Julie Miller

Assessment and Learning in Knowledge Spaces is a Web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple-choice questions. A student who shows a high level of mastery of an ALEKS course will be successful in the actual course she is taking.

Get Better Results with high quality content, exercise sets, and step-by-step pedagogy The Miller/O'Neill/Hyde author team continues to offer an enlightened approach grounded in the fundamentals of classroom experience in Introductory Algebra. The text reflects the compassion and insight of its experienced author team with features developed to address the specific needs of developmental level students. Throughout the text, the authors communicate to students the very points their instructors are likely to make during lecture, and this helps to reinforce the concepts and provide instruction that leads students to mastery and success. Also included are Problem Recognition Exercises, designed to help students recognize which solution strategies are most appropriate for a given exercise. These types of exercises, along with the number of practice problems and group activities available, permit instructors to choose from a wealth of problems, allowing ample opportunity for students to practice what they learn in lecture to hone their skills. In this way, the book perfectly complements any learning platform, whether traditional lecture or distance-learning; its instruction is so reflective of what comes from lecture, that students will feel as comfortable outside of class as they do inside class with their instructor. Assessment and LEarning in Knowledge Spaces is a Web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple-choice questions. A student who shows a high level of mastery of an ALEKS course will be successful in the actual course she is taking. ALEKS 360 includes an interactive eBook and multi-media resources.

They were common, everyday people just like ourselves. But, when the wind of the Holy Spirit swept into their lives, they were stirred to live anything but ordinary lives. With hearts wide open to the Savior's leading, they stepped out on to the road less traveled and never looked back. Across the years their voices continue to call out to us... Embark with them now on a life-transforming journey byfollowing in their footsteps in this study of the book of Acts.

Get Better Results with high quality content, exercise sets, and step-by-step pedagogy! The Miller/O'Neill/Hyde author team continues to offer an enlightened approach grounded in the fundamentals of classroom experience in Introductory Algebra. The text reflects the compassion and insight of its experienced author team with features developed to address the specific needs of developmental level students. Throughout the text, the authors communicate to students the very points their instructors are likely to make during lecture, and this helps to reinforce the concepts and provide instruction that leads students to mastery and success. Also included are Problem Recognition Exercises, designed to help students recognize which solution strategies are most appropriate for a given exercise. These types of exercises, along with the number of practice problems and group activities available, permit instructors to choose from a wealth of problems, allowing ample opportunity for students to practice what they learn in lecture to hone their skills. In this way, the book perfectly complements any learning platform, whether traditional lecture or distance-learning; its instruction is so reflective of what comes from lecture, that students will feel as comfortable outside of class as they do inside class with their instructor.

Get Better Results with high quality content, exercise sets, and step-by-step pedagogy! The Miller/O'Neill/Hyde author team continues to offer an enlightened approach grounded in the fundamentals of classroom experience in Intermediate Algebra. The text reflects the compassion and insight of its experienced author team with features developed to address the specific needs of developmental level students. Throughout the text, the authors communicate to students the very points their instructors are likely to make during lecture, and this helps to reinforce the concepts and provide instruction that leads students to mastery and success. Also included are Problem Recognition Exercises, designed to help students recognise which solution strategies are most appropriate for a given exercise. These types of exercises, along with the number of practice problems and group activities available, permit instructors to choose from a wealth of problems, allowing ample opportunity for students to practice what they learn in lecture to hone their skills. In this way, the book perfectly complements any learning platform, whether traditional lecture or distance-learning; its instruction is so reflective of what comes from lecture, that students will feel as comfortable outside of class as they do inside class with their instructor.

Get Better Results with high quality content, exercise sets, and step-by-step pedagogy! The Miller/O'Neill/Hyde author team continues to offer an enlightened approach grounded in the fundamentals of classroom experience in Basic College Mathematics. The text reflects the compassion and insight of its experienced author team with features developed to address the specific needs of developmental level students. Throughout the text, the authors communicate to students the very points their instructors are likely to make during lecture, and this helps to reinforce the concepts and provide instruction that leads students to mastery and success. Also included are Problem Recognition Exercises, designed to help students recognize which solution strategies are most appropriate for a given exercise. These types of exercises, along with the number of practice problems and group activities available, permit instructors to choose from a wealth of problems, allowing ample opportunity for students to practice what they learn in lecture to hone their skills. In this way, the book perfectly complements any learning platform, whether traditional lecture or distance-learning; its instruction is so reflective of what comes from lecture, that students will feel as comfortable outside of class as they do inside class with their instructor.

The Student's Solutions Manual provides comprehensive, worked-out solutions to the odd-numbered exercises in the Practice Exercise sets, the Problem Recognition Exercises, the end-of-chapter Review Exercises, the Chapter Tests, and the Cumulative Review Exercises. Answers to the Chapter Opener Puzzles are also provided.

When Julie Miller began writing her successful developmental math series, one of her primary goals was to bridge the gap between preparatory courses and college algebra. For thousands of students, the Miller/O’Neill/Hyde (or M/O/H) series has provided a solid foundation in developmental mathematics. With the Miller College Algebra series, Julie has carried forward her clear, concise writing style; highly effective pedagogical features; and complete author-created technological package to students in this course area. The main objectives of the college algebra series are three-fold:-Provide students with a clear and logical presentation of -the basic concepts that will prepare them for continued study in mathematics.-Help students develop logical thinking and problem-solving skills that will benefit them in all aspects of life. -Motivate students by demonstrating the significance of mathematics in their lives through practical applications.

Two interesting items: The author's article in New York Archives A letter regarding foundlings in The Riverdale Press In the nineteenth century, foundlings—children abandoned by their desperately poor, typically unmarried mothers, usually shortly after birth—were commonplace in European society. There were asylums in every major city to house abandoned babies, and writers made them the heroes of their fiction, most notably Charles Dickens's Oliver Twist. In American cities before the Civil War the situation was different, with foundlings relegated to the poorhouse instead of institutions designed specifically for their care. By the eve of the Civil War, New York City in particular had an epidemic of foundlings on its hands due to the rapid and often interlinked phenomena of urban development, population growth, immigration, and mass poverty. Only then did the city's leaders begin to worry about the welfare and future of its abandoned children. In Abandoned, Julie Miller offers a fascinating, frustrating, and often heartbreaking history of a once devastating, now forgotten social problem that wracked America's biggest metropolis, New York City. Filled with anecdotes and personal stories, Miller traces the shift in attitudes toward foundlings from ignorance, apathy, and sometimes pity for the children and their mothers to that of recognition of the problem as a sign of urban moral decline and in need of systematic intervention. Assistance came from public officials and religious reformers who constructed four institutions: the Nursery and Child's Hospital's foundling asylum, the New York Infant Asylum, the New York Foundling Asylum, and the public Infant Hospital, located on Randall's Island in the East River. Ultimately, the foundling asylums were unable to significantly improve children's lives, and by the early twentieth century, three out of the four foundling asylums had closed, as adoption took the place of abandonment and foster care took the place of institutions. Today the word foundling has been largely forgotten. Fortunately, Abandoned rescues its history from obscurity.

Two interesting items: The author's article in New York Archives A letter regarding foundlings in The Riverdale Press In the nineteenth century, foundlings—children abandoned by their desperately poor, typically unmarried mothers, usually shortly after birth—were commonplace in European society. There were asylums in every major city to house abandoned babies, and writers made them the heroes of their fiction, most notably Charles Dickens's Oliver Twist. In American cities before the Civil War the situation was different, with foundlings relegated to the poorhouse instead of institutions designed specifically for their care. By the eve of the Civil War, New York City in particular had an epidemic of foundlings on its hands due to the rapid and often interlinked phenomena of urban development, population growth, immigration, and mass poverty. Only then did the city's leaders begin to worry about the welfare and future of its abandoned children. In Abandoned, Julie Miller offers a fascinating, frustrating, and often heartbreaking history of a once devastating, now forgotten social problem that wracked America's biggest metropolis, New York City. Filled with anecdotes and personal stories, Miller traces the shift in attitudes toward foundlings from ignorance, apathy, and sometimes pity for the children and their mothers to that of recognition of the problem as a sign of urban moral decline and in need of systematic intervention. Assistance came from public officials and religious reformers who constructed four institutions: the Nursery and Child's Hospital's foundling asylum, the New York Infant Asylum, the New York Foundling Asylum, and the public Infant Hospital, located on Randall's Island in the East River. Ultimately, the foundling asylums were unable to significantly improve children's lives, and by the early twentieth century, three out of the four foundling asylums had closed, as adoption took the place of abandonment and foster care took the place of institutions. Today the word foundling has been largely forgotten. Fortunately, Abandoned rescues its history from obscurity.

Miller/O'Neill "Intermediate Algebra" is an insightful text written by instructors who have first-hand experience with students of developmental mathematics. The authors introduce functions in Chapter 3 and do a very thorough treatment, devoting the entire chapter to the concept of functions. With such a solid foundation to build from, students will experience greater success when they encounter other function-related topics in later chapters, such as polynomial functions; quadratic functions; radical functions; and others. The authors have crafted the exercise sets with the idea of infusing review. In each set of practice exercises, instructors will find a set of exercises that help students to review concepts previously learned, and in this way, students will retain more of what they have learned. The exercise sets also contain "translation" exercises which provide students with an opportunity to convert from English phrases to mathematical symbols and from mathematical symbols to English phrases, thus helping students to strengthen their command of mathematical language. Moreover, the applications found in the exercise sets are based on real-world data, which helps to promote students' interest in mathematics, and in turn, may serve to motivate and engage them. Other features include mid-chapter reviews and classroom activities (classroom activities are worksheets that can be downloaded from the OLC or distributed by instructors since the classroom activities can be found in the IRM as well). The classroom activities are of special value, in that through their use, students may begin to take greater ownership over their own learning. The classroom activities were designed to be quick activities students could perform in class (either individually, or collaboratively in groups). In short, the Miller/O'Neill "Intermediate Algebra" text offers enriching applications, a high level of readability, and excellent opportunities for students to become actively engaged in their exploration of mathematics.

Miller/O'Neill "Beginning Algebra" is an insightful text written by instructors who have first-hand experience with students of developmental mathematics. The authors have placed an emphasis on graphing, by including special sections called, "Connections to Graphing" at the end of Chapters 1-5, before the formal presentation of Graphing appears in Chapter 6. The "Connections to Graphing" sections may be considered optional for those instructors who do not prefer an early introduction to graphing. For those who do prefer graphing early, instructors can use the "Connections to Graphing" sections together where they prefer to introduce graphing. A section on geometry appears in "Chapter R" for instructors who look for such content in "Beginning Algebra". Applications that incorporate geometric concepts may also be found throughout the text. Chapter R also contains a section on study skills. This section provides easy to digest tips (in list format) for course success. The authors have crafted the exercise sets with the idea of infusing review. In each set of practice exercises, instructors will find a set of exercises that help students to review concepts previously learned, and in this way, students will retain more of what they have learned. The exercise sets also contain "translation" exercises which provide students with an opportunity to convert from English phrases to mathematical symbols and from mathematical symbols to English phrases, thus helping students to strengthen their command of mathematical language. Moreover, the applications found in the exercise sets are based on real-world data, which helps to promote students' interest in mathematics, and in turn, may serve to motivate and engage them more effectively. Other features include mid-chapter reviews and classroom activities. The classroom activities are of special value, in that through their use, students may begin to take greater ownership over their learning. The classroom activities were designed to be quick activities students could perform in class (either individually, or collaboratively in groups). In short, the Miller/O'Neill "Beginning Algebra" text offers enriching applications, a high level of readability, and excellent opportunities for students to become actively engaged in their exploration of mathematics.