In this study I examine the value of concept maps as instruments for assessment of conceptual understanding, using the maps to compare the knowledge of function that students enrolled in university calculus classes hold. Twenty-eight students, half from nontraditional sections and half from traditional sections, participated in the study. Eight professors with PhDs in mathematics also completed concept maps. These expert maps are compared with the student maps. Qualitative analysis of the maps reveals differences between the student and expert groups as well as between the 2 student groups. Concept maps proved to be a useful device for assessing conceptual understanding.

In this study I examine the value of concept maps as instruments for assessment of conceptual understanding, using the maps to compare the knowledge of function that students enrolled in university calculus classes hold. Twenty-eight students, half from nontraditional sections and half from traditional sections, participated in the study. Eight professors with PhDs in mathematics also completed concept maps. These expert maps are compared with the student maps. Qualitative analysis of the maps reveals differences between the student and expert groups as well as between the 2 student groups. Concept maps proved to be a useful device for assessing conceptual understanding.

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To encourage students to “identify, describe, compare, and classify geometric figures” (NCTM 1989, 112), I have developed materials and activities that involve sorting polygons. Although teachers can adapt these activities for students at various levels, they are particularly appropriate for the middle schooler. I have designed them for use in small groups, with whole-class discussion at the conclusion. Although geometric properties and definitions are the primary focus, various forms of the activities also encourage reasoning, communication, and measurement. These simple and inexpensive materials can be used for extensions involving probability and statistics as well.

Carol Williams explains how she went from a working nurse to nursing director of an NHS England area team, and her plans for practice nurses

Al)stract This is a comparative analysis of findings from a sample of individuals who had poliomyelitis with findings from seminal works on post polio syndrome. The sample included 148 individuals who developed poliomyelitis earlier in life. The findings are compared with the seminal studies of Halstead (1985a, 1985b). Seventy-two percent of the sample were experiencing post polio syndrome, defined as having progressive fatigue and one other symptom of sequelae to a moderate or severe degree. The mean age of the sample was 54. The majority of subjects had some college education, were married, belonged to support groups, and were employed. The mean age for contracting polio was 10.5, with a mean of 3.8 years to maximum recovery. At onset of the initial illness, 121 subjects were hospitalized. The period of stability from the point of maximum recovery to onset of sequelae had a mean of 29.8

Abilene Christian University uses a hybrid governance model. Centralized structures include traditional program departments that supply the faculty and curriculum development for online graduate programs. Decentralized structures include an associate provost and separate student services for the online program.