bluuebunny/crossref_metadata_2025 huggingface dataset:
Introduction
Authors: Feinstein Amy
Published: December 2020

Reorienting readers of modernism away from Kenner’s The Pound Era, the introduction explains how Gertrude Stein’s Jewishness underwrites our very understanding of modernism. Literary innovators and critics like Ezra Pound, T. S. Eliot, Wyndham Lewis, and Edmund Wilson resentfully imagined modernism in the image of Stein and implicitly defined modernism as Jewish. Antisemitic Jewish abstractions were not new, however, as evinced by Matthew Arnold’s warnings against what he called modern society’s Hebraism and by racial scientists’ diagnoses of modernity’s Jewish degeneracy. The introduction documents Stein’s life and work as they unfolded against the backdrop of Arnold’s abstractions and changing ideas of Jewish identity. The diaries of Stein’s mother, Amelia (Milly) Stein, detail the Jewish practices of Stein’s childhood in Oakland, California, in the 1880s. Autobiographical and biographical sources document the Jewish thinking of Stein’s young adulthood and college days at Radcliffe and Harvard. The introduction suggests that Stein’s diverse stylistic and aesthetic responses to racial, economic, and cultural ideas about Jews in modernity form a Jewish grammar of modernism.
An Israel of the Imagination
Authors: Feinstein Amy
Published: December 2020

Chapter 1 traces Stein’s writing about empirical and abstract Jewish racialism. It looks at her 1896 essay on intermarriage and the preservation of modern Jewish identity, titled “The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation.” Stein wrote the work at Harvard when she was both a Jewish racialist and an undergraduate scientist. Like many of her generation, Stein took inspiration from Arnold’s critical yet glorified depiction of a Jewish force shaping civilization and the psyche. In his book Culture and Anarchy, Arnold had, in part, developed his ideas from racialist thinkers who often saw intellectual and creative “excesses,” such as genius or virtuosity, as signs of a Jewish mental disease. The infamous Otto Weininger would follow Arnold in this vein. Dissenters to this position included William James, who taught Stein at Harvard. Stein’s participation in Arnoldian and racialist debates over culture and “the Jewish question” resulted in her ethical and aesthetic interest in the experimental practices that would come to characterize literary modernism.
“So much like a yid”
Authors: Feinstein Amy
Published: December 2020

In contrast to the coded nomenclatures for modern Jewish identity in Stein’s first fictions, there is an explicit discussion of Jewish nature in the dozens of notebooks Stein filled when she resumed writing The Making of Americans. Chapter 3 examines Stein’s early training in philosophy, psychology, and medicine to excavate an ambiguously racial conception of Jewish nature in these unpublished notebooks. Arnold’s typology remains foundational for Stein between 1906 and 1911, when she writes the stories of Three Lives and also begins to codify characteristic behaviors of Jewish and Anglo-Saxon types of people in her notebooks. Amidst a menagerie of friends, family, artists, scientists, and literary and historical figures, Stein ranks herself as a Jewish type alongside Picasso, Cézanne, Matisse, Flaubert, Darwin, and Caliban. Rather than keeping the world at arm’s length and theorizing about it, Stein considered that these Jewish types shared an engagement with experience—a kind of disinterested empiricism—that she thought was the key to a modern aesthetics, what she called the ability to “unconventionalize.” In this characterization, the notebooks reveal Stein’s matter-of-fact association of Jewish nature with modernism.
Ancient West Mexicos
Authors: Beekman Christopher S. , Englehardt Joshua D. , Espinoza Verenice Y. Heredia
Published: December 2020

This introductory chapter provides a brief history of research on ancient west Mexico and outlines traditional archaeological conceptions of the region as exotic, unique, or “other.” It also provides a preliminary definition and spatial delimitation of the vast area known as “the west,” and a short discussion of regional chronology. In doing so, it contextualizes the constituent chapters of the volume within broader archaeological debates regarding the nature of pre-Hispanic societies in west Mexico and their role in larger, pan-Mesoamerican sociocultural processes. Like the volume itself, the introduction highlights the spatial, temporal, and cultural diversity evident throughout the region’s history. Finally, the introduction provides brief summaries of the chapters that comprise the volume, foregrounding the dialogue among the contributions and foreshadowing the synthesis presented in the conclusions, thus aiding in binding a diverse collection into a coherent whole.
The Early Segment of the Chronological Sequence at Los Guachimontones
Authors: Beekman Christopher S.
Published: December 2020

Los Guachimontones is the largest archaeological site in the Tequila Valleys of central Jalisco and among the most extensively studied sites in the region. Nonetheless, the site lacks an established ceramic sequence, complicating efforts to understand the architectural and habitational chronology at the paramount site of the Teuchitlán tradition. This chapter synthesizes data from over 20 years of survey and excavation, presenting the totality of evidence derived from radiocarbon dates, ceramics and their distribution, figure and figurine debris, burials and offerings, and stratigraphic pits. The chapter concludes by summarizing the results of the analyses to propose a much-needed model of the architectural stratigraphy and occupational history of Los Guachimontones.
Architectural Discourse and Sociocultural Structure at Los Guachimontones, Jalisco
Authors: Ortega Kimberly Sumano , Englehardt Joshua D.
Published: December 2020

Despite the importance of Los Guachimontones within the larger Teuchitlán tradition of ancient west Mexico, little is known of its socio-political organization and underlying sociocultural structure. Departing from a dual–processual framework and utilizing spatial analysis, this chapter analyzes variability in the spatial syntax, formal characteristics, and distribution of architectural groups in the nuclear core and Loma Alta sectors of the site. Variability, in terms of differing degrees of openness and/or connectivity, suggests distinct functions of discrete areas within the site, and demonstrates how the socio–structural organization of the groups that occupied Los Guachimontones was negotiated, reflected, and reified in the built environment. Results of a comparison of architecture in these site sectors suggests that discrete physical spaces were utilized in diverse manners as architectural discourse to communicate distinct messages to different social groups, even when the built environment of these sectors presents a high degree of formal homogeneity and contains the same architectonic elements. This chapter thus adds a new analytic axis and alternate framework that provides insight on both architectural variability at Los Guachimontones and the social structures that gave rise to these architectonic configurations.
What the Teuchitlán Tradition Is, and What the Teuchitlán Tradition Is Not
Authors: Espinoza Verenice Y. Heredia
Published: December 2020

The Teuchitlán Tradition of Jalisco, Mexico is one of Mesoamerica’s earliest complex societies, but one that has not escaped from a rigid neo-evolutionary description. While this phenomenon has been variously described as a state-like society, a segmentary state, or a chiefdom, archaeologists continue to investigate its socio-political and economic structure. This chapter maintains that this lacuna can be partially filled if researchers focus on political strategies rather than political “types.” This chapter, therefore, addresses the segmentary state model as it has been applied to the Teuchitlán Tradition, but rather than using it as a type, it examines how these political formations are constructed, by whom, and for what purpose. It evaluates and tests the current evidence against the archaeological correlates expected for the segmentary state model, incorporating published literature and presenting new empirical data from the region.
Reframing Overseas Chinese Archaeology as Archaeology of the Chinese Diaspora
Authors: Ross Douglas E.
Published: December 2020

This paper argues in favor of renaming Overseas Chinese archaeology “Chinese diaspora archaeology” and adopting an explicitly diasporic theoretical and interpretive framework. It introduces and defines diaspora as a general phenomenon, outlines key features of early Chinese migration beginning in the sixteenth century, and explores debates over characterizing this migration process and overseas Chinese communities as diasporic. Finally, it introduces examples of how archaeologists have incorporated a diasporic framework into their research and offers a vision of what an archaeology of the Chinese diaspora might look like and what benefits in can offer the discipline.
Between South China and Southern California
Authors: Ng 伍穎華‎ Laura W.
Published: December 2020

In the late-nineteenth and early-twentieth century, many Chinese residing in the United States were transnational migrants who kept close connections to their families in China by sending remittances, writing letters, and making temporary visits to the home village; transnational institutions also developed, which helped move money, information, and goods across the Pacific. Chinese diaspora archaeology is ripe to contribute to scholarship on transnationalism because of its attention to materiality, but few scholars have adopted a transnational framework or conducted research on Chinese migrants’ home villages. A research project that investigates the formation three diasporically linked sites—a new home village in south China and the second iteration of two Chinatowns in southern California—is a first attempt at examining the materiality of Chinese transnationalism on both sides of the Pacific. Chinese diaspora archaeology can also gain from understanding these transnationally connected communities in their current status as heritage sites.
FORMAÇÃO E CONSTRUÇÃO DA DOCÊNCIA NA EDUCAÇÃO INFANTIL
Authors: Paschoal Jaqueline , Maria Lopes de Oliveira Sonara , Regina Furlan de Oliveira Marta
Published: December 2020

This bibliographic study aims to discuss the specificities of teaching in Early Childhood Education from its origins, legal determinations and professional training. The approval of the 1996 Law of Guidelines and Bases recognizes Early Childhood Education as the first stage of Basic Education, since the child is considered a citizen, subject of rights, since the enactment of the Federal Constitution in 1988. Despite the innumerable progress of laws in Regarding the right to education from birth, there are many challenges. This is because the realization of this right is not yet accessible to all children, especially when considering the questions: access, permanence and quality of services provided. Thisfact occurs because, in many cases, there are: precariousness in teacher training, in working conditions and in the performance of teachers. Hence the importance of guaranteeing and implementing public policies for initial and continuing education that enable teachers to build practices that recognize the specificities of this level of education. The professional valorization in terms of salary and career, also contribute to the improvement of educational practices with children, especially in the development of their different languages.
PROFESSORAS INICIANTES NA EDUCAÇÃO INFANTIL E AS NECESSIDADES FORMATIVAS REVELADAS EM TESES E DISSERTAÇÕES PAULISTAS (2009-2019)
Authors: Teodoro Ciríaco Klinger , Cury de Barros Bruna , Marini Carolina
Published: December 2020

We intend to characterize what studies developed from 2009 to 2019 say about the theme of "beginning teacher" in Childhood Education in the perspective of identifying the teacher's training needs. Therefore, we mapped thesis and dissertations from postgraduate programs in the area of Education in the State of São Paulo. The theoretical framework involves discussions about teacher training, the beginning of teaching and the training needs arising from pedagogical work in Childhood Education. The methodological path involved extensive bibliographic research, with a "State of the Art" approach, in order to detail the focus of the thesis and dissertations, theoretical references, methodological approaches, main results and conclusions. The experience of locating the production of knowledge in recent years has enabled us tounderstand that: a) there are few studies that address the topic; b) the difficulties expressed by teachers corroborate data presented by the literature; c) the identity of teachers is influenced by the historical view of "welfare" of Childhood Education;d) the need to create training initiatives in context that suit the specificities of this branch. From the results, we defend the thesis that the professional initiation process needs to be seen as a collective project, which involves initial training, continuing education and the school as the learning space, in which learning should be mediated in a collaborative way.
FORMAÇÃO INICIAL DE PROFESSORES E O TRABALHO DE MONITORIA: A EXPERIÊNCIA DE UM CURSO DE PEDAGOGIA OFERTADO NA REGIÃO FRONTEIRIÇA ENTRE BRASIL E PARAGUAI
Authors: Lucinéia Marques Correa Bueno Mara , Pereira dos Santos Gabriela , Gabriele da Silva Corrêa Raiane
Published: December 2020

Thisarticleaimstopresentamonitoringexperience,carriedoutinthedisciplineofIntroductiontoScientificMethodologybelongingtothecurricularmatrixofthePedagogydegreecourseattheFederalUniversityofMatoGrossodoSul,morespecificallyatthePontaPorãCampus,whichislocatedontheborderoftheBrazilwithParaguay.Tomethodologicallyguidetheresearch,weusedbibliographicresearch(PIZZANIetal.,2012),documentalresearch(SILVAetal.,2009),Cellard(2014)andactionresearch(TRIPP,2005).Twosectionswereorganized,exceptfortheintroduction,inthefirstsectionthemethodologicaloutlineoftheresearchwasestablishedandthetheoreticalbasisforthedevelopmentoftheresearchisprojected.Theseconddealswiththeresultsobtainedandthediscussionabouttheexperienceofmonitoringinanundergraduatecourselocatedintheborderregion.And,inthefinalconsiderations,answerstotheinitialquestionsareexplicitlypresentedandpositiveandnegativeaspectsofmonitoringforteachertrainingarehighlighted.
VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA
Authors: Adriana Rodrigues Silvia , Guilhen Pinto Andreia
Published: December 2020

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.
INSERÇÃO PROFISSIONAL: APRENDIZAGENS, DESAFIOS E IMPLICAÇÕES PARA A FORMAÇÃO E PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL
Authors: Aguiar Salomão Diana , Lima Costa Sandy , Mirtiel Frankson Moura Castro Francisco
Published: December 2020

This article discusses professional insertion, aiming to understand what learning, challenges and implications this phase of teacher education has for the pedagogical practice of a pedagogue who works in Early Childhood Education in the municipal education network of Fortaleza -Ceará. The research, developed in 2019, used the qualitative approach, carrying out a case study. For data production, a mixed electronic questionnaire (phase I of the research) and a narrative interview (phase II of the research) were used. For the analysis, the Discursive Textual Analysis method was adopted. The theoretical basis of this study used studies related to professional insertion(MARCELO GARCIA, 1999; HUBERMAN, 2007)and teaching learning(OLIVEIRA-FORMOSINHO, 2002; TARDIF, 2002; PLACCO; SOUZA, 2006; PIMENTA, 2009), specifically in the context of Early Childhood Education. The data revealed that the teacher experienced, in parallel, the feelings of survival and discovery of the profession; teaching learning came from personal initiative through the continuous search for knowledge, in addition to interaction with peers and classroom experience; and the lack of institutional support was listed as one of the main challenges for entering the profession. We conclude, therefore, that it is necessary to plan and implement public educational policies aimed specifically at the systematic monitoring of beginning teachers, aiming at promoting institutional processes of induction that meet the training needs of this stage of professional teacher training. In addition, we ratify the need to expand collaboration between school and university to favor teaching learning through experiences that promote the articulation between theory and practice.
MINICURSO DE CIÊNCIA FORENSE E A RELAÇÃO TEORIA E PRÁTICA NA FORMAÇÃO INICIAL: UMA INICIATIVA DO PET QUÍMICA E FÍSICA
Authors: Andrade  dos  Santos Taís , Ernesto  Silva  Trentin Gabriel , Pereira  de  Carvalho-Júnior Valdemiro , Eleutério Goi Beatriz
Published: December 2020

This paper aims to detail in the intrinsic formative environmentthe experience of an itinerant educational laboratory with the forensic theme for undergraduate students in Chemistry and Physics belonging to the Grupo PETQuímica e Física. The short course aims to provide Licensee with teaching experience in a school environment in addition to the mandatory supervised undergraduate internships. Qualitatively,through documentary research Contreras (2002) and Pimenta (1995),the results were obtained from a reflection on the activities that integrate the practice of the short course and that directly interfere in the construction of the teacher training profile due to its close connection theory and practice. This activity was structured works on the students' reflective potential and contributes to the future teacher understanding the multiple educational situations.
OS CLUBES DE CIÊNCIAS COMO CONTEXTOS DE FORMAÇÃO INICIAL DOCENTE: CONTRIBUIÇÕES A PARTIR DA PRODUÇÃO CIENTÍFICA DE UM COLETIVO PIBID
Authors: Tomio Daniela , Schroeder Edson , Conzatti Cintia , Hamann Bruna , Bagatolli Pedron Natalia
Published: December 2020

This research is developed in order to articulate understandings about the initial formation of teachers in contexts of Non-FormalEducation, the Science Clubs. Between the years 2014 to 2017, a group of scholarship holders from the Institutional Scholarship Program for Teaching Initiation, shared teaching experiences in Science Clubs and in their recorded path about their educational practices, disseminating them in publications. Therefore, we aim to elucidate, based on an analysis of the scientific production developed by this group about educational practices in Science Clubs, contributions to the training of teachers. For this, we carried out a bibliographic research, with a study of the scientific production of this collective and the interpretation of the data, considering a priori categories elaborated from the "five focuses of teacher learning" and "five positions for teacher training". 65 works were inventoried and worked, disseminated at local, national and one international events. Its analysis in the budgets interpret that the PIBID movement, in university-school relations, strengthened Science Clubs to become spaces with formative power, enabling undergraduate students experiences that mobilized the preparation of practical teaching knowledge (pedagogical composition) and its reflection (investigative recompositing); the interest in teaching (personal disposition), the cultivation of belonging to the teaching community and the development of the teaching identity (professional interposition) in articulations of Non Formal Education and the school.
PROJETO PEDAGÓGICO DO CURSO DE TECNOLOGIA EM PROCESSOS GERENCIAIS DO INSTITUTO FEDERAL DO RS E RELACIONAMENTO INTERPESSOAL COMO CONTEÚDO
Authors: Simone Cordeiro Pelissoli Claudia , Silva De Bona Aline , Andreatta Carvalho da Costa Luciano
Published: December 2020

This case study deals with the conceptof Interpersonal Relationship, foreseen in the Pedagogical Projects of the course -PPC's Technologist in Management Processes of Campi of the Federal Institute of Education, Science and Technology of Rio Grande do Sul. In addition to being described in PPCs, in profile of the course and the graduate, Interpersonal Relationship is also an extremely valued skill in the world of work. The main objective is to analyze how the concept of Interpersonal Relationship is worked through the courses in Technology inManagement Processes. Paulo Freire's theory and his considerations on critical awareness, dialogicity and humanization served as the basis for this study. The data were generated through interviews with four course coordinators (Porto Alegre, Farroupilha,Osório and Caxias do Sul), in order to analyze their understanding of the concept of Interpersonal Relationship and their insertion throughout the course. The results indicate that the concept of Interpersonal Relationship has a wide approach in some disciplines formalized in the Pedagogical Course Project, but also occurs informally in other disciplines, according to the teachers' pedagogical profile and practices. The work highlights the importance of developing and updating the Pedagogical Course Project, as it is the expression of the course. And it also stresses the relevance of addressing the concept of Interpersonal Relationship in the higher course of Technology in Management Processes, aiming at a humanized formation, extremely valued in the professional sphere.
REPRESENTAÇÕES SOCIAIS DE ESTUDANTES DO NONO ANO DO ENSINO FUNDAMENTAL SOBRE LEITURA E ESCRITA
Authors: Vernaschi  de   Oliveira Lucilia , Franci  Raimundo  Yaegashi Solange , de   Souza Simone , Gabriel Yaegashi João , Lemes de Araújo Batista Tatiana , Vernaschi de Oliveira Bethânia
Published: December 2020

The present research is based on Serge Moscovici's Theory of Social Representations (TSR) and presents a quantiqualitative approach in the collection and analysis of the social representations (SR) of the subjects researched on the systematic teaching of our mother tongue worked in Basic Education. For this, we aimed to investigate the social representations of ninth grade students about the teaching and learning of reading and writing. Thirty-seven (37) students from two state public schools, located in a municipality in the northern region of the state of Paraná, participated inthe research, being 23 (twenty-three) students from Central School 1 (EC1) and 14 (fourteen) from Peripheral School 1 (EP1). The respondents answered a questionnaire with 18 (eighteen) questions, 9 (nine) referring to reading and 9 (nine) about writing. For the presentation of the collected SR, we elaborated two charts in which we synthesized the research statistical data; the first presents the aspects related to the students reading practices, the second, in turn, shows the reading practices. Moreover, according to the Moscovici assumptions we qualitatively discuss the SR obtained by the research. Overall, the SR of the respondent’s report that most read and write poorly, which confirms the results of external evaluations, as well as complaints from teachers, parents, and other school professionals about poor brazilian students achievement.
FORMAÇÃO CONTINUADA PARA PROFESSORES DE ARTE (TEATRO E DANÇA): DESAFIOS E POSSIBILIDADES DE ENFRENTAMENTO
Authors: Di Donato Salvador Santinho Gabriela , Allas dos Santos Natali
Published: December 2020

The present paper, with a qualitative approach, presents part of a research carried out in the Professional Master's in Education, concluded in 2020, and its object of study is the discussion on continuing education for Art teachers, licensed to teach theater languages and dance and active in public schools of the Municipal Education Sistem of Campo Grande -MS. The methods used for the investigation were bibliographic research, documentary research and field research. The approach on continuing education is based on the theoretical framework of the authors Madanelo and Sá-Chaves (2007), Nóvoa (2014), Marcelo (2010) and Berra and Sauer (2017). The narrative interview, which was conducted with five art teachers, had its technical aspects developed based on the authors Gil (2012), Marques (2014), Jovchelovitch and Bauer (2002). The narrative interview resulted in the identification of the challenges faced by the interviewed teachers, with subsequent organization of the material collected in three major thematic axes, which are: versatility, physical space and the work of the art teacher licensed in theater and dance. The reflections on continuing education start from the teachers' narrative and from the problems and challenges they present. The promotion of meetings between educational agendas responsible for art in municipal education allows the possible ways to overcome the problems narrated by teachers to be debated and considered. More than seeking a solution to the problems detected in the research, this proposal aims to articulate and promote more spaces for the discussion of the topicscovered
A FORMAÇÃO INICIAL DO(A)PROFESSOR(A)DE GEOGRAFIA: UM ESTUDO DAS REPRESENTAÇÕES SOCIAIS DO SER PROFESSOR(A)
Authors: Valéria Rosa da Silva Cláudia , Dias da Silva Rejane
Published: December 2020

This article presents part of the results of the research carried out in the master's degree in education, in which the social representations of geography graduates about being a teacher were investigated. This research aimed to understand the social representations of undergraduate students in geography about being a teacher in this discipline. To this end, we sought to identify the semantic field of the social representations of the graduates and the internal structure of such representations. To achievethese objectives, we used the Theory of Social Representations as a theoretical-methodological approach (MOSCOVICI, 1961), as well as the structural approach (ABRIC, 1994). We used as instruments of data collection questionnaire of free association of words and semi-structured interview. For data analysis, we used the Iramuteq software and the content analysis technique (BARDIN, 1977). 149 research subjects in geography from two federal higher education institutions in the Metropolitan Region of Recife (RMR) participated as research subjects. As results found we have the social representations of the undergraduate students in geography falling into four categories: disciplinary, pedagogical, affective and professional, with the disciplinary and pedagogical category having the greatest expressiveness. These results do not exhaust the discussions about the social representations of being a teacher, in reality they are propositional for the development of new researches that think about the initial formation ofthe geography teacher
DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES QUE ENSINAM MATEMÁTICA: A VISÃO DA GESTÃO ESCOLAR
Authors: Melo Santos Luciano , Elizabete Souza Couto Maria
Published: December 2020

This article aims to understand how school management has been organizing professional development situations for teachers in the daily activities of actions planned and developed with peers. It is a qualitative research, carried out in a public school in the municipal education network, which has the partnership of an ONG and is located in a city in the southern region of Bahia. To collect data, we conducted semi-structured interviews with the school principal and pedagogical coordinator. From the analysis of the material produced in the interviews, it was possible to understand that the movement proposed by management for the professional development of teachers, in this case, those who teach Mathematics, is to allow, guarantee, encourage, participate and bring their teachers closer to external sources of training, such as the University and research groups, valuing the school culture, as a place for teaching and learning and for the proposals presented in the Pedagogical Project of the School, favoring the school space so that teachers can discuss and put into practice this formation and the reflection of the practice; professional development and social justice, as part ofthe working conditions necessary for the good performance of the teacher in the task of promoting learning to his students; and dialogue with teachers who teach mathematics to advance the construction of the student's mathematical knowledge and the professional development of teachers.
Resource Allocation Techniques in Cloud Computing: A Review and Future Directions
Authors: Manzoor Muhammad Faraz , Abid Adnan , Farooq Muhammad Shoaib , A. Azam Naeem , Farooq Uzma
Published: December 2020

Cloud computing has become a very important computing model to process data and execute computationally concentrated applications in pay-per-use method. Resource allocation is a process in which the resources are allocated to consumers by cloud providers based on their flexible requirements. As the data is expanding every day, allocating resources efficiently according to the consumer demand has also become very important, keeping Service Level Agreement (SLA) between service providers and consumers in prospect. This task of resource allocation becomes more challenging due to finite available resources and increasing consumer demands. Therefore, many unique models and techniques have been proposed to allocate resources efficiently. In the light of the uniqueness of the models and techniques, the main aim of the resource allocation is to limit the overhead/expenses associated with it. This research aims to present a comprehensive, structured literature review on different aspects of resource allocation in cloud computing, including strategic, target resources, optimization, scheduling and power. More than 50 articles, between year 2007 and 2019, related to resource allocation in cloud computing have been shortlisted through a structured mechanism and they are reviewed under clearly defined objectives. It presents a topical taxonomy of resource allocation dimensions, and articles under each category are discussed and analysed. Lastly, salient future directions in this area are discussed.
Ein verpasster Verfassungsmoment
Authors: Müller Manuel
Published: December 2020

In the crisis of 1989/90, the negotiations on the Maastricht Treaty offered ideal conditions for a European constitutional moment. But the public debate remained fragmented and focused on national interests — not least because of intergovernmental procedures, which gave more news value to the diplomatic context than to the constitutional content of the reform. With a detailed examination of the German, French and British press debates on this issue, this book provides empirical insights into a key phase of EU integration. Moreover, it offers analytical re-conceptualisation of the conditions of a European public sphere and of the relationship between political procedures and discourse structures.
Sexuelle Gewalt unter altersgleichen Kindern und Jugendlichen
Authors: Horten Barbara
Published: December 2020

In recent years, sexual delinquency has received increased public and academic interest. With regard to sexual offences against children and adolescents, the main focus has been on sexual violence inflicted on minors by adults. So far there have been few reliable findings on sexual assaults on minors inflicted by someone of the same age. This meta-analysis addresses this problem and examines the question of which international empirical findings on the prevalence of sexual violence among peers are available. Further, the study examines which factors determine the prevalence and which methodological influences exist on the risks of victimisation. Furthermore, the study focuses on the risk and protective factors involved in experiencing sexual violence inflicted by a person of the same age.
Mathematics for the Twenty-First Century
Authors: Kalb Kristina Skatt
Published: December 2020

Elemenwry teachers of mathematics face many challenges. Teachers arc expected not only to comprehend mathematical concept, operations. and reasoning themselve. but to develop that comprehension in their students. To insure that students understand, teachers must first be able to identify levels of development in their students' thinking. Then they must devise teaching strategies that present mathematical content in a manner that is under tandable to children at those levels.
Journal Writing: An Insight into Students' Understanding
Authors: Norwood Karen S. , Carter Glenda
Published: December 2020

During the first ten minutes of our fifth-grade mathematics class, srudents are busily writing in their journals. We use journal writing to focus students on a review or to assess their ideas about a topic be fore its introduction.
Investigations
Authors: Metheny Dixie , Hollowell Julia
Published: December 2020

The “Investigations” department is designed for teachers who wish to give students new insights into familiar topics in grades pre-K-6. It includes both directed and open-ended activities. A basic assumption is that the teacher will facilitate the investigation so as to let students be actively involved in shaping their learning.
Implementing the Professional Standards for Teaching Mathematics: Teacher as Architect of Mathematical Tasks
Authors: Reys Barbara J. , Long Vena M.
Published: December 2020

The first standard presented in the Professional Standards for Teaching Mathematics (NCTM 1991) highlights the importance of choosing and using worthwhile mathematical tasks. Teachers are curriculum architects charged with ensuring the quality of the mathematical tasks in which their students engage.
I Thik the Citanre will Hoder Lase: Journal Keeping in Mathematics Class
Authors: Helton Sonia M.
Published: December 2020

After telling a story about Bruno Bear using jelly beans, the teacher held up a pint jar and a small plastic butter container and asked a group of first-grade students to estimate which object would hold the least amount.
Mathematics Communication: Creating Opportunities to Learn
Authors: Tate William
Published: December 2020

The importance of mathematics communication that builds on the lives and experiences of African American students in urban schools, thereby creating additional opportunities to leant and explore mathematics, is the focus of this article.
Research into Practice: Multiplication and Division: Sense Making and Meaning
Authors: Kouba Vicky L. , Franklin Kathy
Published: December 2020

Young children often perform poorly on multiplication and division problems (Anghileri and Johnson 1988; Kouba et al. 1988), and their persistent use of immature strategies on these problems is inadvertently reinforced by several factors. Recent research suggests ways that teachers can counteract these debilitating factors.
Investigations: Hurry Up and Weight
Authors: Merz Alice H. , Belzer Sharolyn
Published: December 2020

This department recognizes the importance of children's exploring hands-on and minds-on mathematics and presents teachers with open-ended explorations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles.
Early Childhood Corner: The Power of Block Building
Authors: Casey Beth , Bobb Barbara
Published: December 2020

The ability to build complex structures with blocks is a powerful tool that can benefit all children. This article presents research on the importance of block building in developing spatial reasoning and explains the mathematics underlying block building. As an example of how teachers can systematically incorporate mathematics into block-building activities, this article describes elements of a new book on block building, Sneeze Builds a Castle (Casey, Paugh, and Ballard 2002). This book is part of a series of storytelling and mathematics supplementary books, 'Round the Rug Math: Adventures in Problem Solving, written with the support of a National Science Foundation grant and designed to facilitate spatial reasoning in young children (Casey, in press).
Talk Counts: Discussing Graphs with Young Children
Authors: Whitin David J. , Whitin Phyllis
Published: December 2020

How a class of kindergarten children interpreted data and challenged its representation.
Encouraging Perseverance in Elementary Mathematics: A Tale of Two Problems
Authors: Clarke Doug M. , Clarke Barbara A.
Published: December 2020

A second-grade class works on two challenging but engaging problems. Although it took students several days to solve the problems, the classroom atmosphere of persistence and perseverance that their teacher created helped them relish the challenge.
I Did It My Way: Providing Opportunities for Students to Create, Explain, and Analyze Computation Procedures
Authors: Scharton Susan
Published: December 2020

This article challenges the traditional model for teaching computation in the primary grades. It describes a model in which students are encouraged to invent and use alternative computation procedures. Includes examples of student work.
Catching Growing Night Crawlers
Authors: Hartweg Kim
Published: December 2020

The goal of the “Problem Solvers” department is to foster improved communication among teachers by posing one problem each month for K–6 teachers to try with their students. Every teacher can become an author: pose the problem, reflect on your students' work, analyze the classroom dialogue, and submit the resulting insights to this department. Every teacher can help us all better understand children's capabilities and thinking about mathematics with their contributions to the journal. Remember that even student misconceptions are valuable.
Using the Internet: Are Prospective Elementary Teachers Prepared to Teach with Technology?
Authors: Timmerman Maria
Published: December 2020

The 1998 International Society for Technology in Education (ISTE) survey on technology use in teacher education reported that one computer exists for every five students in K–12 schools in the United States. To be ready to enter these technological classrooms, prospective teachers need course experiences that incorporate educational technology for classroom teaching in meaningful ways. In teacher education programs, however, the task of integrating the use of educational technology with reform-oriented learning theories and pedagogy is not trivial (Niederhauser, Salem, and Fields 1999; Willis 1998). Different uses of educational technology lead to multiple views of learning, which affect how topics are taught and learned. Transforming curricula and pedagogy to take advantage of technology is a labor-intensive and time-consuming process. The Congressional Office of Technology Assessment (OTA 1995) reported that only 3 percent of teacher education graduates indicated they were “very well prepared” to teach with technology. More recently, the ISTE (1999) survey on technology use in teacher education documented that taking separate information technology courses had no significant effect on prospective teachers' integration of technology in teaching or their technological skills.
Problem-Solving Strategies of First Graders
Authors: Hoosain Emam , Chance Renee H.
Published: December 2020

The process that teachers used to increase communication during problem-solving investigations. It demonstrates examples of students’ struggles and successes.
Designing Math Trails for the Elementary School
Authors: Richardson Kim Margaret
Published: December 2020

How to construct a multilevel “math trial” exploring mathematics in the environment. Math trails consist of a sequence of stops along a pre-planned route on which students examine mathematics in the environment. The article describes how to create a math trail, and includes sample activities.
Some Reflections on Problem Posing: A Conversation with Marion Walter
Authors: “Jill” Baxter Juliet A.
Published: December 2020

Mathematics education expert Marion Walter's thoughts on problem posing and its benefit to students. Teachers will learn how to pose problems to students to effectively teach problem solving.
A Problem is Something You Don't Want to Have: Problem Solving by Kindergartners
Authors: Outhred Lynne , Sardelich Sarah
Published: December 2020

Although Adrian, when asked by his teacher what a problem is, was adamant that problems are to be avoided, educators believe problem solving is central to mathematics teaching and learning (NCTM 2000). Problem solving supports students as they apply their skills and their knowledge of mathematical concepts and processes to a range of different contexts and as they construct knowledge by reflecting on their own physical and mental actions. When children solve problems together, learning is a social process in which they learn not only from the teacher but also by discussing, arguing, and negotiating with their peers.
Problem Posing and Solving with Mathematical Modeling
Authors: English Lyn D. , Fox Jillian L. , Watters James J.
Published: December 2020

In recent years, we have introduced elementary school children to the powerful world of mathematical modeling. Models are used to interpret real-world situations in a mathematical format. For example, graphs and tables model complex relationships among various phenomena.
Measurement of Length: How Can We Teach It Better?
Authors: Kamii Constance
Published: December 2020

Measurement of length is taught repeatedly starting in kindergarten and continuing in grades 1, 2, and beyond. However, during the past twenty-five years, according to the National Assessment of Educational Progress (NAEP), the outcome of this instruction has been disappointing. What is so hard about measurement of length? This article explains, on the basis of research, why instruction has been ineffective and suggests a better approach to teaching. Teachers can use these practical applications for teaching measurement in the classroom.
This about Covers It! Strategies for Finding Area
Authors: Casa Tutita M. , Spinelli Ann Marie , Gavin M. Katherine
Published: December 2020

How teachers guided their students in their conceptual understanding of area as a measure of covering. Classroom teachers will learn how students derived various strategies to estimate the area of irregular shapes, they wrote about these strategies, and the teachers utilized their writing and gave feedback to help guide instruction.
Supporting Teacher Learning: Using NSF–Funded Middle School Materials in a University Mathematics Content Course
Authors: Lutz P. Michael , Berglund Jorgen
Published: December 2020

As mathematics teacher educators, we grapple with determining the depth of mathematical knowledge required of prospective elementary school teachers in our mathematical content courses. We struggle with identifying the mathematics appropriate for these courses as well as making the mathematics relevant for these teachers. If these classes are housed in a department of mathematics, as ours are, this discussion must take into account the expectations of our departmental colleagues. We examined these issues in spring 2001, when we were asked to redesign a mathematics content course for preservice elementary school teachers. In this article, we describe some of our experiences, including our decision to use middle school mathematics curricular materials as the primary textbooks.
Developing Students' Mathematical Reasoning through Games
Authors: Olson Jo Clay
Published: December 2020

How teachers can use questions while students play games to develop their mathematical reasoning. Games for primary as well as intermediate grades are provided, as well as questions one may ask of students who play them.
How Many Ways
Authors: Yagi Seanyelle , Olson Melfried
Published: December 2020

“Math by the Month” activities are designed to engage students to think as mathematicians do. Students may work on the activities individually or in small groups, or the whole class may use these as problems of the week. Because no solutions are suggested, students will look to themselves for mathematical justification, thereby developing the confidence to validate their work.
Research, Reflection, Practice: To Draw or Not to Draw: Exploring Children's Drawings for Solving Mathematics Problems
Authors: Crespo Sandra M. , Kyriakides Andreas O.
Published: December 2020

Drawing a picture is a problem-solving strategy widely encouraged by elementary mathematics textbooks and teachers. Indeed, drawing can be a powerful way of engaging many students, especially young ones, in representing and communicating their mathematical ideas. Children develop the ability to draw long before they learn to write, and the act and product of drawing are accessible to children of diverse cognitive, academic, cultural, and language backgrounds (children with visual impairments are an obvious exception). The power of drawing as a problem-solving strategy can be observed as young children draw solutions to problems that involve mathematical concepts beyond the level of the mathematics they have studied. The shortcoming of drawing as a problemsolving strategy is that some students favor drawing even when that strategy is the least efficient or viable for finding a solution. Although there are good reasons for asking students to draw when solving a mathematical problem, teachers must also consider what they themselves know and do not know about children's drawings and what sense they make of such representations.
Focal Points: Pre-K to Kindergarten
Authors: Clements Douglas H. , Sarama Julie
Published: December 2020

This is the second in a series of articles exploring the use of the National Council of Teachers of Mathematics' (NCTM's) 2006 publication, Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. The series introduction by NCTM President Skip Fennell, explaining what Curriculum Focal Points are and why NCTM developed them, appeared in the December 2007/January 2008 issue of Teaching Children Mathematics (page 315). In this and subsequent TCM articles, the authors of the various grade bands discuss the Focal Points for one or two grade levels. Because one principle of Curriculum Focal Points is that of cohesive curriculum, in which ideas develop across the grades, we encourage teachers of all grade levels to read the full series.
A Physical Situation As a Way to Teach Angle
Authors: Munier Valérie , Devichi Claude , Merle Hélène
Published: December 2020

Traditional school geometry often introduces the angle concept to students by having teachers show visual examples on the blackboard. We propose a teaching sequence that breaks away from this “ostensive” method. We hypothesize that the angle concept may emerge from solving reallife physical problems, and that such activities are motivating and meaningful for children.
Math by the Month: All about Me
Authors: Downing Jaye , Gallego Christine , Luna Sam , Williams Karolyn , Saldamando Dora , Tapia-Beltrán Grace
Published: December 2020

“Math by the Month” activities are designed to engage students to think as mathematicians do. Students may work on the activities individually or in small groups, or the whole class may use them as problems of the week. No solutions are suggested, so students look to themselves for mathematical justification and develop confidence to validate their work. August means getting ready for a new school year, catching up with old friends, and making new acquaintances. The following activities are designed to help you and your students get to know one another through mathematical investigations involving number sense and operations, collecting and representing data, geometry, measurement, logic, communication, and representation.