knight (review)

Reviewed by: Sir Gawain and the Green Knight Derek Pearsall Sir Gawain and the Green Knight, translated, with notes, by Joseph Glaser, and an Introduction by Christine Chism. Indianapolis: Hackett Publishing Company, 2011. Pp. liii, 83. ISBN-13: 978–1–60384–618–9. $10.95. Since Sir Gawain and the Green Knight first became an object of attention to scholars and students following the first publication of the poem by Frederic Madden in 1839, it has been widely admired. It is, or was until recently, the most frequently read Middle English text among undergraduates after Chaucer, unless Langland crept in between them. But the language is difficult: the author writes in a north-west midland dialect remote from the London English that was becoming standard, employs rare dialectal words and many loan-words from Old Norse and Old French, and himself enjoys extreme lexical innovation and experimentation. Though one would normally deplore the resort to translation, or more properly modernization, with such comparatively transparent Middle English as that of Chaucer or Langland, Gawain is different. The assumption must be that the poem’s story is strong and imaginatively compelling enough in itself to make translation worthwhile, despite the inevitable dilution and degradation. Translators can use prose and try to keep close to the literal meaning of the original, sometimes providing a parallel-text of the original; or they can use an unrhymed long line and try to preserve the word-order and alliterative patterns of the original, with lexical substitution when necessary; or they can use a different verse-form and treat the original freely in order to create a poem that will be aesthetically pleasing in its own right. Of the three forms of modernization-translation, Joseph Glaser chooses the second, which is perhaps the most challenging of the three, given that it demands not only a high level of technical skill but also a struggle and final decision with every impossible-to-decide-on connotative richness. He generally follows the alliterative pattern of the original, that is, with alliteration on the first three staves (stresses) of a regular four-stress line (aa/ax, where the slash marks the caesura between two well-marked half-lines), though he allows himself more freedom than the original in the use of variant forms such as aa/xa and xa/aa. As for meter, instead of the variable syntactic-metrical patterns of the original, Glaser tends towards a steady four-beat quasi-anapaestic line, regular but not thumpingly insistent. As a specimen of his method, I use the opening lines (following the text of the original as given in the specimen on p. lii) so as to ensure a choice of example that it not subjectively determined. [End Page 104] Siþen þe sege and þe assaut watz sesed at Troye, Þe borʒ brittened and brent to brondez and askez, Þe tulk þat þe trammes of tresoun þer wroʒt Watz tried for his tricherie, þe trewest on erthe: Hit watz Ennias þe athel, and his highe kynde, Þat siþen depreced prouinces, and patrounes bicome Welneʒe of al þe wele in þe west iles. Once the siege and the assault was ceased at Troy, The city battered and burnt down to brands and ashes, The man who entangled that town in his treason Was impeached for his perfidy, the purest on earth. It was Aeneas the noble and his renowned kin, Who put down whole provinces to make themselves princes Of well nigh all wealth in the isles of the West. The first two lines run smooth and close to the original, though ‘city’ replaces borʒ so as to avoid the third alliteration in the first half-line and the suggestion of a third (hypermetric) stress (a frequently employed variant in the original, though in reality the apparent third stave is usually absorbed into the meter of a two-stress a-line). In the third line, the translator faces tulk, one of the many synonyms for ‘man’ that make alliteration easier for the fourteenth-century poet. He abandons any search for an alliterating substitute and simply shifts the alliteration to the last three staves (xa/ aa, a rare and irregular...

Toys and Tools in Pink: Cultural Narratives of Gender, Science and Technology (review)

Reviewed by: Toys and Tools in Pink: Cultural Narratives of Gender, Science and Technology Rachel Maines (bio) Toys and Tools in Pink: Cultural Narratives of Gender, Science and Technology. By Carol Colatrella. Columbus: Ohio State University Press, 2011. Pp. vii+246. $46.95. Toys and Tools in Pink is based on the author’s previously published essays on obstacles to recruiting women into science, technology, engineering, and mathematics (STEM). Carol Colatrella asserts that “This book applies critical theories elaborated by feminist critics, narratologists, and social studies of science scholars to identify particular constellations of narrative reference of gender, science, and technology” (p. 25), mainly through an analysis of novels and films. She describes her objective on page 6: “Analyzing texts about women, science and technology prepares women for working in fields traditionally dominated by men and could help reduce bias and negative attitudes toward women.” No evidence is adduced in support of this hypothesis. Of the 188 pages of text, 141 are devoted to plot summaries of books, movies, and television shows, which range from classics of Western literature by Ovid, Balzac, Zola, Mary Shelley, Hawthorne, and Melville to children’s cartoons, with sparse representation in between. No author can be expected to survey all of Western literature and film, even that subset which could be construed as representing women’s interactions with science and technology. Still, if there is some guiding principle behind Colatrella’s choice of examples, it entirely escaped this reviewer. Colatrella says that she is excluding most science fiction from her analysis (p. 5), but then goes on to devote nine pages (63–72) to Bram Stoker’s Dracula (1897). There is no mention of other nineteenth-century portrayals such as Margaret Oliphant’s feisty and resourceful seamstress in Kirsteen (1890), Wilkie Collins’s Armadale (1866), with its gas-poisoner arch-villainess, or Charlotte Yonge’s aspiring young doctor Janet Carey in Magnum Bonum (1879). Similarly, female characters in the television series iCarly, Grey’s Anatomy, and Power-puff Girls are discussed and analyzed, but the evolution of women’s roles in the Star Trek series from the 1960s to the 1990s is mentioned briefly only twice in the text (pp. 162 and 187). Colatrella calls our attention to a 1991 film, Eve of Destruction, in which a robot created by a woman scientist goes on a rampage, enabled by its lack of an “off” switch (pp. 162–63), but does not mention Data’s daughter Lal in Star Trek: the Next Generation, who, unlike human children, could be stopped in her tracks with a switch on her neck. Inexplicably, the female robot in the iconic film Metropolis (1927) is not mentioned, nor is the cyborg Seven of Nine from Star Trek: Voyager. The examples chosen for the “Babe Scientist” chapter (pp. 108–37) do not include any Star Trek or [End Page 513] Battlestar Galactica characters. “Max,” the female cyborg of Dark Angel, is also among those missing from this chapter, as is the nefarious neuroscientist Rachel Palmquist in Richard Dooling’s 1998 novel Brain Storm. The most irritating aspect of Colatrella’s work to a historian of technology, however, is that while women in science and technology are her theme, neither “science” nor “technology” is defined, even in very loose terms. Anything containing computer chips appears to be “technology” in this author’s world, and refrigerators, typewriters, and cameras are included, but sewing machines, vacuum cleaners, food processors, automobiles, and even firearms are not so privileged. Women control “technology” when they fly aircraft, build robots, look through telescopes, or make telephone calls, but not when they cook, drive cars, carry guns, make films, or write books. Another missing definition undermines Colatrella’s central message that analysis of negative gender stereotypes in popular culture will somehow help repair the “leaky pipeline” of young women in STEM careers (pp. 1, 14, 27). What exactly is a “negative gender stereotype”? If popular culture is a major culprit in keeping women out of science, we must then explain why two centuries of negative stereotypes of male scientists, engineers, and doctors have failed to discourage young men from entering these professions. Apparently, the ambition of boys to enter the...

Concept knowledge of “natural, processed, and artificial consumption substances” subject in 4th grade science and technology course books and course book analysis in terms of exemplification

In this research it is aimed to study “Natural, Processed and Artificial Consumption Substances” subject and concepts in the 4th grade Science and Technology course books of 2010-2011 academic year in terms of context and given examples. Whether there is an effect of course books in misconceptions, which are possible results of misunderstood Chemistry concepts, is also included as an aim of the study. It is known that accurate teaching of concepts is very necessary to prevent incorrect comprehension and concept errors during education. In this context the importance of the course books are very obvious. In this research several concept errors, contradictions between concepts and improper choice of examples have been detected.

Is this a coincidence? The role of examples in fostering a need for proof

It is widely known that students often treat examples that satisfy a certain universal statement as sufficient for showing that the statement is true without recognizing the conventional need for a general proof. Our study focuses on special cases in which examples satisfy certain universal statements, either true or false in a special type of mathematical task, which we term “Is this a coincidence?”. In each task of this type, a geometrical example was chosen carefully in a way that appears to illustrate a more general and potentially surprising phenomenon, which can be seen as a conjecture. In this paper, we articulate some design principles underlying the choice of examples for this type of task, and examine how such tasks may trigger a need for proof. Our findings point to two different kinds of ways of dealing with the task. One is characterized by a doubtful disposition regarding the generality of the observed phenomenon. The other kind of response was overconfidence in the conjecture even when it was false. In both cases, a need for “proof” was evoked; however, this need did not necessarily lead to a valid proof. We used this type of task with two different groups: capable high school students and experienced secondary mathematics teachers. The findings were similar in both groups.

Justice and the Fetus: Rawls, Children, and Abortion

In a footnote to the first edition of Political Liberalism, John Rawls introduced an example of how public reason could deal with controversial issues. He intended this example to show that his system of political liberalism could deal with such problems by considering only political values, without the introduction of comprehensive moral doctrines. Unfortunately, Rawls chose “the troubled question of abortion” as the issue that would illustrate this. In the case of abortion, Rawls argued, “the equality of women as equal citizens” overrides both “the ordered reproduction of political society over time” and also “the due respect for human life.” It seems fair to say that this was not the best choice of example and also that Rawls did not argue for his example particularly well: a whole subset of the Rawlsian literature concerns this question alone.

Centralizer and faithful groupoid

We correlate existence and aspect of some properties of centralizers with the conceptual notion of Θ-faithful objects. We produce a large choice of examples from standard algebraic situations to topological models, going through less classical cases as the new notions of algebras introduced by Loday (Leibniz algebras, associative dialgebras and trialgebras), or the dual of any boolean topos.

On meta-analyses of imaging data and the mixture of records

Neumann et al. (2010) aim to find directed graphical representations of the independence and dependence relations among activities in brain regions by applying a search procedure to merged fMRI activity records from a large number of contrasts obtained under a variety of conditions. To that end, Neumann et al., obtain three graphical models, justifying their search procedure with simulations that find that merging the data sampled from probability distributions characterized by two distinct Bayes net graphs results in a graphical object that combines the edges in the individual graphs. We argue that the graphical objects they obtain cannot be interpreted as representations of conditional independence and dependence relations among localized neural activities; specifically, directed edges and directed pathways in their graphical results may be artifacts of the manner in which separate studies are combined in the meta-analytic procedure. With a larger simulation study, we argue that their simulation results with combined data sets are an artifact of their choice of examples. We provide sufficient conditions and necessary conditions for the merger of two or more probability distributions, each characterized by the Markov equivalence class of a directed acyclic graph, to be describable by a Markov equivalence class whose edges are a union of those for the individual distributions. Contrary to Neumann et al., we argue that the scientific value of searches for network representations from imaging data lies in attempting to characterize large scaled neural mechanisms, and we suggest several alternative strategies for combining data from multiple experiments.

Researching primary trainees’ choice of examples: early findings

Researching primary trainees’ choice of examples: early findings

TURBULENT SHEAR FLOW: A PARADIGMATIC MULTISCALE PHENOMENON

The paper provides a broad discussion of multiscale and structural features of sheared turbulent flows. Basic phenomenological aspects of turbulence are first introduced, largely in descriptive terms with particular emphasis placed on the range of scales encountered in turbulent flows and in the identification of characteristic scale ranges. There follows a discussion of essential aspects of computational modeling and simulation of turbulence. Finally, the results of simulations for two groups of flows are discussed. These combine shear, separation, and periodicity, the last feature provoked by either a natural instability or by unsteady external forcing. The particular choice of examples is intended to illustrate the capabilities of such simulations to resolve the multiscale nature of complex turbulent flows, as well as the challenges encountered.

Security aspects of vertical actions on bridge structure

PurposeThe purpose of this paper is to investigate internal forces in bridges induced by moving vehicles and compare them to earthquake loading.Design/methodology/approachDynamic analysis of bridges is performed for moving support actions, for spectral method with Eurocode 8 parameters and for moving vehicle influence. Results from all three methods have been compared on two examples and conclusions have been made. Moving vehicle analysis could be based on the moving force and on the moving mass approach where the later one requires rather accurate knowledge of structural accelerations. It has been shown that the classical Newmark formulation produces accelerations of low accuracy and a novel impulse acceleration method has been devised.FindingsIt is found that the actions induced by the moving load could be comparable or larger than those caused by the earthquake on bridges whose mass is not too large in comparison to the vehicle mass.Research limitations/implicationsThe developed method will be applied to a broader choice of examples and more reliable conclusions made.Practical implicationsThere are bridges where it would be appropriate to perform moving vehicle dynamic analysis, in which case the vertical earthquake actions could be neglected in the analysis.Originality/valueIn order to assess actions from moving vehicles, Newmark method has been generalized in a novel way. Paper describes vector formulation of Newmark method that permits free mixing of integration parameters that could vary from node to node. The method is advantageous for moving load analysis where loading conditions of nodes change in time.

Characteristics of teachers’ choice of examples in and for the mathematics classroom

The main goal of the study reported in our paper is to characterize teachers’ choice of examples in and for the mathematics classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed, three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level—seven classes of top level students and six classes of mixed—average and low level students. In addition, pre and post lesson interviews with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers’ choices and generation of examples in the course of teaching mathematics.

The Cambridge Introduction to Modernism by Pericles Lewis

8I4 Reviews vincing and offers theway for the fuller integration ofMaeterlinck reception into the history ofGerman-language drama. ROYAL HOLLOWAY, UNIVERSITY OF LONDON ROBERT VILAIN The Cambridge Introduction to Modernism. By PERICLES LEWIS. Cambridge: Cam bridge University Press. 2007. 298 pp. CI4.99; $24.99. ISBN 978-o-521 53527-4. It is a central objective of Pericles Lewis's Cambridge Introduction to Modernism to reintegrate thediverse strands of research thathave fragmentedmodernist studies in the last two decades. Lewis acknowledges the pivotal role of the established greats (Joyce,Pound, Eliot) but complements theirvoices with those fromoutside the main stream. Langston Hughes, Mina Loy, Siegfried Sassoon, and many others get their say on the controversial questions of the day, and the reproduction of aVanessa Bell painting on the cover epitomizes Lewis's strategy of approaching modernist literature byway of itscultural context. Chapters I to 3 are devoted to thegenesis of 'high'modernism, which is traced from Flaubert and Baudelaire throughWilde, Manet, Picasso, and Yeats. The strength of these chapters is their attention to both breadth and precision. They arewritten in a readable, jargon-free style and peppered with illuminative short interpretations of texts ranging frompoetry to sculpture, from diary entries tomanifestos. Important terms and concepts that are not covered by themain argument are explained in se parate boxes, and there are short bibliographies covering influential texts from the period and useful secondary literature. Lewis chooses England as his focal point but takes into account a largenumber of transnational influences from the literatures and cultures ofAmerica, Spain, Italy,Germany, Russia, China, and Japan. Chapters 4 to 6 detail themain modernist innovations inpoetry, prose, and drama, respectively.Here, thediscussion moves closer to the literary text.Lewis's approach consists in structuring each chapter around one representative work: The Waste Land forpoetry, Ulysses forprose, and Six Characters inSearch of an Author fordrama. This works better in the areas of poetry and prose, where much innovation originated within the internationalist anglophone avant-garde, than itdoes in thedrama chapter; but even here, Lewis succeeds in focusing on the important developments through his discussion of Pirandello's play. For the student, his approach has two decisive advantages: the focus on a single work makes the chapters more cohesive than their counterparts inother literaryhistories; and the technical explanations are unusually accessible since one need only to have read this single text to be able to retrace and comprehend theirpractical application. Chapter 7 moves on to the 1930s, which Lewis presents as a decade of repoliti cization. After a survey of political developments throughout Europe, in particular the rise of Fascism, he compares the responses to these developments on the part of modernists ranging fromPound and Eliot toAuden and Orwell. Inwhat isone of the best sections of thebook, he thus reintegrates all phases and major representatives of (British) modernism while at the same time illustrating how the new political influ ences resulted innew approaches toart and the aesthetic. The short conclusion traces theemergence ofpostmodernismin thepioneering works of Warhol, Celan, and Beck ett.Here, too, thebroad perspective points to the international and interdisciplinary impetus behind the entire book. Comprehensive surveys always triggerdiscussions as to their focus and choice of examples, and it is safe to say that The Cambridge Introduction to Modernism will be no exception. For instance, its introductory chapters treatVirginia Woolf and her MLR, I03.3, 2oo8 8I5 work ratherextensively,while equally innovative contemporaries such asHemingway, Musil, andGertrude Stein arementioned rarely throughout thebook. However, given the tendency in recent literaryhistory to cover an ever increasing number ofwriters and to avoid evaluating their importance, Lewis's unconventional structuringmight be just the right choice. His book certainly bridges a gap for students and teachers who have been looking foran up-to-date, comprehensive, yet accessible introduction to literary modernism. UNIVERSITY OF AUGSBURG TIMO MULLER ReconstructingHybridity: Post-Colonial Studies inTransition. Ed. by JOELKUORTTI and JopiNYMAN. (Studies inComparative Literature, 5 I)Amsterdam: Rodopi. 2007. x+330 pp. ?70; $95. ISBN 978-90-420-2I4I-9. This collection of critical articles reconsiders the concept of hybridity within the fieldsof postcolonial theory and literature.The volume isdivided into two sections, the firstoffering challenges to and reinterpretations of hybridity theory, the second consisting of textual...

The role of examples in forming and refuting generalizations

Acknowledging students' difficulty in general- izing in general and expressing generality in particular, we assert that the choice of examples that learners are exposed to plays a crucial role in developing their ability to gen- eralize. We share with the readers experiences in which examples supported generalization, and elucidate the strategies that worked for us in these circumstances, pre- suming that similar strategies could be helpful with other students in other settings. We further share several pitfalls and call for caution in avoiding them.

MATHEMATICS TEACHERS' CHOICES OF EXAMPLES THAT POTENTIALLY SUPPORT OR IMPEDE LEARNING1

The main goal of the study reported in the paper is to highlight some features of teachers' choice of examples in the mathematics classroom, in reference to their potential contribution or impediment to student learning. Specific examples from classroom observations are presented and analyzed accordingly, pointing to the complexity of considerations required for desirable choices. The discussion addresses the potential implications of the findings to mathematics teacher education programmes.

Control System Design (Goodwin, G.C. et al; 2001) [Book Review

This book reflects the practical experience of its authors in two ways. First, it emphasizes several topics that are often neglected in control textbooks but are critical in many real-world problems. Second, the book reflects the industrial experience of the authors in their choice of examples. The book has 26 chapters, divided into eight parts. Part I provides a brief history of control, and introduction to feedback principles, a discussion on modeling, and a review of signals and systems. Part II concisely covers traditional classical control topics and provides a thorough treatment on pole placement. Performance limitations, architecture issues, and control signal constraints in a SISO setting are included in Part III. Part IV focuses on digital computer control, while Part V includes controller parameterizations, quadratically optimal control, state-space basics, and aspects of nonlinear control. Parts VI-VIII, the remainder of the book, deal with MIMO control. The authors make extensive use of electronic resources to supplement the book. Most of the resources are available on the included CD-ROM, bit more up-to-date resources are available on a Web site. (The educational value of these resources in general is still up for debate.) The text is a well-written book that stands out because it provides real-world perspective. Although it is too concise for an introductory course, it is recommended for a second course in control engineering and as a reference book.