Digital Commons Network^™

Inequalities And Exponential Approximations For Residual Life Reliability Functions, Broderick O. Oluyede, Marvis Pararai

Mathematical Sciences: Faculty Publications

Given that a unit is of age t, the remaining life after time t is random. The expected value of this random residual life is called the mean residual life at time t. Specifically, if T is the life of a component with distribution function F, then δF (t) = E(T −t|T > t) is called the mean residual life function (MRLF). It is well known that the class of distributions with decreasing mean residual life (DMR) contains the class of distributions with increasing hazard rate (IHR). In this note, …

A Note On Extreme Bernoulli And Dependent Families Of Bivariate Distributions, Broderick O. Oluyede, Marvis Pararai

Mathematical Sciences: Faculty Publications

The objective and purpose of this note is to generate bivariate distributions via extreme Bernoulli distributions and obtain results on positively and negatively dependent families of bivariate binomial distributions generated by extreme Bernoulli distributions. Some distributional properties and results are presented. The factorial moment generating functions, correlation functions, conditional distributions and the regression functions are given.

A Partition Bijection Related To The Rogers-Selberg Identities And Gordon's Theorem, Andrew Sills

Mathematical Sciences: Faculty Publications

We provide a bijective map from the partitions enumerated by the series side of the Rogers–Selberg mod 7 identities onto partitions associated with a special case of Basil Gordon's combinatorial generalization of the Rogers–Ramanujan identities. The implications of applying the same map to a special case of David Bressoud's even modulus analog of Gordon's theorem are also explored.

On The Ordinary And Signed Göllnitz-Gordon Partitions, Andrew Sills

Mathematical Sciences: Faculty Publications

A partition of an integer n is a representation of n as an unordered sum of positive integers. In a recent paper [1], Andrews introduced the notion of a "signed partition," that is, a representation of a positive integer as an unordered sum of integers, some possibly negative.

Harmonic Analysis Related To Schrödinger Operators, Gestur Olafsson, Shijun Zheng

Mathematical Sciences: Faculty Publications

In this article, we give an overview of some recent developments in Littlewood-Paley theory for Schrödinger operators. We extend the Littlewood-Paley theory for special potentials considered in our previous work [J. Fourier Anal. Appl. 12 (2006), no. 6, 653–674; MR2275390]. We elaborate our approach by considering a potential in C^∞₀ or the Schwartz class in one dimension. In particular, the low energy estimates are treated by establishing some new and refined asymptotics for the eigenfunctions and their Fourier transforms. We give a maximal function characterization of the Besov spaces and Triebel-Lizorkin spaces associated with H. Then we …

Maximizing Correlation In The Presence Of Missing Data, Xinfang Wang

Logistics & Supply Chain Management: Faculty Publications

In this paper we address the problem of maximizing the correlation between two vectors of time series data, when one of the vectors has missing data and the timing of the missing data is unknown. The motivation for this work comes from environmental monitoring where because of monitoring malfunction, some data are lost. We study the use of integer programming and a genetic algorithm (GA) for this problem.

Honors @ Georgia Southern, University Honors Program Students And Staff, Georgia Southern University

Honors College: News & Publications (2008-2020)

• Nationally Competitive Scholarship Winners
• Study abroad special
• Alternative Spring Break: Honduras
• Honors in Action
• Alumni updates

Effectiveness Of Regular Online Quizzing In Increasing Class Participation And Preparation, Michael Marcell

International Journal for the Scholarship of Teaching & Learning

Research suggests that frequent, regularly scheduled quizzing is associated with pedagogically desirable outcomes such as higher performance on exams. It was hypothesized that requiring students to complete brief scheduled online quizzes on assigned reading material before class would also result in increases in both the number of in-class questions and comments and the number of students who read the material prior to class. For each of 3 semesters, students in 1 section of introductory psychology who took time-limited, out-of-class, “open-book” WebCT quizzes on daily readings were compared to students in another section who did not take quizzes during that unit. …

Optimal Science Lab Design: Impacts Of Various Components Of Lab Design On Students’ Attitudes Toward Lab, John Basey, Loren Sackett, Natalie Robinson

International Journal for the Scholarship of Teaching & Learning

Variations in science lab design can differentially impact student learning. Quantification of these differential impacts can be used in modeling – an approach we term “optimal lab design.” In this study we estimated relative influences of six characteristics of lab design on students’ attitudes toward science labs in three different first-year college biology lab courses (USA). We used two end-of-semester surveys. The first had students choose their favorite and least favorite lab and answer questions associated with the six characteristics and their choices. The second had students provide an overall rating of each lab and a rating based on their …

Designing Group Examinations To Decrease Social Loafing And Increase Learning, Lee Revere Ph.D., Max Elden Ph.D., Robert A. Bartsch Ph.D.

International Journal for the Scholarship of Teaching & Learning

This study examines a method to decrease social loafing in a group examination. Students who met in teams during the semester took an exam in groups. Rules for the exam, based on the Jeopardy game show, facilitated both group and individual accountability. Feedback from students indicated that compared to a class that did not have group exams, students taking the group exam had less social loafing and had higher perceived levels of learning. Furthermore, among students taking the group exams, higher group participation was related to higher perceived performance and more positive attitudes about the exam. We developed a model …

Conference Program [2008], Georgia International Conference On Information Literacy

Georgia International Conference on Information Literacy

N/A

Introductory Texts, Georgia Association Of Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Cover page

GAMTE Information

Letter from the President

Table of Contents

Paper 1: Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the …

Paper 2: Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.

Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …

Paper 4: The Paaps Strategy For Teaching Mathematics Content, Gregory K. Harrell

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

In the fall of 2005, I started teaching the mathematics content course Algebra and Geometry for Teachers. The majority of students in the course are pre-service middle school teachers. Instead of teaching the course by demonstrating rigorous proofs, I wanted to use teaching strategies that would build the students’ content knowledge and connect to their roles as future mathematics teachers. I chose to make problem solving a focal process standard by having students problem- solve for a majority of classroom time. In addition, the students complete a major project entitled “Provide, Attempt, and Assess Problem Solving” or PAAPS. For PAAPS, …

Paper 5: Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …

Gamte Program October 2008, Gamte

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

N/A

Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study

employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the …

The Paaps Strategy For Teaching Mathematics Content, Greg Harrell

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

In the fall of 2005, I started teaching the mathematics content course Algebra and Geometry for Teachers. The majority of students in the course are pre-service middle school teachers. Instead of teaching the course by demonstrating rigorous proofs, I wanted to use teaching strategies that would build the students’ content knowledge and connect to their roles as future mathematics

teachers. I chose to make problem solving a focal process standard by having students problem- solve for a majority of classroom time. In addition, the students complete a major project entitled

“Provide, Attempt, and Assess Problem Solving” or PAAPS. For PAAPS, …

Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …

Georgia Southern University Fact Book, Georgia Southern University

Georgia Southern Fact Books (1976-2022)

No abstract provided.

Charles Parrish Blitch Papers, Zach S. Henderson Library Special Collections

Finding Aids

This collection features materials assembled by Charles Parrish Blitch, which document personal and professional aspects of his family and life in Bulloch County. Materials span 1870-2004 and include newspaper clippings, photographs, booklets, correspondence, diplomas, and school annuals that highlight Blitch's interests in local history and genealogy.

Find this collection in the University Libraries' catalog.

Nyar Savannah Program 2008, National Youth-At-Risk Conference, Savannah

National Youth Advocacy & Resilience Conference

N/A

Mathematical Sciences News, Georgia Southern University

Mathematical Sciences News (2007-2021)

• Putnam Competition

Structure Formation Inside Triaxial Dark Matter Halos: Galactic Disks, Bulges, And Bars, Clayton Heller, Isaac Shlosman, Evangelie Athanassoula

Physics & Astronomy: Faculty Publications

We investigate formation and evolution of galactic disks immersed in assembling live DM halos. Models have been evolved from cosmological initial conditions and represent the collapse of an isolated density perturbation. The baryons include gas participating in star formation (SF) and stars with the energy feedback onto the ISM. We find that (1) the triaxial halo figure tumbling is insignificant and the angular momentum (J) is channeled into the internal circulation, while the baryonic collapse is stopped by the centrifugal barrier; (2) density response of the (disk) baryons is out of phase with DM, thus washing out the …

Impact Of Georgia's Leadership School For School Improvement Training On The Change Leadership Behaviors Of Selected Principals, Scharbrenia Marshelle Lockhart

College of Graduate Studies: Theses & Dissertations

This mixed research study explored the perceived change leader behaviors of 18 GLISI-trained principals and 71 observers. This study also determined whether differences existed between the perceptions of 18 GLISI-trained principals and 5 non- GLISI-trained principals regarding their change leader behaviors on five domains of Kouzes and Posners (2003) LPI survey. Two 30-item surveys were used in this study: LPI-Self and LPI-Observer. These surveys were completed by 23 principals and 71 observers. In addition, seven open-ended questions were answered by GLISI-trained principals. Qualitative analysis involved indepth interviews with five GLISI-trained principals. Research Question One revealed significant differences between GLISI-trained principals …

Leadership Behaviors That Improved Student Achievement In Three Selected Georgia High Schools, Cynthia Freeman-Smalls

College of Graduate Studies: Theses & Dissertations

The purpose of this study was to examine the leadership behaviors that improved student achievement in three selected Georgia high schools. The participants were chosen based on successfully achieving adequate yearly progress (AYP) during 2005-2006 school years, as outlined by the Georgia Department of Education. Fifteen leaders from three Georgia high schools were interviewed to examine their roles in improving student achievement. Research protocol questions guided the interview to capture the essence of the work of leaders. Each participant answered seven questions derived from the review of literature to identify the leaders behavior that improved student achievement. The qualitative, phenomenological …

Earmstrong, Armstrong Atlantic State University

Armstrong News & Publications: e-Armstrong Newsletter (Archived)

No abstract provided.

Lessons From A Rural Georgia School On Developing Successful Professional Learning Communities, Roderick Donnel Sams

College of Graduate Studies: Theses & Dissertations

The literature on educational leadership and school change recognizes clearly the influence of the principal on whether or not change will occur in the school. It seems clear that transforming the school organization into a professional learning community can be done only with the sanction of the principal and active nurturing of the professional development of the staff in order to progress as a learning community. Thus, a look at the elementary principal of a school whose staff is a professional learning community seems a good starting point for describing what these learning communities look like and how they operate …