Word: mathes
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Dates: during 1970-1979
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Actually, Fefferman has already had a reasonably long career as a mathematician. He began his studies in earnest at age nine: elementary math, he discovered, could not explain college physics. He started taking a few courses at the University of Maryland, near his home in Silver Spring, at twelve. He skipped high school and formally entered the university at 14, He wrote his first major paper at 15; Princeton awarded him a doctorate at 19. He taught there for a year before going to Chicago...
...academic job market as financially squeezed schools and colleges find themselves turning out more teachers than they can afford to hire. In Germany, things are the other way round: the booming economy's demand for technical experts has created a shortage of high school science and math teachers. To education planners in the German state of Hamburg, the contrast was opportune. Rather than train more pedagogues by a slow, expensive expansion of their highly elite university system, the officials decided simply to import part of the U.S. surplus. The results were flabbergasting...
...time" or "dual enrollment." In eight states, parochial schools cut their costs by letting their students enroll in public schools for several periods or a half-day each week. There, publicly paid teachers instruct the kids in industrial arts, home economics, physical education and music, and more recently in math, science and foreign languages as well. Communities like Louisville, Ky., and Pittsfield, Mass., send the public teachers directly into parochial-school buildings...
...SCIENCE CENTER is shaped in a large "T". The top of the T will house primarily large teaching labs; the central extended wing, the "math wing," will hold seminar rooms and offices. Other parts of the building will house a separate administrative wing (closing off a courtyard), a large fan-shaped lecture building with four separate lecture halls, a library and a cafeteria...
...design fits well with the original plans for the building. As first conceived, the large introductory science courses for undergraduates' would be concentrated in the new Undergraduate Science Center-both lectures and labs-providing a multidisciplinary center for science students, both concentrators and non-concentrators. The entire departments of Math and Statistics were designated to move in, and a large space for rehives was reserved in the library...