Teaching Southern

This was the first student evaluation of my teaching. At family gatherings or in a group of intimate friends, a southern tradition is to relate a long elaborate joke that is a true story, where the speaker turns out to be the butt of the joke. In this tradition, I had memorized sections of Hugh Lee s paper, including authentic pronunciation and rhythm, and used it as the conclusion to my story about the Oak Grove School experience. 

Having lived in New England, Florida, New York and the mid-west, I wanted to sample the west coast, but needed the money to get there. While at Harvard, I had become friends with John D. Roberts, who was one of the first people to get a Ph.D. from UCLA. He had accepted a teaching position at MIT after his postdoc year at Harvard. Upon my questioning him about the differences between UCLA, USC (University of Southern California) and Caltech and their relative proximity to the ocean, he suggested and agreed to help me get a temporary and part-time teaching position at UCLA. He also offered me a four-month postdoctoral stay at MIT so I could finance my move westward. By the middle of 1948, UCLA had offered me a tenure track position, and I have been at UCLA ever since. 

Dr. David Calverley is a hematologist with a research interest in the molecular mechanisms of platelet adhesion and activation. His clinical interest lies in the area ofplatelet and hemostatic disorders. In addition to research, clinical, and teaching activities, he is Associate Director of the University of Southern Califomia/Nonis Cancer Hospital Qinical Coagulation Laboratoiy. Dr. Gerald Roth is a hematologist with interests in both research and clinical aspects of platelets. He has studied molecular aspects of aspirin s effect on platelets and observed the acetylation reaction between aspirin and platelet cyclo-oxygenase. 

Willstatter, raised in southern Germany but teaching in Switzerland, was the most brilliant organic chemist of his generation. In 1911, as Fritz Haber was preparing to leave Karls-... 

Mammino L. (1995). Teaching/leaming theoretical chemistry at undergraduate level. Southern Africa Journal of Mathematics and Science Education. 2(1 2). 69-88. 

These changes have already arrived in primary schools the newest curricula of several German states specifically mandate scientific topics for teaching. In southern Germany s Baden-Wurttemberg, for example, several science topics are now an integral part of the curriculum, as are certain experiments to be carried out in class [3]. 

Monadnock (a southern New Hampshire mountain) and thinking about the history of science course he was teaching. He recounted . . it occurred to me suddenly, unexpectedly, and without any preliminary symptoms that I was aware of what I had been looking for in thinking about the htness of the environment [it remained] vivid and unforgettable (1936-9, p. 175). It seemed to come together for him when he saw phosphate systems as very efficient buffers he pondered the usefulness of substances and wondered whether usefulness was an accident (p. 177). 

Eric Malina has a BSEd in secondary chemistry teaching from Southwest Missouri State University, taught secondary science and mathematics and has a PhD in Science Education from Purdue University. He also spent two years in graduate study of analytical chemistry at University of Missouri-Columbia. His MS in chemistry education from Purdue University focused on the impact of scientific instmment on chemistry student attitudes towards science. His PhD research focused on the impact of scientific instmmentation on college student learning in the laboratory. He is currently an Assistant Professor at Southern Illinois University, Edwardsville. 

McKinnon received a national diploma in technical teaching from the Pretoria College for Advanced Technical Education, a diploma in safety management from Technikon SA, South Africa, and a management development diploma (MDP) from the University of Sonth Africa, in Pretoria. He received a master s degree in safety and health engineering from Columbia Southern University. 

Arizona State University, University of California at Santa Barbara, University of Southern California, Harvard University, Nanotechnology in Society Network Centers from the Nanoscale Science and Engineering Education Solicitation Northwestern Uifiversity, Nanotechnology Center for Leanfing and Teaching. 

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