Real Life Bully Prevention For Real Kids addresses the pervasive problem of bullying by offering students hands-on activities. Teachers will want to use this book in their classrooms with their students as part of the school’s anti-bullying curriculum. As an added bonus, the activities reinforce English/language arts, social studies, and health education curricular goals. Counselors, therapists, and school administrators can also use the activities in large and small group instruction. Additionally, leaders of after-school programs and youth leadership programs, such as (...) scouting, dramatics classes, and religious education classes, will find the activities helpful in addressing their bully prevention programs. Each activity contains a description, goals for children, and helpful hints for adults to guide their youngsters through the program. (shrink)

From the standpoint of decision research, investigating global heuristics like LEX is not fruitful, because we know already that people use partial heuristics instead. It is necessary (1) to identify partial heuristics in different tasks, and (2) to investigate rules governing their application and especially their combination. Furthermore, research is necessary into the adequate level of resolution of the elements in the toolbox.

Mathematical models are an important tool in the development ofsoftware technology, including programming languages and algorithms.During the last few years, a new class of such models has beendeveloped based on the notion of a mathematical game that isespecially well-suited to address the interactions between thecomponents of a system. This paper gives an introduction to thesegame-semantical models of programming languages, concentrating onmotivating the basic intuitions and putting them into context.

F. Oger proved that if A is a finite group, then the class of groups which are abelian-by-A can be axiomatized by a single first order sentence. It is established here that, in Oger's result, the word abelian cannot be replaced by group.

In terms of validity in Kripke frames, a modal formula expresses a universal monadic second-order condition. Those modal formulae which are equivalent to first-order conditions are called \emph{elementary}. Modal formulae which have a certain persistence property which implies their validity in all canonical frames of modal logics axiomatized with them, and therefore their completeness, are called \emph{canonical}. This is a survey of a recent and ongoing study of the class of elementary and canonical modal formulae. We summarize main (...) ideas and results, and outline further research perspectives. (shrink)

The goal of this study was to determine if the level of preservice teachers’ economic literacy might serve as a gatekeeper to teaching economics competencies. The participants ( n=84) were teacher candidates in an elementary education program in their final methods courses prior to their teacher internship. The findings supported the intuitive belief that elementary teachers lack the economic literacy and confidence needed to teach economics concepts in the elementary curriculum. This deficit can serve as a gatekeeper (...) to teaching economics competencies leading to curricular disjuncture between the established curriculum and actual practice in the classroom. (shrink)

The purpose of this study is to describe ways in which elementary students access information from various components of informational social studies texts in schools. Although the time devoted to elementary social studies has decreased considerably in recent years, a renewed focus on content-area literacy skills, driven by state standard initiatives, presents us with the opportunity to regain lost social studies instructional time by integrating social studies content during literacy instructional time. However, it is not entirely clear what (...) this instructional time should entail. This paper describes how third-, fourth-, and fifth-grade children navigate various aspects of the written and graphical elements of informational social studies reading materials. Results indicate that when students are unable to correctly answer questions about the content of the reading materials, they primarily attempt to do so in one of four ways: (1) responding without the use of a discernable strategy; (2) extracting random information from the passage; (3) relying on prior knowledge; or, (4) extracting information from the correct aspect of text that is not responsive to the question. Based on researcher-developed reading assessments as data sources, we explain the challenges children encounter and make recommendations for elementary social studies instruction. (shrink)

We define a class of functions, the descent recursive functions, relative to an arbitrary elementary recursive system of ordinal notations. By means of these functions, we provide a general technique for measuring the proof-theoretic strength of a variety of systems of first-order arithmetic. We characterize the provable well-orderings and provably recursive functions of these systems, and derive various conservation and equiconsistency results.

An elementary semistochastic model for cell cycle analysis is presented. Various independently generated experimental data sets are compared with the theory in which for the first time, a consistent consideration of non-proliferating cells has also been taken into account.

In a context of high-stakes accountability in teacher education, concerns are emerging about challenges to the already tenuous position of elementary social studies teacher education. In this case study, the author administered a survey to elementary social studies teacher educators in Georgia and conducted follow-up interviews focusing on the impact of edTPA on elementary social studies teacher education and the ways in which they are navigating the new context of teaching elementary social studies methods. The findings (...) reveal the possibility of further decline of social studies in elementary teacher education programs due to elementary edTPA's singular focus on literacy and math content pedagogy along with the high-stakes nature of edTPA process. Implications for future research on edTPA and elementary social studies education are discussed. (shrink)

This descriptive case study explores how on cohort of 17 White elementary preservice teachers examined counter-narratives of racism and Whiteness in selected documentary films using a historical inquiry approach. Findings indicate that by joining documentary film and historical inquiry in elementary social studies education, teacher educators can foster preservice teachers' engagement with perspective recognition while developing historical content knowledge. This study also documents White preservice teachers' acceptance of racism and resistance towards unpacking their White privilege and racism as (...) status quo. Implications for using this approach with preservice teachers and the dilemma of White avoidance in social studies education are discussed. (shrink)

We will study patterns which occur when considering how Σ 1 -elementary substructures arise within hierarchies of structures. The order in which such patterns evolve will be seen to be independent of the hierarchy of structures provided the hierarchy satisfies some mild conditions. These patterns form the lowest level of what we call patterns of resemblance . They were originally used by the author to verify a conjecture of W. Reinhardt concerning epistemic theories 449–460; Ann. Pure Appl. Logic, to (...) appear), but their relationship to axioms of infinity and usefulness for ordinal analysis were manifest from the beginning. This paper is the first part of a series which provides an introduction to an extensive program including the ordinal analysis of set theories. Future papers will conclude the introduction and establish, among other things, that notations we will derive from the patterns considered here represent the proof-theoretic ordinal of the theory KPℓ 0 or, equivalently, Π 1 1 −CA 0. (shrink)

This is a college-level textbook that discusses elementary symbolic logic.

As social studies receives less instructional time in elementary classrooms, elementary pre-service teachers (PSTs) observe little social studies instruction in their field placements. Social studies integration is one way to counteract the devaluation of social studies in elementary schools. This multiple case study examines the extent to which nine elementary PSTs were able to integrate social studies into lessons during an alternative field placement, an integratedSTEM camp. The findings show variance across and within participants in their (...) ability to integrate social studies in a quality way. Implications for elementary social studies methods course instructors are discussed. (shrink)

We characterize elementary equivalences and inclusions between von Neumann regular real closed rings in terms of their boolean algebras of idempotents, and prove that their theories are always decidable. We then show that, under some hypotheses, the map sending an L-structure R to the L-structure of definable functions from R n to R preserves elementary inclusions and equivalences and gives a structure with a decidable theory whenever R is decidable. We briefly consider structures of definable functions satisfying an (...) extra condition such as continuity. (shrink)

Elementary Applied Symbolic Logic was first published by Prentice-Hall in 1976. It went through two editions with them, then had a successful classroom run of 25 years by various publishers, before it finally went out of print in 2001.I am reviving it here, because during its run it acquired a reputation as an outstanding textbook for getting students to understand symbolic logic.I immodestly believe it is the best textbook ever written on the subject.------------This is a book on applied symbolic (...) logic. It provides the bridge between statements and arguments in English, and their formal counterparts in symbolic logic. Extensive exercises are given, illustrating how different natural-language concepts can correspond to the same symbolism, and how English sentences may be translated into formulae. Translation is heavily emphasized.It is intended to make learning symbolic logic (relatively) easy, by starting out with very basics and progressing from there a step at a time, building on what came before. I tried to make it as close to a self-teaching text as I could manage. It has two major divisions: Propositional Logic and Quantifier Logic.The first starts with propositions and truth-values, then truth-tables for evaluating the status of statements and arguments. It then moves to natural deduction, with rules for making inferences and transformations. Procedures are given for proving both validity and invalidity.Exercises increase in complexity as things move along. Solutions to selected exercises are included at the back of the book.Quantifier Logic starts with Monadic predicate logic, involving only single-place predicates ("properties"). It starts with singular statements and propositional functions, then moves to statements containing a single universal or existential quantifier, then to statements and arguments involving multiple quantifiers. It covers inferences using quantificational inference and transformation rules, and gives methods of invalidity proof.Its second half goes into polyadic predicates ("relations") of various degrees, moves on to identity, and finally to definite descriptions.Appendices on various related and supplementary topics are included at the end. The original appendix on Completeness and Consistency was complicated and confusing. It has been deleted, and replaced with an addendum at the end. (shrink)

We give an elementary proof of the strong normalization of the atomic polymorphic calculus Fat.

Context: Technology has not only changed the way we teach mathematical concepts but also the nature of knowledge, and thus what is possible to learn. While geometric transformations are recognized to be foundational to the formation of students’ geometric conceptions, little research has focused on how these notions can be introduced in elementary schooling. Problem: This project addressed the need for development of students’ reasoning about and with geometric transformations in elementary school. We investigated the nature of students’ (...) understandings of translations, rotations, scaling, and stretching in two dimensions in the context of use of the software application Graphs ’n Glyphs. More specifically, we explored the question “What is the nature of elementary students’ reasoning of geometric transformations when instruction exploits the technological tool Graphs ’n Glyphs?” Method: Using a design research perspective, we present the conduct of a teaching experiment with one pair of fourth-graders, studying translation and rotation. The project investigated how and to what extent activity using Graphs ’n Glyphs can elicit students’ reasoning about geometric transformations, and explored the constraints and affordances of Graphs ’n Glyphs for thinking-in-change about geometric transformations. Results: The students proved adept using the software with carefully designed tasks to explore the behavior of two-dimensional shapes, distinguish among transformations, and develop predictions. In relation to varied conditions of transformations, they formed generalizations about the way a shape behaves, including the use of referent points in predicting outcomes of translations, and recognizing the role of the center of rotation. Implications: The generalizations that the students developed are foundational for developing an understanding of the properties of transformations in the later years of schooling. Dynamic technological approaches to geometry may prove as valuable to elementary students’ understanding of geometry as it is for older students. Constructivist content: This study contributes to ongoing constructivism/constructionism conversations by concentrating on the transformation of ideas when engaging learners in activity through particular contexts and tools. Key Words: Geometry, transformations, constructionist technologies. (shrink)

In this paper, I explore whether elementary classical mechanics adheres to the Principle of Composition of Causes as Mill claimed and as certain contemporary authors still seem to believe. Among other things, I provide a proof that if one reads Mill’s description of the principle literally, it does not hold in any general sense. In addition, I explore a separate notion of Composition of Causes and note that it too does not hold in elementary classical mechanics. Among the (...) major morals is that there is no utility to describing classical mechanics in terms of Composition of Causes. This is both because the stated principles do not hold and because when one describes what actually does hold in classical mechanics in terms of the Composition of Causes, one introduces misleading associations that can generate errors just as claimed by Russell. (shrink)

The extremely successful _Standard Model of Particle Physics_ allows one to define the so-called _Elementary Particles_. From another point of view, how can we think of them? What kind of a status can be attributed to Elementary Particles and their associated quantised fields? Beyond the unprecedented efficiency and reach of quantum field theories, the current paper attempts at understanding the nature of what these theories describe, the enigmatic reality of the quantum world.

In _Elementary Aspects of the Political_ Prathama Banerjee moves beyond postcolonial and decolonial critiques of European political philosophy to rethink modern conceptions of "the political" from the perspective of the global South. Drawing on Indian and Bengali practices and philosophies from the late nineteenth and early twentieth centuries, Banerjee identifies four elements of the political: the self, action, the idea, and the people. She examines selfhood in light of precolonial Indic traditions of renunciation and realpolitik; action in the constitutive tension (...) between traditional conceptions of karma and modern ideas of labor; the idea of equality as it emerges in the dialectic between spirituality and economics; and people in the friction between the structure of the political party and the atmospherics of fiction and theater. Throughout, Banerjee reasserts the historical specificity of political thought and challenges modern assumptions about the universality, primacy, and self-evidence of the political. In formulating a new theory of the political, Banerjee gestures toward a globally salient political philosophy that displaces prevailing Western notions of the political masquerading as universal. (shrink)

Detection theory has been applied to a host of varied problems (for example, measuring the accuracy of diagnostic systems or reliability of lie detection tests) and extends far beyond the detection of signals. This book is a primer on the subject.

This paper is concerned with a two-sorted probabilistic language, denoted by $\textsf{QPL}$, which contains quantifiers over events and over reals, and can be viewed as an elementary language for reasoning about probability spaces. The fragment of $\textsf{QPL}$ containing only quantifiers over reals is a variant of the well-known ‘polynomial’ language from Fagin et al. (1990, Inform. Comput., 87, 78–128). We shall prove that the $\textsf{QPL}$-theory of the Lebesgue measure on $\left [ 0, 1 \right ]$ is decidable, and moreover, (...) all atomless spaces have the same $\textsf{QPL}$-theory. Also, we shall introduce the notion of elementary invariant for $\textsf{QPL}$ and use it to translate the semantics for $\textsf{QPL}$ into the setting of elementary analysis. This will allow us to obtain further decidability results as well as to provide exact complexity upper bounds for a range of interesting undecidable theories. (shrink)

We study a hierarchy of Kalmàr elementary functions on integers based on a classification of LOOP programs of limited complexity, namely those in which the depth of nestings of LOOP commands does not exceed two. It is proved that -place functions in can be enumerated by a single function in , and that the resulting hierarchy of elementary predicates (i.e., functions with 0,1-values) is proper in that there are predicates that are not in . Along the way the (...) rudimentary predicates of Smullyan are classified as. (shrink)

The author establishes an elementary system AS which contains functions +, ≐ and a constant 0 and then proves the semi-completeness and the decidability of AS, using the theory of systems of inequalities.