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This book is based on a commitment to teaching science to
everybody. What may work for training professional scientists does
not work for general science education. Students bring to the
classrooms preconceived attitudes, as well as the emotional baggage
called ""science anxiety."" Students may regard science as cold,
unfriendly, and even inherently hostile and biased against women.
This book has been designed to deal with each of these issues and
results from research in both Denmark and the United States. The
first chapter discusses student attitudes towards science and the
second discusses science anxiety. The connection between the two is
discussed before the introduction of constructivism as a pedagogy
that can aid science learning if it also addresses attitudes and
anxieties. Much of the book elucidates what the authors have
learned as science teachers and science education researchers. They
studied various groups including university students majoring in
the sciences, mathematics, humanities, social sciences, business,
nursing, and education; high school students; teachers' seminary
students; science teachers at all levels from middle school through
college; and science administrators. The insights of these groups
constitute the most important feature of the book, and by sharing
them, the authors hope to help their fellow science teachers to
understand student attitudes about science, to recognize the
connections between these and science anxiety, and to see how a
pedagogy that takes these into account can improve science
learning.
We have written this book in order to provide a single compact
source for undergraduate and graduate students, as well as for
professional physicists who want to understand the essentials of
supersymmetric quantum mechanics. It is an outgrowth of a seminar
course taught to physics and mathematics juniors and seniors at
Loyola University Chicago, and of our own research over a quarter
of a century.
We have written this book in order to provide a single compact
source for undergraduate and graduate students, as well as for
professional physicists who want to understand the essentials of
supersymmetric quantum mechanics. It is an outgrowth of a seminar
course taught to physics and mathematics juniors and seniors at
Loyola University Chicago, and of our own research over a quarter
of a century.
This is the first such text which will be directed to
undergraduates. Our approach is to provide a self-contained
exposition, which begins with a review of the relevant introductory
quantum mechanics, then segues into SUSYQM. We concentrate on the
essentials, both in the chapters developing the architecture, and
in the later chapters of applications. While the text is designed
to be accessible to undergraduate students, it should also be
useful to graduate students and to researchers in the field. The
text contains a large selection of examples and problems that
illustrate the ideas and their applications. It is richly
illustrated with figures that we have designed and produced. We
have selected an attractive and relevant list of topics.
This book is based on a commitment to teaching science to
everybody. What may work for training professional scientists does
not work for general science education. Students bring to the
classrooms preconceived attitudes, as well as the emotional baggage
called "science anxiety." Students may regard science as cold,
unfriendly, and even inherently hostile and biased against women.
This book has been designed to deal with each of these issues and
results from research in both Denmark and the United States. The
first chapter discusses student attitudes towards science and the
second discusses science anxiety. The connection between the two is
discussed before the introduction of constructivism as a pedagogy
that can aid science learning if it also addresses attitudes and
anxieties. Much of the book elucidates what the authors have
learned as science teachers and science education researchers. They
studied various groups including university students majoring in
the sciences, mathematics, humanities, social sciences, business,
nursing, and education; high school students; teachers' seminary
students; science teachers at all levels from middle school through
college; and science administrators. The insights of these groups
constitute the most important feature of the book, and by sharing
them, the authors hope to help their fellow science teachers to
understand student attitudes about science, to recognize the
connections between these and science anxiety, and to see how a
pedagogy that takes these into account can improve science
learning.
This is the first such text which will be directed to
undergraduates. Our approach is to provide a self-contained
exposition, which begins with a review of the relevant introductory
quantum mechanics, then segues into SUSYQM. We concentrate on the
essentials, both in the chapters developing the architecture, and
in the later chapters of applications. While the text is designed
to be accessible to undergraduate students, it should also be
useful to graduate students and to researchers in the field. The
text contains a large selection of examples and problems that
illustrate the ideas and their applications. It is richly
illustrated with figures that we have designed and produced. We
have selected an attractive and relevant list of topics.
What began as a casual collection of Jewish jokes for Jeffry V.
Mallow's personal amusement soon became a napkin-scribbling
compulsion to document the very best in Jewish humor, whenever and
wherever he came across it. The bigger his trove, the clearer it
became to Mallow that the jokes were more than just funny-they were
authentic in their depictions of Jews and their interactions with
each other and with non-Jews; they represented the breadth of
Jewish life. Field-tested by Mallow's stand-up comedy audiences for
decades, here are guaranteed rib-ticklers about matchmakers,
cantors, and circumcisers; the overly pious, freethinkers, and
heretics; the illogic of Jewish logic; and even Jewish encounters
with alien societies In these pages, Jews poke fun at their own
foibles and at the Gentiles who befuddle them, and Mallow offers
witty and informative introductions, explanations, background, and
cultural context. There's also a handy glossary at the end. Not
only is this a laugh-out-loud compilation of the best Jewish jokes
that date back to the Talmud and up to today, but it's also a
fascinating and entertaining look at Jewish life around the world
and through the centuries.
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