DOCSLIB.ORG

Lawrence Joseph Pleet for the Degree of Doctor of Philosophy in Mathematics Education Presented on November 6

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Lawrence Joseph Pleet for the Degree of Doctor of Philosophy in Mathematics Education Presented on November 6 AN ABSTRACT OF TilE THESIS OF Lawrence Joseph Pleet for the degree of Doctor of Philosophy in Mathematics Education presented on November 6. 1990. Title: The Effects of Computer Granhics and Mira on Acquisition of Transformation Geometry Concepts and Development of Mental Rotation Skills in Grade Eight Signature redacted for privacy. Abstract approved: Thomas P. Evans The purpose of this study was to investigate: (1) whether the use of the Motions computer program will be more effective in the acquisition of transformation geometry concepts in eighth-grade students than the use of the Mira hands-on manipulative, (2) whether the use of the Motions computer program will be more effective in the development of mental rotation skills in eighth-grade students than the use of the Mira hands-on manipulative, and (3) possible sex differences resulting from the use of the Motions computer program or the use of the Mira, hands-on manipulative in the acquisition of transformation geometry concepts by eighth-grade students. The study included 15 teachers at 15 different junior high schools teaching 560 students.The study sample consisted of 16 classes, eight classes in each of the two experimental groups. There were 14 classes in the testing effect control group. Eightteachers each taught a Motions class and a Mira class. The remaining seven teachers taught two control classes each. The subjects were pretested and posttested with The Card Rotations Test from the Kit of Factor-Referenced Tests and the researcher-designed Transformation Geometry Achievement Test.The subjects were also administeredtheresearcher-designedComputerExperience Questionnaire. During the period of time between the pretests and the posttests, the experimental group subjects studied a three-week series of lessons on transformation geometry concepts.To check for a possible mental rotation testing effect, the control group subjects studied a three- week unit on fractions and decimals. Data were analyzed by analysis of covariance.With regard to mathematics achievement of transformation geometry concepts, the analysis revealed no significant difference between the class means: (1) of the Mira and the Motions groups, (2) of the females in the Mira and the Motions groups, and (3) of the females in either the Mira, or Motions groups and of the males in either the Mira or Motions groups. A significant difference, at the 0.05 level, was found between the mean of the males in the Mira and the Motions groups. With regard to mental rotation ability, the analysis revealed no significant difference between the class means: (1) of the Mira and the Motions groups, (2) of the males in the Mira and the Motions groups, and (3) of the females in the Mira, and of the Motions groups. © Copyright by Lawrence Joseph Pleet November 6, 1990 All Rights Reserved The Effects of Computer Graphics and Mira on Acquisition of Transformation Geometry Concepts and Development of Mental Rotation Skills in Grade Eight by Lawrence Joseph Pleet A THESIS submitted to Oregon State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Completed November 6, 1990 Commencement June 1991 ACKNOWLEDGEMENTS This dissertation is dedicated to the loving memory of Joseph F. and Harriette D. Pleet, the author's parents, whose love, guidance, and generosity have continued to nourish and sustain him throughout his life. May the good Lord bless them always. The author wishes to express his sincerest gratitude and appreciation to the following persons, who have given him encouragement, understanding, and guidance throughout his doctoral program and especially during the completion of this dissertation: To Professor Thomas P. Evans, the author's advisor and friend, for his many hours of dedicated help and thoughtful assistance in seeing this dissertation come to fruition. To Professors Thomas Dick, Margaret Niess, and Jake Nice for their generous time and kind efforts on the author's behalf. To Professor Norman Lederman for his interest, encouragement, expertise, and friendship. To Professors Howard L. Wilson and Carvel Wood for their friendship, counseling, encouragement, and support throughout the author's studies at Oregon State University. Special appreciation is offered to the following members of the Los Angeles Unified School District: To Dr. Tony E. Rivas, former Superintendent, Administrative Region F, and to Dr. Robert C. Reimann, former Director of Instruction, Administrative Region F, for their sincere and warm friendship, and for their kind encouragement and assistance with the preparation for the study. To the junior high school principals and administrative staffs of Administrative Region F, for their interest and enthusiasm, and for their tremendous help with supervision during the experimental period of the study. To the junior high school teachers and students of Administrative Region F,for their dedication to mathematics and enthusiastic participation in the study. To Dr. Ebrahim Maddahian, Program Evaluation and Assessment Branch, for his time and efforts in helping to compile and interpret the data. To Donna Jorgensen, Les Winters, Sara Munshin, and Les Leibovitch of the Office of Secondary Instruction for their kind encouragement and help in the preparation and evaluation of the instructional units and criterion instruments for the study. Finally, the author would like to express his sincere gratitude to the following persons: To Norman J. Gillespie, the inventor of the Mira hands-on manipulative, for his interest in the study and for his generous donation of materials. To Patrick W. Thompson, the creator of Motions: A Micro world for Exploring Motion Geometry, for his interest in the study and for his permission to replicate and use his computer program. To Dr. Lorraine L. Foster, Professor of Mathematics, California State University Northridge, for considerable assistance in the preparation of this manuscript on the Macintosh. TABLE OF CONTENTS Page INTRODUCTION 1 Historical Background 1 Importance of the Study 3 The Importance of Spatial Abilities 5 Assumptions 9 Purpose of the Study 10 Statement of Hypotheses 10 Definition of Terms 12 Limitations 13 Delimitations 13 Design of the Study 14 Organization of the Remainder of the Study 15 REVIEW OF THE LITERATURE 16 The Definition of Spatial Visualization/Mental Rotation Ability 16 Enhancing Spatial Visualization Ability by Course Work, Training, and Practice 18 Using Computer Graphics to Improve Spatial Visualization Ability Using Mampulatives to Improve Spatial Visualization Ability 31 The Need for Informal Hands-On Activities in Geometry 39 The Relationship Between the Study of Transformation Geometry Concepts and Spatial Visualization Ability 41 The Need for Computers in the Study of Transformation Geometry Concepts 45 The Relationship Between Mathematics Achievement and Spatial Visualization Ability 48 Sex-Related Differences in Spatial Visualization Ability 53 Summary of the Theoretical Framework 57 T.HE STUDY 59 Hypotheses 59 Selection of the Computer Program and the Manipulative 61 Description and Rationale for Use of the Motions Computer Program 61 Description and Rationale for Use of the Mira Hands-On Manipulative 64 Criterion Instruments 66 Page The Card Rotations Test The Transformation Geometry Achievement Test The Computer Experience Questionnaire The Experiment Experimental Design Procedures Preliminary Preparations Outline of the Study Statistical Analysis of the Data Summary RESULTS OF THE STUDY 76 Sample and Sample Characteristics 76 Method of Statistical Analysis 78 Design of the Study 81 Preliminary Findings 82 Analysis and Disposition of Null Hypotheses 86 First Null Hypothesis 87 Second Null Hypothesis 90 Third Null Hypothesis 92 Fourth Null Hypothesis 96 Fifth Null Hypothesis 99 Findings Not Directly Related to the Hypotheses 103 Place Where Student First Learned to Use the Computer 106 Grade in Which Student First Learned to Use the Computer 107 Use of Computer in Mathematics Class 108 Students Who Have Studied BASIC 108 Students Who Have Studied Logo 109 Summary 110 Findings Directly Related to the Hypotheses 110 Findings Not Directly Related to the Hypotheses 112 SUMMARY, CONCLUSIONS, DISCUSSION, AND RECOMMENDATIONS 114 Summary 114 The Problem 114 Design of the Study 115 Procedure 115 Results Directly Related to the Hypotheses 117 Results Not Directly Related to the Hypotheses 119 Conclusions and Discussion 119 Recommendations for Practice and Further Study 125 Practice 125 Page Further Study 125 BIBLIOGRAPHY 1 APPENDICES Appendix A.Summary of Group Means on Criterion Tests 141 Appendix B.Summary of School Means on Criterion Tests 143 Appendix C.The Transformation Geometry Achievement Test 145 Appendix D.The Computer Experience Questionnaire 150 Appendix E.List of Instructional Units 153 Appendix F.Sample Instructional Unit Using the Mira to Teach About Reflections 155 LIST OF FIGURES Title Page The Effect Upon the Plane ofF 70 63 The Effect Upon the Plane of T 30 100 64 The Effect Upon the Plane of R 130 64 Sample Card Rotations Test 67 LIST OF TABLES Table Page Comparison of Sample Class Sizes 77 Comparison of Class Means on Mathematics Achieve- ment Pretest 78 ComparisonofClassMeansonMathematics Achievement Posttest 79 Comparison of Class Means on Mental Rotation Pretest 80 Comparison of Class Means on Mental Rotation Posttest 81 Descriptive Statistics for Covariates and Dependent Variables on Mathematics Achievement and Mental Rotation Pretests 83 Descriptive Statistics for Covariates
Load more

Recommended publications
  • 1985 Commencement Program, University Archives, University Of
    UNIVERSITY of PENNSYLVANIA Two Hundred Twenty-Ninth Commencement for the Conferring of Degrees PHILADELPHIA CIVIC CENTER CONVENTION HALL Monday, May 20, 1985 Guests will find this diagram helpful in locating the Contents on the opposite page under Degrees in approximate seating of the degree candidates. The Course. Reference to the paragraph on page seven seating roughly corresponds to the order by school describing the colors of the candidates' hoods ac- in which the candidates for degrees are presented, cording to their fields of study may further assist beginning at top left with the College of Arts and guests in placing the locations of the various Sciences. The actual sequence is shown in the schools. Contents Page Seating Diagram of the Graduating Students 2 The Commencement Ceremony 4 Commencement Notes 6 Degrees in Course 8 • The College of Arts and Sciences 8 The College of General Studies 16 The School of Engineering and Applied Science 17 The Wharton School 25 The Wharton Evening School 29 The Wharton Graduate Division 31 The School of Nursing 35 The School of Medicine 38 v The Law School 39 3 The Graduate School of Fine Arts 41 ,/ The School of Dental Medicine 44 The School of Veterinary Medicine 45 • The Graduate School of Education 46 The School of Social Work 48 The Annenberg School of Communications 49 3The Graduate Faculties 49 Certificates 55 General Honors Program 55 Dental Hygiene 55 Advanced Dental Education 55 Social Work 56 Education 56 Fine Arts 56 Commissions 57 Army 57 Navy 57 Principal Undergraduate Academic Honor Societies 58 Faculty Honors 60 Prizes and Awards 64 Class of 1935 70 Events Following Commencement 71 The Commencement Marshals 72 Academic Honors Insert The Commencement Ceremony MUSIC Valley Forge Military Academy and Junior College Regimental Band DALE G.
    [Show full text]
  • Recent Books
    Michigan Law Review Volume 95 Issue 7 1997 Recent Books Michigan Law Review Follow this and additional works at: https://repository.law.umich.edu/mlr Part of the Legal Writing and Research Commons Recommended Citation Michigan Law Review, Recent Books, 95 MICH. L. REV. 2343 (1997). Available at: https://repository.law.umich.edu/mlr/vol95/iss7/6 This Regular Feature is brought to you for free and open access by the Michigan Law Review at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Law Review by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. RECENT BOOKS BOOKS RECEIVED ADMINISTRATIVE LAW Robert A. Hillman. Boston: Kluwer Aca­ AN INTRODUCllON TO ADMINISTRATIVE demic Publishers. 1997. Pp. xiv, 279. $115. LAw, 3RD ED. By Peter Cane. New York: Clarendon Press/Oxford University Press. ENTERTAINMENT 1996. Pp. xi, 401. $69. THE YE ARBO OK OF MEDIA AND ENTERTAINMENT LAw 1996. Edited by Eric ATTORNEYS M. Barendt. New York: Clarendon Press/ LAWYERLAND. By Lawrence Joseph. New Oxford University Press. 1996. Pp. xii, 592. York: Farrar, Straus & Giroux. 1997. Pp. $245. 225. $22. EUROPEAN COMMUNITY CHILD CUSTODY EC COMPETITION LAW IN THE TRANS­ FATHERS' RIGHTS: HARD-HITTING & PORT SECTOR. By Luis Ortiz Blanco & Ben FAIR ADV ICE FOR EVERY FATHER Van Houtte. New York: Clarendon Press/ INVOLVED IN A CuSTODY DISPUTE. By Jef­ Oxford University Press. 1996. Pp. xlvii, fery M. Leving with Kenneth A. Dachman, 288. $145. Ph.D. New York: Basic Books. 1997. Pp. xvii, 222.
    [Show full text]
  • Class of 2021 College & Post Secondary Plans-1
    CLASS OF 2021 COLLEGE/POST-SECONDARY PLANS Name College City State Adler, Christopher Bennett University of Akron Akron OH Adler, Ryan Joseph John Carroll University University Heights OH Adornetto Jr., Dominic S. University of Cincinnati Cincinnati OH Alexopoulos, Vassilis Andreas Stanford University Stanford CA Allen, Drew Patrick Miami University Oxford OH Amendola, Connor Anthony Cornell University Ithaca NY Anderson, DeVar G California University of Pennsylvania California PA Anthony, Ryan Joseph Case Western Reserve University Cleveland OH Apostolakis, Aristotle Peter Brown University Providence RI Ashcraft, Joseph Clayton Franciscan University of Steubenville Steubenville OH Atkins, Masario Allen-Rogelio Central State University Wilberforce OH Austin, Aidan William Ohio University Athens OH Barker, Ian Michael Universtiy of Cincinnati Cincinnati OH Bart, Jackson Christopher Rochester Institute of Technology Rochester NY Barzacchini, Nicholas Anthony Joseph John The Ohio State University Columbus OH Basic, Nikola Ivan University of Dayton Dayton OH Baszuk, Logan James University of Cincinnati Cincinnati OH Becker, John Gerald University of Mississippi Oxford MS Bednar, Michael Adam Northeastern University Boston MA Beegan, Caden Benjamin Ohio University Athens OH Bender, Alexander Daniel University of Cincinnati Cincinnati OH Bender, David Christopher University of Cincinnati Cincinnati OH Bennett, DeAndre Cristian Cleveland State University Cleveland OH Betters, Owen Cleveland State University Cleveland OH Biernacki, Michael Vincent
    [Show full text]
  • 2021Commencementprogram1.Pdf
    One Hundred and Sixty-Third Annual Commencement JUNE 14, 2021 One Hundred and Sixty-Third Annual Commencement 11 A.M. CDT, MONDAY, JUNE 14, 2021 UNIVERSITY SEAL AND MOTTO Soon after Northwestern University was founded, its Board of Trustees adopted an official corporate seal. This seal, approved on June 26, 1856, consisted of an open book surrounded by rays of light and circled by the words North western University, Evanston, Illinois. Thirty years later Daniel Bonbright, professor of Latin and a member of Northwestern’s original faculty, redesigned the seal, Whatsoever things are true, retaining the book and light rays and adding two quotations. whatsoever things are honest, On the pages of the open book he placed a Greek quotation from the Gospel of John, chapter 1, verse 14, translating to The Word . whatsoever things are just, full of grace and truth. Circling the book are the first three whatsoever things are pure, words, in Latin, of the University motto: Quaecumque sunt vera whatsoever things are lovely, (What soever things are true). The outer border of the seal carries the name of the University and the date of its founding. This seal, whatsoever things are of good report; which remains Northwestern’s official signature, was approved by if there be any virtue, the Board of Trustees on December 5, 1890. and if there be any praise, The full text of the University motto, adopted on June 17, 1890, is think on these things. from the Epistle of Paul the Apostle to the Philippians, chapter 4, verse 8 (King James Version).
    [Show full text]
  • The Black in Crimson and Black: a History and Profiles of African Americans at SDSU
    The Black in Crimson and Black: A History and Profiles of African Americans at SDSU by Robert Fikes, Jr., Librarian San Diego State University Library and Information Access 2013 Contents I. The Early Years, 1907-1929 1 II. The 1930s 3 III. The 1940s 8 IV. The 1950s 17 V. The 1960s 28 VI. The 1970s 41 VII. The 1980s 64 VIII. The 1990s 84 IX. The 21st Century 105 X. Notes 123 XI. Addendum A: 127 Selected Publications by Black SDSU Faculty and Staff XII. Addendum B: SDSD Awards to African American Faculty, Staff, and Alumni 139 1 The Early Years, 1907-1929 Probably three factors best account for the slower pace of black attainment in higher education in San Diego County in the early 1900s: a more conservative political and social climate in sharp contrast to other parts of California, particularly Los Angeles and San Francisco; a considerably smaller population of African Americans here meant that the critical mass necessary to stir social activism on their behalf would be delayed for decades to come; and there was no nearby alternative to San Diego State, founded in 1897, for those seeking to become school teachers or wanting to obtain a bachelor‟s degree. There was the option of traversing 1,200 to 2,200 miles to attend a predominantly black college, but that could be a rather expensive and emotionally challenging proposition. A brave, privileged few were willing to risk the ostracism and ridicule of fellow students and the disdain of professors in the hope that the end result—a credential or a degree in hand---would eventually prove to have been well worth the effort.
    [Show full text]
  • Annual Commencement / Northwestern
    NORTHWESTERN UNIVERSITY One Hundred and Nineteenth Annual COMMENCEMENT SATURDAY, JUNE 18, 1977 McGaw Memorial Hall, Evanston, Illinois THE UNIVERSITY ALMA MATER Hail to Alma Mater! We will sing thy praise forever; All thy sons and daughters Pledge thee victory and honor. Alma Mater, praise be thine, May thy yiame forever shine! Hail to Purple! Hail to White! Hail to thee. Northwestern! Smoking is permitted only in the outer main flour lobby. THE PROGRAM PROCESSIONAL (Audience will please remairi seated far the Student and Faculty Processional.) THE NATIONAL ANTHEM (The first stanza) (Audience will please remain standing until the Invocation has been offered.) INVOCATION DR. CARI. H. MARBURY Associate Professor of New Testament Interpretation, and Dean Elect, Garrett-Evangelical Theological Seminary CONFERRING OF HONORARY DEGREES Citations read by RAYMOND W. MACK Provost of the University AWARDING OF DIPLOMAS AND CONFERRING OF DEGREES ROBERT H. STROTZ President of the University DELIVERY OF DIPLOMAS TO DOCTORAL RECIPIENTS Deans of the Graduate, Medical, Law, Dental, and Music Schools THE UNIVERSITY ALMA MATER (Words to the University Abna Mater are printed inside the front cover.) BENEDICTION JAMES E. AVERY University Chaplain RECESSIONAL FACULTY RECESSIONAL (Graduates and guests will please rouain scaled.) STUDENT RECESSIONAL (Guests will please reinain seated.) Parents and guests are respectfully requested to remain in their seats during the entire ceremony. The aisles of the hall must be kept clear at all times, and those who leave their seats before the close of the ceremony must leave the building immediately through either the north or south door (whichever is closer). THE HONORARY DEGREES GWENDOLEN MARGARET CARTER—DOCTOR OF HUMANE LETTERS Political scientist.
    [Show full text]
  • DAVID A. SKEEL, JR. University of Pennsylvania Law School 3501 Sansom Street Philadelphia, PA 19104 (215) 573-9859 [email protected]
    DAVID A. SKEEL, JR. University of Pennsylvania Law School 3501 Sansom Street Philadelphia, PA 19104 (215) 573-9859 [email protected] TEACHING EXPERIENCE Permanent Faculty Appointments S. Samuel Arsht Professor of Corporate Law, University of Pennsylvania Law School (January, 2004-) Professor of Law, University of Pennsylvania Law School (January, 1999- December, 2003) Awards: Lindback Award (2004)(university-wide “Great Teacher” award) Harvey Levin Award for Excellence in Teaching (1999, 2002 & 2011)(teaching award voted by University of Pennsylvania Law School graduating class) Robert Gorman Award (2010)(awarded for exemplary teaching in upper class courses) LLM Award for Teaching Excellence (2018)(teaching award voted by University of Pennsylvania Law School LLM class) Associate Professor of Law, Temple University School of Law (July, 1993- December, 1998) Assistant Professor, Temple University School of Law (July, 1990- June, 1993) 1 Awards: Friel-Scanlan Award (March, 1993)($5000 prize for best Temple University School of Law scholarship). Temple Law Review, Faculty honoree at 1993 Temple Law Review annual banquet (April, 1993). Visiting Appointments and Fellowships Bruce Nichols Visiting Professor of Law, Harvard Law School (Spring 2015) Caryl Louise Boies Visiting Professor of Law, New York University (Fall 2013) Visiting Professor of Law, University of Western Ontario (March 2011) Scholar-in-Residence, American Bankruptcy Institute (Summer-Fall 2006) Clifford Chance Visiting Professor, Cambridge University (June 2005) Visiting Professor of Law, Georgetown University Law Center (Fall 2004) Visiting Associate Professor of Law, University of Pennsylvania Law School (Fall 1997) Olin Professor and Visiting Associate Professor of Law, University of Virginia School of Law (Spring 1996) Visiting Associate Professor of Law, University of Wisconsin Law School (July, 1993- June, 1994) Professional Positions Member, Financial and Management Oversight Board for Puerto Rico (appointed by President Barrack Obama, Aug.
    [Show full text]
  • An Open Letter from Legal Scholars on Trump Impeachment Inquiry
    An Open Letter from Legal Scholars on Trump Impeachment Inquiry For only the fourth time in American history, there is a serious inquiry concerning the impeachment of the President of the United States. We write as law professors because impeachment is a legal proceeding provided for by the Constitution of the United States. We write because the core principle of the rule of law is that no one, not even the President, is above the law and impeachment is the ultimate check provided for by the Constitution. We are writing not to express an opinion as to whether President Donald Trump should be impeached or removed, but to clarify the legal standards and procedures that should be followed. Impeachment by the United States House of Representatives followed by a conviction in the United States Senate is one of only two methods under the Constitution for removing a President. (The 25th Amendment provides for the removal of the president due to incapacity, and while some have called for that as well, this letter does not address it.) Article II, §4, of the Constitution provides for impeachment for “Treason, Bribery, or other high Crimes and Misdemeanors.” There is no definitive answer to what constitutes a “high crime or misdemeanor.” There is no Supreme Court case addressing it. But the history of the phrase and the experience of prior impeachments make clear that “high crimes and misdemeanors” include a serious abuse of power while in office whether or not a crime has occurred. In other words, a criminal act is often sufficient to be an impeachable offense, but it is not necessary.
    [Show full text]
  • Annual Commencement / Northwestern University
    NORTHWESTERN UNIVERSITY One Hundred and Twenty -second Annual COMMENCEMENT SATURDAY, JUNE 14, 1980 McGaw Memorial Hall, Evanston, Illinois THE UNIVERSITY ALMA MATER Hail to Alma Mater! We will sing thy praise forever; All thy sons and daughters Pledge thee victory and honor. Alma Mater, praise he thine, ^ May thy name forever shine! Hail to Purple! Hail to White! Hail to thee, Northwestern! Smoking is permitted only in the outer main floor lobby. f THE PROGRAM PROCESSIONAL (Audience will please remain seated for the Student and Faculty Processional.) THE NATIONAL ANTHEM (The first stanza) (Audience will please remain standing until the Invocation has been offered.) INVOCATION IRWIN WEIL Professor and Chairman, Slavic Languages and Literatures Department, College of Arts and Sciences CONFERRING OF HONORARY DEGREES Citations read by RAYMOND W. MACK Provost of the University AWARDING OF DIPLOMAS AND CONFERRING OF DEGREES robert h. strotz President of the University DELIVERY OF DIPLOMAS TO DOCTORAL RECIPIENTS Deans of the Graduate, Medical, Law, Dental, and Music Schools THE UNIVERSITY ALMA MATER (Words to the University Alma Mater are printed inside the front cover.) BENEDICTION james e. avery University Chaplain RECESSIONAL FACULTY RECESSIONAL (Graduates and guests will please remain seated.) STUDENT RECESSIONAL (Guests will please remain seated.) Parents and guests are respectfully requested to remain in their seats during the entire ceremony. The aisles of the hall must be kept clear at all times, and those who leave their seats before the close of the ceremony must leave the building immediately through either the north or south door (whichever is closer). THE HONORARY DEGREES KARL WOLFGANG DEUTSCH — DOCTOR OF LAWS Political scientist.
    [Show full text]
  • Commencement 1961-1970
    mri mm si* THE JOHNS HOPKINS UNIVERSITY BALTIMORE, MARYLAND Conferring of Degrees at the close of the ninety-second academic year JUNE 11, 1968 Keyser Quadrangle Homewood • O • to S • to 2 • 2 P-. co >• S co S *0 • •> • (0 «, •>••»•> C co co ^ •> *0 0)^3 0) 0) C'HrHOCO H fcQSrHtO•rHW OftO XJ En •HCSH£ -P • <D g .H£ H *-P to S <H •H«fc>0«*©CDH«H bfl CO Md Ba At E-< Bait Green Sprin lewood indsor Philad ahasse § imore, Chevy of of b f ng, O o of W of Map of Spri of Tall Bait ter, a k, , of Jr., , O «rt X •» •» CM s OOOXk •> Jh «H »(1)<HH 1 H O-P<pC0fDOfc£OH ID NJ3 EH OP iH 3 * U < H O-pJC-H fc, H rH rH P« ,* CD pa «H-HOCOkI©HS ox ^ * £& & . S MC oo o >> CO EC SC <H UJ XSSOH.3 EH Po 8* Mit Bradl Franc Harve Randal Henry Ernest utchin ugene I Jones Lord, le ohn H W CO ppTi to tC >-D tu j) (Dpi: ^a-o h tO T3 bDH ^ -P CO rH CO CO CD .GOt>Oc0Xl6OC0^£gH«H k 5* CD O .C C O 0) Q) +J ajto<i)x:o-H-Hr-!rotOc3cfl ORDER OF PROCESSION The Graduates Marshals Peter Achinstein Richard A. Macksey Carl Christ Evangelos Moudrianakis Robert E. Green, Jr. John H. Mulholland John W. Gryder Owen M. Phillips Edgar A. J. Johnson William Poole Everett L. Schiller * The Faculties Marshals James Deese and John Walton * The Deans, The Vice Presidents, The Trustees, and Honored Guests Marshals Ferdinand Hamburger and Alsoph H.
    [Show full text]
  • Defining Detroit Events: 2000-2017
    Defining Detroit Events: 2000-2017 Defining Detroit is a series of Detroit-related lectures, readings, panel discussions, exhibits, and performances sponsored by the Marygrove College Institute for Detroit Studies. Punching the Clock A public reading by poet Jim Daniels, Carnegie Mellon University October 6, 2000, 8 p.m. Dancing in the Street: Motown and the Cultural Politics of Detroit A public lecture by cultural historian Suzanne E. Smith, George Mason University October 11, 2000, 8 p.m. Ecclesia Semper Reformanda: John Cardinal Dearden and the Papal Encyclical on Birth Control, 1968 A public lecture by historian, Leslie Woodcock Tentler, the Catholic University of America January 18, 2001, 8 p.m. "Unimaginable Apart from Detroit" A public reading by National Book Award Winner Joyce Carol Oates, Princeton University January 25, 2001, 8 p.m. To Do Justice: Reinhold Niebuhr's Detroit Years A public lecture by Dr. Ralph Cushing February 11. 2001, 8 p.m. Origins of the Urban Crisis: Race and Inequality in Postwar Detroit A public lecture by historian Thomas J. Sugrue, The University of Pennsylvania February 15, 2001, 8 p.m. The Poetry of Lawrence Joseph, The Art of Nancy van Goethem Gallery exhibit by figurative artist Nancy van Goethem and poetry reading by Lawrence Joseph, St. John's University March 18, 2001, 3:30 p.m. "I Wish to Make Your Acquaintance" Madame Cadillac and the French Historical Dance Tradition A public workshop and demonstration by dancer and dance historian Harriet J. Berg and the Madame Cadillac Dance Theatre March 30, 2001, 8 p.m. “Sister Said”: Women's Religious Orders and Catholic Education in the Archdiocese of Detroit A public lecture by historian JoEllen McNergney Vinyard, Eastern Michigan University April 8, 2001, 3 p.m.
    [Show full text]
  • Lawrence Joseph Henderson: Bridging Laboratory and Social Life
    Lawrence Joseph Henderson: Bridging Laboratory and Social Life The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Munoz, Mateo Jasmine. 2014. Lawrence Joseph Henderson: Bridging Laboratory and Social Life. Doctoral dissertation, Harvard University. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:12274511 Terms of Use This article was downloaded from Harvard University’s DASH repository, WARNING: This file should NOT have been available for downloading from Harvard University’s DASH repository. Lawrence Joseph Henderson: Bridging Laboratory and Social Life A dissertation presented by Mateo J. Muñoz to The Department of History of Science in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History of Science Harvard University Cambridge, Massachusetts May 2014 © 2014–Mateo J. Muñoz All rights reserved. Dissertation Advisor: Professor Charles E. Rosenberg Mateo J. Muñoz Lawrence Joseph Henderson: Bridging Laboratory and Social Life Abstract This study uses the professional trajectory of the Harvard-trained physical chemist and physiologist Lawrence Joseph Henderson to show how the nascent and highly mobile interconnections between biomedicine and social theory began to crystallize around the concept of the social system in the middle decades of the twentieth century. The social system became a powerful and persuasive way of relating vastly different concepts and their consequences, e.g., the laboratory and social life. By focusing on L.J. Henderson and the social system, this study brings the history of biomedicine into dialogue with the history of the social sciences in a new and interesting way by offering an alternative (pre-cybernetics) genealogy of systems theory.
    [Show full text]