Fifth Conference for African American Researchers in the Mathematical Sciences, June 22-25, 1999, University of Michigan, Ann Arbor, Michigan. Volume III
Fifth Conference for African American Researchers in the Mathematical Sciences, June 22-25, 1999, University of Michigan, Ann Arbor, Michigan. Volume III
This volume presents research and expository papers presented at the third and fifth meetings of the Council for African American Researchers in the Mathematical Sciences (CAARMS). The CAARMS is a group dedicated to organizing an annual conference that showcases the current research primarily, but not exclusively, of African Americans in the mathematical sciences, including mathematics, operations research, statistics, and computer science. Held annually since 1995, significant numbers of researchers have presented their current work in hour-long technical presentations, and graduate students have presented their work in organized poster sessions. The events create an ideal forum for mentoring and networking where attendees can meet researchers and graduate students interested in the same fields. For volumes based on previous CAARMS proceedings, see African Americans in Mathematics II (Volume 252 in the AMS series, Contemporary Mathematics), and African Americans in Mathematics (Volume 34 in the AMS series, DIMACS).
Thirteenth Conference for African American Researchers in the Mathematical Sciences, June 19-22, 2007, Northeastern University and the University of Massachusetts, Boston. Volume V
Thirteenth Conference for African American Researchers in the Mathematical Sciences, June 19-22, 2007, Northeastern University and the University of Massachusetts, Boston. Volume V
This volume contains articles based on talks presented at the Thirteenth Conference of African American Researchers in the Mathematical Sciences (CAARMS), held at Northeastern University and the University of Massachusetts, Boston on June 19-22, 2007. The representation theory of Lie groups and its applications were a major focus of the talks."--BOOK JACKET.
Sixth Conference for African American Researchers in the Mathematical Sciences, June 27-30, 2000, Morgan State University, Baltimore, Maryland. Volume IV
Sixth Conference for African American Researchers in the Mathematical Sciences, June 27-30, 2000, Morgan State University, Baltimore, Maryland. Volume IV
Since the first conference in 1995, significant numbers of researchers have presented their current work in technical talks, and graduate students have presented their work in organized poster sessions."--BOOK JACKET.
Sixth Conference for African American Researchers in the Mathematical Sciences, June 27-30, 2000, Morgan State University, Baltimore, Maryland. Volume IV
Sixth Conference for African American Researchers in the Mathematical Sciences, June 27-30, 2000, Morgan State University, Baltimore, Maryland. Volume IV
Since the first conference in 1995, significant numbers of researchers have presented their current work in technical talks, and graduate students have presented their work in organized poster sessions."--BOOK JACKET.
Thirteenth Conference for African American Researchers in the Mathematical Sciences, June 19-22, 2007, Northeastern University and the University of Massachusetts, Boston. Volume V
Thirteenth Conference for African American Researchers in the Mathematical Sciences, June 19-22, 2007, Northeastern University and the University of Massachusetts, Boston. Volume V
This volume contains articles based on talks presented at the Thirteenth Conference of African American Researchers in the Mathematical Sciences (CAARMS), held at Northeastern University and the University of Massachusetts, Boston on June 19-22, 2007. The representation theory of Lie groups and its applications were a major focus of the talks."--BOOK JACKET.
Fifth Conference for African American Researchers in the Mathematical Sciences, June 22-25, 1999, University of Michigan, Ann Arbor, Michigan. Volume III
Fifth Conference for African American Researchers in the Mathematical Sciences, June 22-25, 1999, University of Michigan, Ann Arbor, Michigan. Volume III
This volume presents research and expository papers presented at the third and fifth meetings of the Council for African American Researchers in the Mathematical Sciences (CAARMS). The CAARMS is a group dedicated to organizing an annual conference that showcases the current research primarily, but not exclusively, of African Americans in the mathematical sciences, including mathematics, operations research, statistics, and computer science. Held annually since 1995, significant numbers of researchers have presented their current work in hour-long technical presentations, and graduate students have presented their work in organized poster sessions. The events create an ideal forum for mentoring and networking where attendees can meet researchers and graduate students interested in the same fields. For volumes based on previous CAARMS proceedings, see African Americans in Mathematics II (Volume 252 in the AMS series, Contemporary Mathematics), and African Americans in Mathematics (Volume 34 in the AMS series, DIMACS).
The goal of this book is to determine what makes certain doctoral/postdoctoral programs in mathematical sciences successful in producing large numbers of domestic Ph.D.s, including women and underrepresented minorities with sufficient professional experience and versatility to meet the research, teaching, and industrial needs of our technology-based society. Educating Mathematical Scientists describes the characteristics of successful doctoral/postdoctoral programs, based on the diverse set of 10 universities at which site visits were made.
The goal of this book is to determine what makes certain doctoral/postdoctoral programs in mathematical sciences successful in producing large numbers of domestic Ph.D.s, including women and underrepresented minorities with sufficient professional experience and versatility to meet the research, teaching, and industrial needs of our technology-based society. Educating Mathematical Scientists describes the characteristics of successful doctoral/postdoctoral programs, based on the diverse set of 10 universities at which site visits were made.
In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.
Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.
The panel convened the Workshop on Improving Racial and Ethnic Data in Health to review information about current private-sector and state data collection practices in light of existing federal, state, and local regulations, laws, and requirements. The workshop presentations featured the perspectives of data users, health care providers, insurance plan representatives, state and local public health officials, and regulatory officials. Participants assessed policies, practices, barriers, and opportunities for collecting racial and ethnic data in their settings, and explored ways that private and state systems can be improved to address data needs. In preparation for the workshop, the panel commissioned four background papers to fill gaps in knowledge of private-sector and state government policies and practices and to address the importance of racial and ethnic data collection. The panel is also examining the role of socioeconomic status regarding health and health care disparities. However, the workshop intended to focus only on racial and ethnic data collection. The panel's final report will contain a full consideration of the collection of racial, ethnic, and socioeconomic status data.
Minority groups are severely underrepresented in the scientific workforce. To encourage minorities to pursue careers in research, a variety of "intervention programs" have been created at the pre-college, college, and graduate school levels. While there is a belief that these programs often achieve their goals, there is relatively little understanding of the factors that contribute to that success. The Division of Minority Opportunities in Research (MORE) at the National Institute of General Medical Sciences of the National Institutes of Health has established a grant program to support research to better understand the factors that contribute to the success of intervention programs. The MORE Division asked the National Academies to organize a workshop focusing on issues addressed by the grant program. This workshop summary presents examples of previous research on intervention programs, describes ways to formulate effective research questions and conduct research to identify the key elements that lead to successful intervention programs, and outlines ways to foster a community of researchers in this area.
The National Research Council (NRC) and National Academy of Engineering (NAE) have released a new report, Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. Based on a national summit that was supported by the National Science Foundation and organized by the NRC and the NAE, the report highlights the importance of community colleges, especially in emerging areas of STEM (Sciene, Technology, Engineering, and Mathematics) and preparation of the STEM workforce. Community colleges are also essential in accommodating growing numbers of students and in retraining displaced workers in skills needed in the new economy. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion.
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