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Journal articles on the topic 'Counting'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Best, Joel. "Counting Counties." Contexts 6, no. 3 (August 2007): 22. http://dx.doi.org/10.1525/ctx.2007.6.3.22.

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2

Maclellan, Effie. "Counting all, counting on, counting up, counting down." Education 3-13 23, no. 3 (October 1995): 17–21. http://dx.doi.org/10.1080/03004279585200261.

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3

Diers, Donna. "Counting Nurses, Nurses Counting." AJN, American Journal of Nursing 112, no. 1 (January 2012): 11. http://dx.doi.org/10.1097/01.naj.0000410343.88286.0e.

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4

Cartlidge, Edwin. "Counting weapons – without counting." Physics World 27, no. 08 (August 2014): 11. http://dx.doi.org/10.1088/2058-7058/27/08/23.

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5

Perry, Barbara. "Counting – and Countering – Hate Crime in Europe." European Journal of Crime, Criminal Law and Criminal Justice 18, no. 4 (2010): 349–67. http://dx.doi.org/10.1163/157181710x12816005399195.

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6

Guillery, R. W. "On counting and counting errors." Journal of Comparative Neurology 447, no. 1 (April 8, 2002): 1–7. http://dx.doi.org/10.1002/cne.10221.

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7

Goetsch, Douglas. "Counting." Iowa Review 27, no. 2 (July 1997): 51–53. http://dx.doi.org/10.17077/0021-065x.4880.

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8

Mellick, Jill. "Counting." Jung Journal 3, no. 1 (January 2009): 7–9. http://dx.doi.org/10.1525/jung.2009.3.1.7.

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9

Winship, A. E. "Counting." Journal of Education 52, no. 20 (November 1990): 330. http://dx.doi.org/10.1177/002205749005202008.

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10

Dodd, J. "Countering the counting problem: a reply to Holton." Analysis 56, no. 4 (October 1, 1996): 239–45. http://dx.doi.org/10.1093/analys/56.4.239.

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11

Fuson, Karen C., and Adrienne M. Fuson. "Instruction Supporting Children's Counting on for Addition and Counting up for Subtraction." Journal for Research in Mathematics Education 23, no. 1 (January 1992): 72–78. http://dx.doi.org/10.5951/jresematheduc.23.1.0072.

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Children in the United States ordinarily invent a series of increasingly abbreviated and abstract strategies to solve addition and subtraction problems during their first 4 years in school (Carpenter & Moser, 1984; Fuson, 1988, in press–a, in press–b; Steffe & Cobb, 1988). Several studies have shown that instruction can help children learn specific strategies in this developmental sequence. Fuson (1986), Fuson and Secada (1986), and Fuson and Willis (1988) demonstrated that by the end of first grade children of all achievement levels could add and subtract single-digit sums and differences (sums to 18) by sequence counting on and sequence counting up. Sequence counting on and counting up are abbreviated counting strategies in which the number words present the addends and the sum. In both strategies the counting begins by saying the number word of the first addend. For example, to count on to add 8 + 6, a child would say, “8 (pause), 9, 10, 11, 12, 13, 14.” The same sequence of number words is used to find 14–8 by counting up, but the answer is the number of words said after the first addend word rather than the last word in the sequence. When the second addend is larger than 2 or 3, some method of keeping track of the words said for the second addend is required. In the studies above this method was one-handed finger panems that showed quantities l through 9 (the thumb is 5) so that children could hold their pencil in their writing hand all of the time. The counting-on and counting-up instruction related the counting words to objects showing the addends and the sum, thus focusing on conceptual prerequisites for these abbreviated counting procedures and enabling children to relate counting and cardinal meanings of number words (Secada, Fuson, & Hall, 1983). The countingup instruction provided interpretations of subtraction and the“–” symbol as adding on, as well as the usual take-away interpretation that leads children to count down for subtraction.

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12

Reviriego, Pedro, Jorge Martinez, and Salvatore Pontarelli. "Improving Packet Flow Counting With Fingerprint Counting." IEEE Communications Letters 24, no. 1 (January 2020): 76–80. http://dx.doi.org/10.1109/lcomm.2019.2953907.

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13

Davison, Chris, and Penny McKay. "Counting and dis-counting learner group variation." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 77–94. http://dx.doi.org/10.1075/japc.12.1.06dav.

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Australia is a multilingual multicultural country with an impressive record of educational provision for students from language other than English (LOTE) backgrounds. The recent widespread development of common standards and benchmarks in English language and literacy in schools can be seen as a valuable component of this provision. However, care needs to be taken to avoid projecting a false picture of linguistic homogeneity by ignoring variation between English-speaking background (ESB) and English as a Second Language (ESL) learner groups. This paper demonstrates how the recent introduction of national Literacy Benchmarks, unlike the earlier development of curriculum and standards frameworks, has dis-counted ESL achievement by failing to take sufficient account of learner variation. Problems have also occurred in balancing the conflicting motivations for benchmarking: assessment, accountability and education, which result in different “standards” for standard-setting being assumed by the various stakeholders. The paper concludes that real accountability and progress in ESL learning and teaching can only be shown effectively through the use of a complementary but distinctive set of standards or benchmarks for ESL learners at different stages of schooling.

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14

Brent, Robert J. "Counting and double-counting in project appraisal." Project Appraisal 9, no. 4 (December 1994): 275–81. http://dx.doi.org/10.1080/02688867.1994.9726961.

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15

Liverpool, Layal. "Counting penguins." New Scientist 249, no. 3316 (January 2021): 49. http://dx.doi.org/10.1016/s0262-4079(21)00022-1.

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16

Roberts, W. E. "On Counting." Journal of Prisoners on Prisons 29, no. 1-2 (December 3, 2020): 84–85. http://dx.doi.org/10.18192/jpp.v29i1-2.4948.

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17

Fluegel, Bailey, Dominic Hatch, and Michael Maltenfort. "Counting Spaces." Mathematics Magazine 94, no. 1 (January 1, 2021): 62–64. http://dx.doi.org/10.1080/0025570x.2020.1853898.

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18

Page, Sean. "Counting costs." Nursing Standard 19, no. 37 (May 25, 2005): 24–25. http://dx.doi.org/10.7748/ns.19.37.24.s25.

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19

Walters, Sarah. "Counting Souls." Demographic Research 34 (January 15, 2016): 63–108. http://dx.doi.org/10.4054/demres.2016.34.3.

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20

Keevash, Peter. "Counting designs." Journal of the European Mathematical Society 20, no. 4 (March 5, 2018): 903–27. http://dx.doi.org/10.4171/jems/779.

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21

Schwerdtfeger, Julie Kern, and Angela Chan. "Counting Collections." Teaching Children Mathematics 13, no. 7 (March 2007): 356–61. http://dx.doi.org/10.5951/tcm.13.7.0356.

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How counting collections of objects helps elementary–age children develop number sense and number relations. The authors provide evidence that counting collections offers multiple entry points for children at different places on the counting trajectory. The teacher's role is one of noticing, questioning, and extending what children naturally do, moving them to more sophisticated strategies as children count, organize, and record their collections. Includes multiple examples of student work.

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22

Brennan, Nicole, Kay Stearns Bruening, Jane Burrell, and Margaret A. Voss. "Carb Counting." American Biology Teacher 84, no. 8 (October 1, 2022): 496–502. http://dx.doi.org/10.1525/abt.2022.84.8.496.

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Inspired by the inaccessibility of laboratory experiences during the COVID-19 pandemic, we designed an at-home experiment on diet and diabetes for a high school (9th grade) life science course. It promotes active learning through an affordable experiment, embedded hyperlinks, and video content to make virtual learning exciting and accessible.

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23

Andrews, June. "Counting beds." Nursing Standard 10, no. 19 (January 31, 1996): 16. http://dx.doi.org/10.7748/ns.10.19.16.s39.

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24

Rose, Elisabeth. "Counting Thunder." Feminist Studies 17, no. 2 (1991): 330. http://dx.doi.org/10.2307/3178339.

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25

Sledge, George W. "Counting Coup." Clinical Breast Cancer 6, no. 6 (February 2006): 478. http://dx.doi.org/10.3816/cbc.2006.n.001.

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26

Embar, Rebecca, and Doron Zeilberger. "Counting condorcet." Enumerative Combinatorics and Applications 2, no. 3 (March 17, 2022): Article #S2R22. http://dx.doi.org/10.54550/eca2022v2s3r22.

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27

Zhang, Ellen. "Counting time." Palliative and Supportive Care 20, no. 1 (December 13, 2021): 148. http://dx.doi.org/10.1017/s1478951521001607.

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28

Perkins, Sid. "And Counting..." Science News 161, no. 8 (February 23, 2002): 117. http://dx.doi.org/10.2307/4013095.

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29

Bateman, Richard M. "Citation Counting." Science 252, no. 5013 (June 21, 1991): 1599. http://dx.doi.org/10.1126/science.252.5013.1599.b.

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30

Byrne, Gregory. "Counting Heads." Science 245, no. 4913 (July 7, 1989): 31. http://dx.doi.org/10.1126/science.245.4913.31.c.

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31

Morrill, Terence C. "Citation Counting." Science 252, no. 5013 (June 21, 1991): 1599. http://dx.doi.org/10.1126/science.252.5013.1599.a.

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32

Littmann, Laszlo. "Keep Counting." Annals of Emergency Medicine 78, no. 2 (August 2021): 267–70. http://dx.doi.org/10.1016/j.annemergmed.2021.02.014.

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33

Smith, Christen A. "Counting Frequency." Social Text 39, no. 2 (June 1, 2021): 25–49. http://dx.doi.org/10.1215/01642472-8903591.

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Abstract Examining Black women's experiences with policing, this article argues that police terror is not predicated upon gender; rather, it enacts gender by undoing gender. Thus, it requires a new arithmetic of time and space in order to read beyond normative, hypermasculine narratives of police violence. While the dominant discourse of race and policing asserts that police terror disproportionately affects Black men, the frequency of Black women's experiences with police terror attunes to a lingering yet deadly impact beyond the linear, Cartesian dimensions of body counting, a frequency the article terms sequelae. Policing stretches and bends time and space as part of its (un)gendering practice. Through a brief survey of cases in Brazil and the United States, this article considers sequelae as a new arithmetic for calculating the multiple frequencies of police terror against Black women. Specifically, the article examines the case of Luana Barbosa dos Reis, a Black lesbian mother who was beaten to death by police officers in São Paulo in 2016. The article argues that her beating was an act of (un)gendering—a desire to both discipline her as a Black female/mother and erase her potential humanity by denying her desired gender identification (female). In this sense, her death was an act of anti-Black terror “in the wake.” Through a close reading of the police ledger, the police report, and the physical violence she endured, the article argues that her story teaches us the need for a new way of counting the frequency of police terror in relationship to time, space, and the Black female/mother body.

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34

Byrne, Gregory. "Counting Heads." Science 245, no. 4913 (July 7, 1989): 31. http://dx.doi.org/10.1126/science.245.4913.31-c.

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35

Pagni, David L. "Counting Squares." Mathematics Teacher 84, no. 9 (December 1991): 754–58. http://dx.doi.org/10.5951/mt.84.9.0754.

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This wonderful problem affords students and teachers the opportunity to explore, hypothesize, and deduce a relationship between the size of a rectangle and the number of squares intersected by a diagonal (see fig. 1).

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36

Bulley, Michael. "Counting Numbers." Cogito 4, no. 1 (1990): 41–47. http://dx.doi.org/10.5840/cogito19904114.

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37

Bary, Corien. "Counting Events." Philosophical Inquiry 43, no. 1 (2019): 165–77. http://dx.doi.org/10.5840/philinquiry2019431/210.

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38

Duffin, Christian. "Counting heads." Nursing Standard 14, no. 31 (April 19, 2000): 14. http://dx.doi.org/10.7748/ns.14.31.14.s33.

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39

Vera, Héctor. "Counting Measures." Histoire & mesure XXXII, no. 1 (June 30, 2017): 121–40. http://dx.doi.org/10.4000/histoiremesure.5780.

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40

Dean, Jonathan. "Counting casualties." Bulletin of the Atomic Scientists 60, no. 2 (March 1, 2004): 81–82. http://dx.doi.org/10.2968/060002021.

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41

Johnson, Marion. "Still counting…" Mental Health Practice 10, no. 8 (May 2007): 11. http://dx.doi.org/10.7748/mhp.10.8.11.s14.

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42

Raloff, Janet. "Counting Carbs." Science News 166, no. 3 (July 17, 2004): 40. http://dx.doi.org/10.2307/4015545.

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43

Hwang, Wonsun. "Carbohydrate Counting." Korean Clinical Diabetes 10, no. 2 (2009): 104. http://dx.doi.org/10.4093/kcd.2009.10.2.104.

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44

Fearnley, David. "Not counting." Australian Journal of Rural Health 26, no. 5 (October 2018): 335. http://dx.doi.org/10.1111/ajr.12442.

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45

BYRNE, G. "Counting Heads." Science 245, no. 4913 (July 7, 1989): 31. http://dx.doi.org/10.1126/science.245.4913.31-b.

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46

Sanson, David, Ben Caplan, and Cathleen Muller. "Counting Again." Grazer Philosophische Studien 94, no. 1-2 (June 14, 2017): 69–82. http://dx.doi.org/10.1163/18756735-000017.

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The authors consider a recurring objection to fictional realism, the view that (broadly speaking) fictional characters are objects. The authors call this thecounting objection. Russell presses a version of the objection against Meinong’s view. Everett presses a version of the objection against contemporary fictional realist views, as (in effect) do Nolan and Sandgren. As the authors see it, the objection assumes that the fictional realist must provide criteria of identity for fictional characters, so its force depends on the plausibility of that assumption. Rather than coming up with such criteria, a fictional realist might argue that the demand is misplaced.

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47

Guo, Qinfeng. "Counting “exotics”." NeoBiota 9 (August 11, 2011): 71–73. http://dx.doi.org/10.3897/neobiota.9.1316.

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48

Horgan, John. "Counting Down." Scientific American 267, no. 2 (August 1992): 20–22. http://dx.doi.org/10.1038/scientificamerican0892-20b.

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49

Monsen, Rita Black. "Counting children." Journal of Pediatric Nursing 15, no. 2 (April 2000): 119–20. http://dx.doi.org/10.1053/jn.2000.5180.

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50

Monsen, Rita Black. "Counting children." Journal of Pediatric Nursing: Nursing Care of Children [amp ] Families 15, no. 2 (April 2000): 119–20. http://dx.doi.org/10.1053/jpdn.2000.5180.

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