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We, Peoples without a State, have come to the conclusion that seventy years after the founding of the United Nations in the aftermath of World War II, the right of self-determination of Peoples has been disregarded and even made impossible by this very same system.
As a consequence, the oppression of people, dictatorial and authoritarian regimes, extreme poverty with an ever growing gap between poor and rich, ethnic conflicts, genocides, annexations, environmental degradation, exploitation of natural resources, hidden slavery, a lack of respect for cultural identities, (State-) terrorism, forced displacements, diseases and other dramatic effects continue to proliferate.
A system that does not live up to its main objective to fulfil the right of self-determination of Peoples, but primarily pursues the survival of itself as a system, becomes corrupt in its decision-making, very costly (also in lives) and inefficient in achieving results, and in the long run, it is arbitrary and arrogant in its conduct.
The current biased international political and legal order, embodied by the system of the United Nations, that as its first aim should pursue the fulfilment of the right of self-determination of Peoples, has reached its limits.
This alliance of more or less strongly centralized (neo-colonial) Nation States is no longer equipped to handle the aforementioned global challenges, due to increasingly imposed global cultural assimilation, dominated by neo-liberal capitalism and reckless profit seeking based on the exploitation of Peoples and their natural resources.
Despite strong commitments on ensuring universal equal opportunities, respect for human rights and democratic political participation, we discern that the dominant ethno-cultural elites, in addition to concentrating economic power and wealth in favor of their own group, deprive other cultural groups from enjoying their rights and freedoms and live in dignity.
Irrespective of the dominant socio-economic ideologies, persistent discrimination based on ethnic origins has not only created a worldwide economic but also a political Ponzi scheme with the same ethno-cultural winners on the one hand and the same losers on the other hand.
The system of the United Nations with nuclear force of superpowers at its core, and especially its current decision-making mechanisms based on Statehood result into the consolidation of well-established and vested interests of ethno-cultural dominant groups and the complete undermining of the realization of the right of self-determination of Peoples.
We, as Peoples without a State, stand against this.
We wish to regain political control over our ancestral territories, put in place a democratic representation of their populations, manage our natural resources and choose ourselves with whom we engage in international relations. Our main objective is for concerned Peoples to take their own decisions based on the principles of decentralization, subsidiarity, autonomy and self-determination. This also includes decisions on their sovereign representation and with whom they want to cooperate or merge beyond the existing national borders.
Seventy years after the establishment of the UN-system, Peoples are still being oppressed by royal rulers and their entourage as well as (neocolonial) dictators or illicitly elected politicians, whose main aim is the survival of undemocratic constitutions and party systems to ensure the concentration of economic and political power for a small elite, which results into overall dramatic situations.
In absence of fulfilling primary collective rights and maintaining the focus on individual rights, a fundamentally unbalanced and biased world order that safeguards the privileges of the few, is being violently imposed on all people.
This UN system of “too little, too late” for the losers on the one hand and the continued violence and reckless exploitation by the winners on the other hand, is characterized by an expensive and powerful ruling political class and their bureaucracies for whom the consolidation of the power of the ruling ethnic-cultural elites is an aim in its own right.
Instead of having ethnic politico-bureaucratic elites in place who plan and unilaterally take decisions in faraway capitals, we want - in accordance with the universal human rights that are inherent to every individual - to bring policymaking closer to the concerned Peoples and provide them with actual guardianship over their lands and ownership over their economic, social and cultural development.
To start we demand the full respect for the right of self-determination of Peoples, as stated in the UN Charter and specified in our ‘Declaration on the right of self-determination’ (infra).
In view of this, we will engage in an international alliance of Peoples that will strive for the implementation of this Declaration. By no means will ethnic nationalism be a goal of this alliance, especially as we take a positive stance on migration, participation and diversity.
In this way, the current challenges concerning democracy, development, migration, environment, cultural emancipation and ethnic conflicts could be solved more effectively and in the interest of all concerned Peoples, not only in the interest of the ruling elites.
Instead of a policy of unfettered globalisation, we opt for the perspective of ‘glocalisation’, which will encourage local sovereignties to cooperate better amongst themselves globally.
Through a more coherent convergence of political governance and open cultural societies we will create a more efficient United Nations of Peoples that will guarantee a universal wealth tax and a universal basic income for every adult to partially bridge the enormous inequality that has been created by the current UN-system.
In order to achieve these goals we wish to enter into constructive dialogue with the present system of States, and considering their veto right, especially with the 5 permanent members of the United Nations Security Council, so as to give Peoples a real voice and propose thorough democratic reforms, including inter alia:
• Participation, with a right to vote of Peoples without a State in the General Assembly of the UN.
• Abolition of the Permanent Members, including their veto right, and a guaranteed representation of Peoples without a State in the UN Security Council.
• Access for Peoples without a State to the International Court of Justice and the International Criminal Court.
• Immediate banishment and dismantling of all weapons of mass destruction.
• Creation of a United Nations Peoples Assembly and Secretariat that will closely collaborate with Peoples to prepare and realize the actual self-determination of Peoples, and to implement this within a reasonable period of time.
• Reform of the IMF and the World Bank in order to guarantee as a priority a universal wealth tax and a universal basic income.
In order to ensure that all Peoples are equally represented in all international bureaucracies, the ethno-cultural background of the current officials should be made public so as to enable the development of a policy of equal opportunities and non-discrimination in recruitment and policymaking.
We, Peoples without a State, wish to end with the words of Mahatma Ghandi:
“What you do for me, without me, you do against me.” | <urn:uuid:abea26fd-9d9b-486c-9f2e-67e60ef6c843> | CC-MAIN-2020-05 | https://www.icpsnet.com/draft-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681625.83/warc/CC-MAIN-20200125222506-20200126012506-00077.warc.gz | en | 0.938648 | 1,388 | 2.609375 | 3 | The extract discusses the rights of peoples without a state, criticizing the current international system and proposing reforms. It touches on complex issues like self-determination, cultural identity, and global inequality, demonstrating nuanced interaction and critical thinking opportunities. However, it lacks practical application and sophisticated communication scenarios, limiting its score.
Educational score: 3 | 3 | 2 | 227,910 | 0 |
Welcome to the first post in our 7-week blog-a-thon on #closereading. We invite YOU to join in! Find more on how-to here. Several selected posts will be linked to on the Contributors page. Let’s closely read the practice of close reading together!
Close Reading Isn’t Just Anything
Just as I suddenly–and against my will–have now heard hundreds of people use the term “twerking” in near constant use, from the VMAs to news anchors to walking into the grocery store… and I don’t think everyone is using it correctly (if you don’t know the definition, please do not hold me accountable for what you google)…, it seems that once a term comes in vogue everyone uses it to define everything.
The term “close reading” seems to be experiencing a similar misapplied overuse:
- What were once called “textbook questions” are now being called close reading.
- Excuse me, is that classroom of students independently reading? Oh, no, no, they are cloooose reading.
- Standardized test questions are actually all close reading questions (see PDF page 15).
- Jotting post-its: close reading.
- Filling out worksheets: close reading.
- Doing book reports: close reading.
- Listening to a read aloud: close reading.
- Being lectured: close reading.
What we lose when we place the term just anywhere is the ability to be specific and purposeful in our instruction. Could some of these instances be, or at least include, authentic close reading? Sure. Should all of these automatically be considered the practice of closely reading? Heck, no.
Close Reading Is…
We think it’s time to regroup and be clear on what we are really talking about when we say “close reading.” In the opening chapter of our book we share a brief history of close reading across decades, but here we would like to share our current–and evolving–thinking on the use of the term today:
- We find Patricia Kain’s work from the Writing Center at Harvard instructive. That close reading is making careful observations of something and then developing interpretations from those observations. In other words, we stop to look carefully at choices an author (or painter or musician or director or architect) has made, and then develop ideas from what we have noticed.
- We agree with Doug Fisher that close reading is an interaction between a reader and a text, an extension of the critical reading theory of Lousie Rosenblatt and others. Implicit in this is that the reader is reading. Actually reading (insert: underline x infinity). Yes, we can teach lessons about close reading, but if our students are not holding their own books and working to apply these skills then we probably are only close teaching, they are not actually close reading.
- We do, however, disagree with one point Doug makes in that video interview, a point some others have made about close reading as well. We don’t believe that close reading, historically, had anything to do with “text dependent questions.” Sure, if students learn to analyze texts carefully they might just get better at standardized tests or in-class quizzes, but that would be a result and not a goal of close reading. Frankly, in our experience researching close reading methods in classrooms around the world, we have not found it necessary to rifle students with questions they must search for. Instead we find it more important to help students observe, interact, and find their own questions and interpretations. …they will have to on their own many times anyway!
- We also find Kylene Beers and Bob Probst’s explanation of the characteristics of close reading from Notice and Note to be instructive (see page 36). Particularly that it often involves rereading of short portions of a text with intensity, and then you bring ideas from those short rereads to longer sections of the book. That is to say, other than Graduate Students of Comparative Literature, we would almost never require students to reread and closely analyze every page of a text. There is just no time for that in a busy classroom. More importantly, rereading page after page after page is an engagement killer and kids who don’t read don’t learn to read well. We have a choice to teach in ways that either raises engagement and joy or smashes it to bits, so we agree it is important to teach students to stop and observe small sections and then jump back into their love affair with the unfolding story or fascination with the ideas of an article.
- Finally, we believe that close reading is not simply a way to analyze texts. It is a way to study the things that we love more carefully and appreciate their subtleties more fully. Close reading can be applied to texts, but we also can look to songs, videogames, television shows, art and even our daily lives. We observe the choices a chef made when our meal is presented to us at the table (“wow, this looks so good… are those mushrooms?”) just as we form interpretations off the little things our partner does (“she is either doing this to make me feel special or because she wants to ask me something…”). Our students deserve to have experiences with close reading not only be “task” driven, but instead be life driven.
If we were to write a definition of close reading it would include all of these parts and could sound something like:
Close reading is when a reader independently stops at moments in a text (or media or life) to reread and observe the choices an author has made. He or she reflects on those observations to reach for new understandings that can color the way the rest of the book is read (or song heard or life lived) and thought about.
When we have a clearer focus for what we really mean, we can design our instruction more carefully and study our students learning with more precision. For instance, you could reflect on your plans for close reading instruction considering ideas such as:
- Do students have opportunities to practice these skills independently in your classroom or do you find a large portion of time is spent under your direction? What could you adjust?
- Are students internalizing habits for observing and reflecting? How do you know?
- Do your students think of close reading instruction as being question-answer specific or as observations-understandings interpretive?
- Do you see evidence of them applying skills more and more without prompting? How can you strengthen that trend or revise your instruction to see more of this?
- Do your students see close reading as only living within the pages of a book and only during your class period? Or do they see this as skill for living a more wide awake life?
As our blog-a-thon party rolls on over the next 7-weeks we will continue to think with you about topics such as: why on earth anyone would ever want to close read nonfiction, instructional methods that tend to support the deepest independent learning, and how close reading does not live only in books. Look for the next post this Thursday on Kate’s blog, she’ll be posting about the “5 corners” of a text.
What are your definitions or what you consider misuses of “close reading”? What have we gotten right in our’s or what would you revise? Have you experienced misapplications of the term? What have you done or are now thinking you could do about these misuses? What new ah-has or questions are you thinking through?
Join us in our blog-a-thon! Add the button to your post and paste the URL in the comments below and boom, you’re along for the ride. | <urn:uuid:6c10b0a2-4f45-4762-9cf8-d97d2d71bb73> | CC-MAIN-2014-10 | http://christopherlehman.wordpress.com/2013/09/02/blog-a-thon-post-1-what-closereading-isnt-or-at-least-shouldnt-be/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999671474/warc/CC-MAIN-20140305060751-00029-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.952761 | 1,639 | 2.921875 | 3 | The extract scores high for its in-depth discussion of close reading, a skill that requires critical thinking, analysis, and effective communication. It promotes nuanced interaction, emotional intelligence, and leadership challenges, making it a valuable resource for professional development. The text encourages readers to think critically about their own teaching practices and provides opportunities for reflection, self-assessment, and growth.
Educational score: 5 | 5 | 4 | 900,507 | 1 |
“Scientists constitute a community whose members work together to build a body of evidence and devise and test theories.”
from "National Science Standards," The National Academy of Sciences
Post your science questions in the science learning forum, and you may get more than one answer. It’s better than having an online tutor.
However, the best way of learning science is by teaching others. If you really want to maximize your learning, answer a few questions, especially the ones that challenge you a little bit. Test your skill as an online science tutor, and you’ll learn faster by helping your fellow students.
True science has always been a collaborative effort. Teams of researchers publish their results, and then scholars around the world argue over what it means until yet more brains get involved in applying the research to some practical purpose.
The forum is meant for you to work together. Discussion and debate will sharpen your critical thinking skills and help you communicate quickly and clearly, You might even find some new answers to your biology questions.
Visit the science learning forum, where the real work begins. | <urn:uuid:6e074408-6683-493b-b799-36c2193b5616> | CC-MAIN-2017-34 | http://sciencetutoronline.com/blog/the-most-important-key-to-learning-science/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105961.34/warc/CC-MAIN-20170820015021-20170820035021-00632.warc.gz | en | 0.950304 | 224 | 3.3125 | 3 | The extract promotes collaborative learning, critical thinking, and effective communication, highlighting the value of teamwork and discussion in scientific inquiry. It encourages students to engage with each other, share knowledge, and learn from one another, fostering a sense of community and mutual support.
Educational score: 4 | 4 | 3 | 812,824 | 1 |
This live webinar is the second in the Narragunnawali RAP Action series designed to explore the 14 minimally required Reconciliation Action Plan (RAP) Actions for schools and early learning services. Focussed specifically on the ‘Teach About Reconciliation’ and ‘Curriculum Planning’ RAP Actions, it will look at how to talk and teach about, and take action towards, reconciliation in the classroom. It will also introduce participants to curriculum planning information, ideas and resources to support respectfully embedding Aboriginal and Torres Strait Islander histories and cultures across all year levels and learning areas.
You might like to engage with this list of suggested Pre-/Post- Readings:
*The State of Reconciliation in Australia summary report (2016) https://www.reconciliation.org.au/wp-content/uploads/2017/11/State-of-Reconciliation-Report_SUMMARY.pdf (See, in particular, the 'Race Relations' section)
*2018 Australian Reconciliation Barometer summary report https://www.reconciliation.org.au/wp-content/uploads/2019/02/ra_2019-barometer-brochure_web.single.page_.pdf (See, in particular, the 'Race Relations' section
*Teach About Reconciliation Narragunnawali RAP Action https://www.narragunnawali.org.au/rap/actions/7/teach-about-reconciliation
*Curriculum Planning Narragunnawali RAP Action https://www.narragunnawali.org.au/rap/actions/18/curriculum-planning
*The Importance of Reconciliation in Education literature review (2019) ttps://csrm.cass.anu.edu.au/sites/default/files/docs/2019/5/CSRM-WP-RECONCILIATION-1-2019.pdf | <urn:uuid:fd8b8afc-03bb-47ce-804b-50ac565e80b3> | CC-MAIN-2023-14 | https://www.bigmarker.com/narragunnawali/Teach-About-Reconciliation-Curriculum-Planning | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949107.48/warc/CC-MAIN-20230330070451-20230330100451-00183.warc.gz | en | 0.820943 | 427 | 3.359375 | 3 | This extract scores high due to its focus on reconciliation, cultural awareness, and curriculum planning, promoting intercultural fluency and digital literacy through provided resources. It encourages critical thinking and emotional intelligence in teaching about reconciliation.
Educational score: 4 | 4 | 3 | 20,521 | 1 |
Black. White. Man. Woman. Child.
Yes, we’re all humans, but within the human race are myraid types of human beings, and we create labels to help us differentiate, disguish, and hierarchize ourselves. But, as more and more science suggests that the labels we use may be incomplete, you have to wonder if some things are just too difficult (and too damaging) for us to comprehend.
No concept is more “unknown” and variable than human sexuality, and “Straight: The Surprisingly Short History of Heterosexuality” — a new book from author Hanne Blank — discusses where our current (and relatively new) definitions of gender, sex, and sexual orientiation come from.
Is human sexuality is a bit more “fluid” and a bit less “concrete” than most of us have been taught to believe? | <urn:uuid:fde8b2d5-7201-4492-87e2-e1e3c4bfc719> | CC-MAIN-2023-14 | https://www.ebony.com/in-search-of-the-elusive-definition-of-heterosexuality/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944606.5/warc/CC-MAIN-20230323003026-20230323033026-00459.warc.gz | en | 0.921014 | 187 | 2.953125 | 3 | The extract touches on complex social issues, encouraging critical thinking and nuanced discussion. It introduces the concept of labels and their limitations, promoting empathy and cultural awareness. However, it lacks explicit discussion of soft skills, practical application, and comprehensive professional development opportunities.
Educational score: 2 | 2 | 1 | 189,564 | 0 |
As we prepare for the holiday season, Ujima, Inc.: The National Center on Violence Against Women in the Black Community, is dedicating the month of November to discussing Black Mental Health. In many traditions, the coming days and weeks entail joyous, festive, and celebratory rituals that center gratitude, charity, and community. However, this time of year presents new challenges, pressures, and expectations that can make the holiday season overwhelming and stressful. In our commitment to uplifting our community, we want to prioritize and discuss mental wellness as we immerse ourselves in daylight savings time and the colder winter months.
Although African Americans make up roughly 12% of the U.S. population, they comprise approximately 18.7% of those affected by mental illness. African Americans are 20% more likely to experience serious mental health problems than the general U.S. population. Some scholars have identified racism-specific stress and coping responses to include, but not limited to anger, paranoia, anxiety, helplessness, hopelessness, frustration, resentment, and fear for African Americans. Moreover, symptoms of depression and anxiety show up differently within and across racial/ethnic groups that speak directly to historical trauma from diverse lived experiences. For example, research has shown that Black women in America experience chronic anxiety and more intense symptoms than other races. A new groundbreaking study reveals that the pressure of holding everything down as a “strong Black woman” places immense stress and pressure that can increase the risk of depression among Black woman. This pressure can reach even higher levels during the holiday season.
The American Psychological Association notes that “holiday-related stress and the ‘holiday blues’—feelings of disappointment, sadness, fatigue or frustration—are not unusual” during this time of year. The Holiday Blues are often temporary, but for those suffering from mental illnesses, the holidays can be immensely stressful and emotionally taxing. Whether you are worried about purchasing gifts for family and friends or bracing to celebrate the season without a loved one who recently passed, this time of year can trigger a range of negative and positive emotions. The psychological toll of the holidays can result in adverse health outcomes that impact one’s overall wellness beyond the season.
Despite the clear need for mental health care that addresses the multitude of stressors Black Americans face on a daily basis, racial disparities persist when it comes to access. The U.S. Department of Health and Human Services’ Office of Minority Health reports that only 8.7% of Non-Hispanic Black adults, compared to 18.6% of Non-Hispanic White adults, received mental health services in 2018. These disparities exist due to several barriers to prevention and intervention such as, social stigma, distrust of the health care system, lack of cultural humility and diversity among providers, and lack of health insurance.
Now more than ever, it is crucial that Black Mental Health is central to our efforts to promote wellness for our community. As the holidays approach, there are several things that we can do to help navigate the highs and lows of this season, including seeking professional help and identifying other community resources that cater to our needs. Dr. Joy Harden-Bradford, a Licensed Psychologist, author, media contributor and host of the “Therapy for Black Girls” podcast, is one of several remarkable Black women encouraging the mental wellness of Black women and girls. She shares the following tips on steadying yourself for the holiday season that we encourage you to consider:
- Be realistic about your budget.
- Don’t feel pressure to overspend on gifts for friends or loved ones this year. Instead, think of gifts that do not have a specific monetary value attached such as babysitting or curating a music playlist.
- Plan to set aside some money for gifts to avoid financial stress.
- Create new traditions and reexamine old ones.
- If you can’t be with your family this year for Thanksgiving, consider spending time with friends and having a Friendsgiving instead.
- Make a game plan for dealing with the loss of a loved one.
- Reimagine what holiday traditions might look like without your loved one’s physical presence this year.
- Don’t avoid the holidays after experiencing the loss of a loved one. It may not be as a joyous occasion, but you will be able to tolerate the pain and push through.
- Plan ahead to avoid panic.
- Set and stick to your boundaries.
- Recognize that you cannot do everything and that it is okay to say “no” sometimes.
- Build some downtime into your schedule just for yourself.
- This could simply entail heading back home a few days earlier before you have to head back to work or school, going on a solo vacation or planning a staycation.
- Allow yourself space to feel whatever you feel.
- Let go of the unrealistic expectation that you have to feel endless happiness and excitement during the holidays. It is okay to feel sad or worried in light of what is happening in your life.
Finally, let’s acknowledge the fact that spending time with family is not so joyous for some people. For those who find family functions difficult to maneuver, just know that you can pick your family. And if spending time with your family is harmful, stressful and traumatic, choose what make you feel safe. If you need help unpacking these feelings, seek assistance. | <urn:uuid:5460bc82-e42c-473a-b124-2f52472ff09e> | CC-MAIN-2023-14 | https://ujimacommunity.org/2019/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950422.77/warc/CC-MAIN-20230402074255-20230402104255-00353.warc.gz | en | 0.938773 | 1,109 | 2.859375 | 3 | The extract discusses Black Mental Health, highlighting the unique challenges and stressors faced by African Americans during the holiday season. It provides practical tips and resources for managing mental wellness, acknowledging the importance of cultural humility and diversity in healthcare. The content demonstrates a nuanced understanding of emotional intelligence, leadership, and critical thinking, incorporating realistic scenarios and complex problem-solving opportunities.
Educational score: 4 | 4 | 3 | 375,592 | 1 |
Many people like to ask questions, and not just basic questions that get us through day-to-day life, but questions that go beyond our basic routines. Questions that examine who we are, why we are here, from where have we come. Questions that are on all our minds, but many fear to ask. Some are afraid they may discover something they do not like; some are afraid they may offend another’s answers to the same questions; some do not believe the questions can be answered with any level of confidence; and some do not believe that such questions are even legitimate to ask. Unfortunately, those fears often prevent people from asking the deeper questions, and they either struggle quietly with them or ignore them altogether.
When confronted with deep questions, we are forced to reexamine what we ultimately believe. Often they cause doubt about what we have held dear and what we have dedicated our lives to. These challenges are difficult to overcome, and many times understanding the reasons why truly wrestling with the deeper questions is preferable to not doing so will go a long way to help us overcome our reluctance to enter the struggle. Today I want to discuss three reasons why it is important that every person questions what they believe.
1. You Could Be Wrong!
This is the reason that seems to be the most obvious, yet it is responsible for the most reluctance. Who really likes to be wrong about things? As kids we get in trouble for doing what is wrong; as students we receive lower grades when we get a question wrong; as adults we are reprimanded at work and may even lose our jobs over being wrong. But these are merely effects that can last a relatively short amount of time. As kids we learn to do what is right; as students we learn the correct answers, and as employees we learn what is expected. However, when we are wrong about the deeper questions, it can cast horrible shadows on our lives. If we have lived our lives with a wrong worldview, we could see that we have wasted our lives- an implication that becomes worse with age. We could see that we have led many others down the same wrong path, including our children, friends, and students.
Questioning what we believe necessarily involves the possibility that we may be wrong about these deeper questions, thus the implications described are real possibilities. None of us like this possibility, and it keeps many of us from questioning what we believe. However, if we do not question what we believe, we may continue down the same path of wasting our lives to something false and continuing to push what is wrong onto those we love. What is done is done. But if it is wrong, we should not be so emotionally attached to our past that we prefer to continue with what is wrong. It is better that we make a change to begin no longer wasting our lives (even if we only have a few more years) and begin teaching what is right (even if we may only affect a few people compared to before) than it is to continue to add to the problem. If we treasure truth over error and desire to communicate truth rather than error, then we have good reason to not be afraid of being wrong and to question what we believe.
2. Knowledge and Worship of God Will be Deeper
Merely having the correct worldview in general is not enough, though. We need to understand who God is and our relationship to Him to be able to worship Him “in spirit and in truth” (John 4). For those who already have the correct worldview in general, they may still be wrong about the details. We are all familiar with the divides within the Christian Church over different doctrines. Some have to do with beliefs about who God is and how He works, others focus on practices, and still more address the issue of proper authority that we can look to to reveal truth about the others. Those who are familiar with this blog know that I engage in these discussions and debates often.
If we have a misunderstanding of who God is, and we devote our worship and teaching to this false idea, then we are not only negatively affecting our own relationship with our Creator, but we are also affecting the relationship of those around us- stifling their knowledge and worship of the Creator. I like how philosopher William Lane Craig put it in his book “The Only Wise God“:
“I have found that the more I reflect philosophically on the attributes of God the more overwhelmed I become at his greatness and the more excited I become about Bible doctrine. Whereas easy appeals to mystery prematurely shut off reflection about God, rigorous and earnest effort to understand him is richly rewarded with deeper appreciation of who he is, more confidence in his reality and care, and a more intelligent and profound worship of his person.”
If we begin with a certain understanding of who God is and how He works (or has worked in history) and never investigate, refine or adjust it, we remain with a childish faith- one that may be generally placed correctly (in the one true God), but one that misunderstands Him. If we challenge our beliefs about who God is, how He works, and what He has done in the past, we begin the process of removing the false ideas about God and growing in a more mature and accurate knowledge of His person.
3. Making Sense Of Your Past and Future
If we have the proper understanding of who God is, how He works, and what He has done in the past, we will be able to make sense of our own past and the past of others. One of the great questions of life is, “If God is so loving and powerful, why did He allow <insert devastating event here> to happen?” Simply knowing the purposes behind the events of our lives does not remove the pain of the experiences, but they help us to make sense of the experiences. If someone has a worldview that does not include God, then no sense can be made of any experience we have- everything is just action and reaction with no purpose. Every past event has no purpose and no future decision has a purpose. If we do not understand God properly, we may see past experiences outside the context of love and the desire for God to bring us and others closer to Him. We also may see our entire future as having no meaning or hope.
Having the understanding that God exists and properly understanding who He is will help us place our past and future into proper perspective. This prepares us to communicate hope and the message of Good News to others who are also suffering the same experiences we have. Our common experiences provides us with a powerful connection to those suffering similarly, a proper understanding allows us to make sense of that suffering and for God to use us to bring more into eternal life. If we question what we believe in general, then what we believe about who God is, it prepares us to have a more fulfilled life of meaning and purpose and prepare us and others for eternity with our Creator. If we allow our fears to prevent us from questioning what we believe about God’s existence or who He is, we deny ourselves a rich relationship that can be experienced only by truly knowing God; and we deny that to others whom we influence on a daily basis. Given these reasons, it is difficult to deny the importance of questioning what we believe, and it is borderline sinful to allow our fears to keep us from doing it. The choice is yours: will you choose to stagger through life, remaining stagnant in your understand of reality and God, or will you question your beliefs and become the passionate and vibrant witness to the Truth of Jesus Christ that will give purpose and meaning to your very existence? | <urn:uuid:83599ae6-1922-4abe-8461-cc9f0ba8428a> | CC-MAIN-2017-30 | https://www.appreasons.org/3-good-reasons-to-question-what-you-believe/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424960.67/warc/CC-MAIN-20170725022300-20170725042300-00717.warc.gz | en | 0.967834 | 1,556 | 2.53125 | 3 | The extract scores high for its thoughtful discussion of critical thinking, emotional intelligence, and self-reflection. It encourages readers to question their beliefs, addressing fears and doubts, and promotes a deeper understanding of one's worldview and relationship with God. The text integrates complex scenarios, nuanced interaction, and realistic examples, demonstrating a strong emphasis on critical thinking and problem-solving.
Educational score: 5 | 5 | 4 | 436,982 | 1 |
Table of Contents
This excerpt, taken from Derek's journal, is titled, "What Reading Means to Me." It was shared by his teacher, who is beginning to use cross-curricular themes in her reading program. She wanted me to read it, as well as some other pieces of her students' writing, because she feels proud of what reading means to her students. Obviously, this piece represents a capable young reader who has learned to read for a variety of purposes and who connects reading and writing not only to learning, but to enjoyment and discovery. These links have been forged through Derek's experiences with oral language development, early reading and writing, and environmental and other print sources, and through thousands of social interactions, all of which have been interconnected within his home and school environments (Ruddell & Ruddell, 1994).
This paper describes cross-curricular thematic instruction that encourages the exploration of important topics, problems, and questions by engaging students in many varied reading and writing opportunities. It presents suggestions for teaching themes that build upon what students know, because such themes increase confidence, improve reading and writing, expand concepts and background, and foster positive attitudes about reading and writing.
Teachers who use cross-curricular themes create active readers and writers by engaging students in authentic literacy tasks that emerge naturally from interesting and worthwhile topics and ideas. Authentic tasks are defined as "ones in which reading and writing serve a function for children..." and which "involve children in the immediate use of literacy for enjoyment and communication" (Hiebert, 1994, p. 391). They focus on student choice and ownership; extend beyond the classroom walls; involve a variety of reading and writing opportunities; promote discussion and collaboration; and build upon students' interests, abilities, background, and language development (Hiebert, 1994; Paris et al., 1992). Cross-curricular themes integrate the language arts (reading, writing, speaking, listening, viewing, and thinking) across a variety of content areas, such as science, social studies, art, and so forth.
Research findings indicate that good readers connect and utilize ideas and information from a variety of previous life and literacy experiences (Anderson et al, 1985). Sustained reading of interesting texts improves reading comprehension and enhances enjoyment (Fielding & Pearson, 1994; Reutzel & Cooter, 1991). Over time, the effect is that comprehension improves as students read more (Hartman & Hartman, 1993). Therefore, to increase understanding, students should have experience reading a variety of texts, including narrative and expository literature, as well as "real world" materials such as brochures, magazine articles, maps, and informational signs. These varied experiences enable young readers to build a foundation that will prepare them for future "real life" reading and writing tasks. Because our lives require us to integrate what we have learned in an interdisciplinary manner, teaching children through merged disciplines better prepares them for applying new knowledge and understandings. Additionally, when students view their learning as having personal relevance, they put more effort into their schoolwork and achievement (Willis, 1995).
Students and teachers alike enjoy reading and learning about topics and ideas that are interesting and challenging. Along with enjoyment, cross-curricular thematic instruction offers a number of other advantages (Cooper, 1993; Fredericks, Meinbach, & Rothlein, 1993; Lapp & Flood, 1994; Walmsley, 1994; Willis, 1995). Thematic teaching enables students to:
When planning, it is important to select themes that are not only interesting to students, but are meaningful and substantive. A theme such as "Challenges" enables students to learn about people who have struggled and won. A theme on the environment helps students understand the importance of preserving and protecting the Earth. Themes like these offer the opportunity to explore important ideas that challenge students to seek information beyond what they already know (Walmsley, 1994). For example, students may understand the necessity of recycling aluminum cans and Styrofoam cups in their own communities, but they may not know anything about the destruction of the Amazon rain forests. Relating and connecting these two ecological concerns through appropriate reading and writing tasks enables students to move beyond their own lives into the larger world.
Once themes are determined, the goal is to select tasks that encourage students to investigate, speculate, and problem-solve, asking questions that enable them to explore other topics more fully. Key concepts for a theme should provide a clear focus for all instruction and learning. For instance, the key concept for a theme on the environment might be: "We should respect and preserve the natural world because our lives are linked to it." This key concept guides all activities and lessons, and the reading selections emerge naturally from it. It is expected, by the end of the theme, that all students will begin to internalize, build upon, and transfer this key concept to their own lives.
Within cross-curricular instruction, skills and strategies become the means for developing reading and writing abilities, rather than the end result of the thematic study. Specific skills, such as comparing and contrasting, can be taught through structured and carefully planned minilessons, or through more interactive lessons for those students requiring in-depth teaching.
For example, during the reading of Like Jake and Me (Jukes, 1987), fifth graders might complete a Venn diagram in which they compare themselves to members of their own families. This activity relates to the story in that the main character, Alex, ponders whether his soon-to-arrive twin siblings will be more like him or like his stepfather, Jake. Most important is that the skill is being taught and practiced within the context of the story and theme, not in isolation. Also, if it is necessary for students to have further practice comparing and contrasting, they may at a later point in the story complete another Venn diagram, this time analyzing similarities and differences between Alex and Jake.
To facilitate planning, it may be helpful to web a teaching plan for the thematic unit (see sample planning web). During webbing, cross-curricular connections are determined and a variety of reading materials and contextually embedded activities are identified. In addition to quality narrative and expository literature, "real world" texts and poetry are added in order to give students diverse reading experiences. Calling upon district or school specialists, as well as public library resources, for assistance with some content areas, such as art and music, can help to relieve the pressure on the teacher to become an "expert" on every thematic topic.
Reading materials may come from a variety of resources, including literature anthologies, trade books, and "real life" resources, such as magazines, brochures, and maps. Narrative and expository core literature anchor the theme, both for student reading and teacher read-aloud. Students may be involved in sharing other reading materials, such as thematically related books from their personal libraries, articles, family memoirs, computer software, newspapers, videos, or other relevant resources. In all, the reading materials for the theme are varied in terms of interest, genre, origin, and level of difficulty.
Planning a schedule and time line for instruction is also important. Some teachers prefer "theme immersion," in which the entire day, week, or month and all subjects of the curriculum revolve around the theme (Manning, Manning, & Long, 1994). Others choose to plan themes for several weeks around core subjects, such as language arts and social science (Fredericks et al., 1993). Still others choose to integrate primarily the language arts, and incorporate several subject areas, if appropriate, for a small portion of the day (Vogt, 1994).
Whatever the choice, it is important to keep in mind students' interests and attention spans, the availability of resources and reading materials, and curriculum guidelines. When teaching a theme for the first time, it helps to monitor student interest and involvement and to be ready to modify the time line, if necessary. If it appears that students are ready to change to a new theme before all planned activities are completed, it is better to move on and begin something new. Because thematic teaching is flexible and adaptable, changes can be made in the schedule with little or no disruption.
When planning the schedule, the teacher's role should also be considered. At times the role is to facilitate, at others to provide explicit instruction, and sometimes simply to serve as a resource. Activities may be directed by the teacher or, occasionally, by the students themselves. Whether an activity is more effective with whole-class, small-group, or individual instruction depends upon the difficulty of the reading selection, the nature of the activity, and, of course, the abilities and interests of the students.
Give Thought to Grouping As mentioned, one of the advantages of thematic instruction is that it adapts to a variety of grouping configurations. Students may work together in heterogeneous cooperative learning groups, for example, having the opportunity to take leadership roles, develop understanding, and improve social skills (Slavin, 1990). At other times, however, students may read and study with partners or "learning buddies," or in triads. Grouping decisions may be made jointly by the teacher and students based upon which configuration might be the best for any particular activity.
Opportunities are also provided for students to work individually. Students are given time each day for self-selected reading and writing. In addition, whole-class instruction for some activities is efficient and appropriate. The type and difficulty of reading material, the nature and scope of the daily activities, the learning goals, and students' strengths and needs all affect scheduling.
When introducing a new theme, the teacher generates excitement and enthusiasm while assessing, activating, and building background knowledge about the theme's key concept. Opening activities should stimulate thinking and speculation. Students participate in brainstorming ideas they wish to explore or notions they find intriguing. They also may determine their own learning goals, along with ideas for accomplishing them (Cooper, 1993). Learning teams are formed around areas of interest, partners are selected, and the theme's learning goals are shared. Students are encouraged to involve their families by bringing materials, pictures, books, and expertise from home. Connecting with the home at the beginning of the theme builds enthusiasm for what is to come.
Once the theme is launched, students begin to engage in reading and writing, in discussing and researching, in creating and generating. The teacher monitors the schedule, teaches lessons, facilitates, and assesses. Journals are kept; stories, articles, and poems are discussed; projects are created; and minds are challenged.
In the past, students who struggled to learn were frequently excluded from participating in activities that led to exploration, discovery, and critical thinking. With thematic instruction, however, these students can be fully included. For example, prior to introducing a piece of literature or informational text, it is beneficial to provide additional support for students who lack background knowledge, or who have difficulty understanding selection vocabulary and concepts. Teachers or specialists may provide this background information and preteach potentially troublesome words or concepts. Other class members who possess a good deal of background information about the theme may join the group and share information. This "support in advance" enables the students who struggle to fully participate in class discussions, writing, sharing, and reading. Instead of being excluded, they are now class members who have a chance to succeed.
Consider this example. Prior to reading about the devastating fire in Yellowstone National Park in 1988, children in a fourth-grade class who would benefit from support in advance gather with the teacher, along with, perhaps, a couple of more prepared students who would like to join the group. For approximately ten minutes, this small group examines the photographs in the text, The Great Yellowstone Fire (Vogel & Goldner, 1990), and lists ways in which the forest and wild animals might be affected by a forest fire. While this activity is taking place, the rest of the class is engaged in journal writing related to the piece they will read.
Following the brief support in advance activity, the small group and the teacher rejoin the rest of the class for a discussion of what the students know about forest fires. Because the small group has received a "jump start," they are ready to participate fully with the rest of the class and can add their newly learned information to the discussion. Also, since later minilessons and major strategy lessons are contextualized by the topic that all students have been reading about, it is easier for students who struggle to make connections about what they are learning. Skills and strategies are modeled and scaffolded by the teacher and other students, and all students are provided time for group work and a chance for leadership. Therefore, in thematic teaching, opportunities for success are plentiful for all learners.
For students who are acquiring English as a second language, the suggestions described above are equally effective. Because thematic resources include a variety of ideas and perspectives, potentially difficult concepts may be explained and modeled. There are also many opportunities for rich cross-cultural sharing. Support in advance activities, along with attention to idioms, multiple-meaning words, textual clues, realia, pictures, and various grouping configurations, assist all students in participating with the class (Ernst & Richard, 1995). Teachers may also help students acquiring English by providing careful modeling, demonstrations, and scaffolding, and by having reading materials available at various levels of difficulty. Opportunities for students to demonstrate their competence in a variety of ways, such as with art or role-playing, are included. Most important, students acquiring English are encouraged to participate in group activities, are allowed to share whatever they can, and are motivated to take responsibility for their learning.
Toward the end of the theme a culminating activity draws together information that has been learned, as well as all the various materials students have read. Students' goals, projects, and learning are celebrated with parents, with other students in the school, and with each other. This final sharing enriches the learning experience for everyone and can result in a lifelong memory for the students involved.
Throughout the theme, the teacher and students assess progress in a collaborative and supportive manner. Students' self-assessments may help determine progress in learning and may include checklists, journals, conference summaries, and written reflections. The important point is that the students themselves, regardless of age and ability, are involved in assessing what they have learned. These regular opportunities for self-reflection may be used as a final written summary to be included in a portfolio, along with other evidence of successful completion of the theme, or as part of the final project or activity.
The teacher also assesses throughout the theme, both formally and informally. Formal assessment may include specific tests of reading, writing, and the use of language. Informal assessment opportunities occur throughout, yielding authentic information about student progress. These may consist of anecdotal comments, brief conference summaries, observations of discussion groups, journals, reflections from minilessons, and learning team reports. Opportunities for evaluating participation in cooperative learning groups, following the development of social skills, and noting improvement in oral language may take place on a daily basis. Checklists may be helpful during student-teacher conferences and may assist teachers in later formulating letter grades for the theme, if necessary (see sample evaluation sheet).
It may also be helpful for parents to contribute insights into their child's learning (Manning, Manning, & Long, 1994). During parent-teacher conferencing, some of the following questions can be discussed:
In short, cross-curricular thematic instruction provides authentic, ongoing, multidimensional opportunities to assess students' progress, participation, and achievement. While it is important for students to enjoy thematic exploration, it is just as critical that teachers know what their students have learned.
Cross-curricular thematic instruction allows students to contemplate problems and situations that reflect the world as they know it. For teachers and students alike, exploration and discovery become paramount; the teacher as the dispenser of knowledge is secondary. Learning is interrelated and information is connected. The common link is the literature and other texts through which students learn about the world and from which they branch out and investigate.
Derek, the fourth-grade reader mentioned at the beginning of this paper, concluded his journal entry with the following:
Reading means drifting away on clouds. It means memories for a lifetime.
His friend Kevin, a student in the same class who often had difficulty learning, wrote:
Reading to me means a way to relax and soothe ourselves after a hard day of school or work. Sometimes when you can't fall asleep, you can read a book. Then, if you get in trouble, you can read a book. When you get sick of TV, you can read a book.
Kevin P., Grade 4
By making reading and writing relevant, interesting, accessible, and enjoyable through cross-curricular thematic teaching, we may help many more students share Derek's and Kevin's feelings about reading. In so doing, they will be building a strong foundation for their future learning and living.
Anderson, R. C., Hiebert, E., Scott, J., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, D.C.: The National Institute of Education.
Cooper, J. D. (1993). Literacy: Helping children construct meaning (2nd ed.). Boston: Houghton Mifflin Company.
Ernst, G., & Richard, K. (1995). "Reading and writing pathways to conversation in the ESL classroom." The Reading Teacher, 48 (4), 320-326.
Fielding, L., & Pearson, P. D. (1994). "Reading comprehension: What works." Educational Leadership, 51 (5), 62-68.
Fredericks, A., Meinbach, A., & Rothlein, L. (1993). Thematic units: An integrated approach to teaching science and social studies. New York: HarperCollins.
Hartman, D., & Hartman, J. (1993). "Reading across texts: Expanding the role of the reader." The Reading Teacher, 47 (3), 202-211.
Heibert, E. H. (1994). "Becoming literate through authentic tasks: Evidence and adaptations." In R. Ruddell & M. R. Ruddell (eds.), Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association.
Jukes, M. (1987). Like Jake and me. Westminster, MD: Alfred A. Knopf.
Lapp, D., & Flood, J. (1994). "Integrating the curriculum: First steps." The Reading Teacher, 47 (5), 416-419.
Manning, M., Manning, G., & Long, R. (1994). Theme immersion: Inquiry-based curriculum in elementary and middle schools. Portsmouth, NH: Heinemann.
Paris, S., Calfee, R., Filby, N., Hiebert, E., Pearson, P. D., Valencia, S., & Wolf, K. (1992). "A framework for authentic literacy assessment." The Reading Teacher, 46 (2), 88-98.
Reutzel, D., & Cooter, R. (1991). "Organizing for effective instruction: The reading workshop." The Reading Teacher, 44 (8), 548-555.
Ruddell, R., & Ruddell, M. R. (1994). "Language acquisition and literacy processes." In R. Ruddell & M. R. Ruddell (eds.), Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association.
Slavin, R. (1990). Cooperative learning: Theory, research and practice. Englewood Cliffs, NJ: Prentice Hall.
Vogel, C. G., & Goldner, K. A. (1990). The great Yellowstone fire. Boston: Little, Brown and Co.
Vogt, M. E. (1994). "Get ready! Get set! Implementing a K-3 literature-based reading program." In B. Honig & N. Peterson (eds.), What’s a teacher to do? New curricula for new standards. Pittsburgh, PA: National Center on Education and the Economy; The New Standards Project.
Walmsley, S. (1994). Children exploring their world: Theme teaching in elementary school. Portsmouth, NH: Heinemann.
Willis, S. (1995). "Refocusing the curriculum: Making interdisciplinary efforts work." ASCD Education Update, 37 (1), 1-8.
Copyright © 1997 Houghton Mifflin Company. All Rights Reserved.
Terms and Conditions of Use. | <urn:uuid:ea814aee-1a42-4a58-bfa2-f1f46a9d3e88> | CC-MAIN-2017-30 | http://www.eduplace.com/rdg/res/vogt.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425339.22/warc/CC-MAIN-20170725162520-20170725182520-00439.warc.gz | en | 0.942033 | 4,304 | 4.03125 | 4 | The extract discusses cross-curricular thematic instruction, focusing on reading and writing, with some mentions of teamwork, discussion, and collaboration. It highlights the importance of authentic literacy tasks, student choice, and ownership, but lacks depth in exploring complex problem-solving, emotional intelligence, and nuanced interaction. The text provides practical applications and incorporates cultural awareness and digital literacy, but these elements are not extensively developed.
Educational score: 3 | 3 | 2 | 342,865 | 0 |
If there is one branch of science that is guaranteed to incite moral outrage it’s biology, specifically those fields involving embryos.
So when the political hot potato of stem cell research reared it’s head recently, it was obvious that the usual misinformed objections to the research would be aired loudly.
But what is stem cell research and why is it being pursued? Stem-cell research is the most promising field of medical research at present. Stem cells can become any tissue in the human body and have therefore tremendous implications for treating severly injured to those who have been ravaged by disease. Scientists are understandably excited by the prospects this research has to offer. Given the potential for the relief of seemingly incurable human suffering, it is unthinkable that this research could be opposed.
However, like most debates over scientific progress, the emotional responses of those opposing stem cell research virtually prevent rational discourse from taking place. This can be seen clearly in the dismissal of the use of excess In Vitro Fertilisation (IVF) embryos by religious groups, specifically Right To Life NZ.
Groups such as these make a number of unprovable claims that are inevitable when the claimants invoke the creator of the universe into the equation.
Their view is clear, unequivocal and direct: experimentation using human embryos is killing a human being. They claim that a Creator (The Christian God) installs a soul into the egg at the moment of conception, effectively making the newly formed zygote a human being. Further than that, they claim that the embryo then has the same rights as a fully grown human being. To the pro-life advocates, that is the end of the story.
These forms of conversation stopping tactics provide a poor platform to make decisions about the future of stem-cell research and IVF embryos.
Given the enormous potential of stem-cell research, we owe it to ourselves to base any discussion – political, ethical or scientific – on the best information we have available.
So what do we actually know about the embryos that are used in stem-cell research? Can a collection of cells really be considered a human being and therefore be given the same rights as an alive human being?
The ethics of granting the status of a living human being to that of a small collection of cells is questionable.
At three days old, a human embryo is grand total of 150 cells and is termed a blastocyst. At this stage, the blastocyst does not have a nervous system and therefore cannot feel anything. The nervous system of an embryo does not begin forming until about 24 weeks after conception. This is a crucial distinction when we look at granting a small collection of cells the same status as a human being that does have nervous tissue and therefore can feel.
If suffering were a concern to pro-life advocates then the obvious solution to the debate is to support stem-cell research, as it offers great promise in diminishing the amount of suffering in the world.
The argument that the creator of the universe endows the embryo at conception with a soul also has its problems. Blastocysts can split thereby creating an additional embryo. Conversely, two blastocysts can fuse together to create a single indvidual. If the ensoulment argument true then what happens to the extra soul when two blastocysts become one? What becomes of the soul of the blastocyst that divides into two? Does the soul halve? These are important points to take note of if the ensoulment-at-conception argument is to be taken seriously.
The idea that a fertilised egg is a human being, as the pro-lifers tell us, overlooks an important fact – most fertilised eggs don’t make it – most are miscarried. Development into a baby is actually a low probability event. Are we to mourn this wholesale death of fertilised eggs?
Furthermore, eggs and sperm are genetic halves of a potential human being. Both are as alive as a fertilised egg and both die in large numbers everyday. Shouldn’t we be trying to save these potential humans by preserving as many sperm and eggs as possible? This reveals the absurdity of the “embyro is a human being or potential human argument”. Saying that sperm, egg or fertilised egg are as important as a an live, sentient, feeling human being is ethically indefensible.
It would be naïve of me to think that these points I raise above will change the minds of the fundamentalists who by nature do not revise their beliefs given new evidence. Scientific progress in all its forms will have detractors – science advances into uncharted territory. This is even more reason to answer the ethical questions that inevitably arise with sound judgement, reason and rationality. | <urn:uuid:fa5738c6-82a9-4b37-a165-5f58dbbc22b8> | CC-MAIN-2017-30 | https://viewfromreality.wordpress.com/2008/12/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00053.warc.gz | en | 0.950275 | 967 | 2.65625 | 3 | The extract lacks direct discussion of soft skills, focusing on a scientific debate. However, it indirectly promotes critical thinking, rational discourse, and emotional intelligence by encouraging readers to consider multiple perspectives and evaluate evidence. The text does not provide opportunities for teamwork, leadership, or practical application, limiting its score.
Educational score: 2 | 2 | 1 | 459,811 | 0 |
The primary goal of the Seder is to stimulate lively discussions around the main themes of Yeztiat Mizrayim, the leaving of Egypt. Here are some ideas and games that are guaranteed to bring to life some of the key sections of the Haggadah with your family.
In many homes, the youngest child usually sings the Four Questions -- Mah Nishtana -- while parents, grandparents and guests qvell with nachas. Quite often we forget to answer the questions in the midst of all the excitement. The following (expanded) questions and games will help you bring out the meaning of this section of the Haggadah. They are geared for children of all ages.
Ask your kids to name as many differences as they can. (Some suggestions: the Seder plate, the cup for Eliyahu, matzah instead of challah, four cups of wine instead of one... )
What do these differences represent?
The answer is they are mostly signs of our freedom, the main theme of the Seder. (See below for discussion ideas on the theme of freedom.)
Someone at the table will probably answer that we eat matzah because the Jews left Egypt in haste and the dough they made on the night they left did not have time to rise. Therefore matzah symbolizes freedom.
What is freedom?
Go around the table and have everyone complete the following sentence without too much thinking. “Freedom is...”
Chances are you’ll hear, “Not having to go to school!” “Doing whatever I want!” “Staying up late.” Examine some of their answers more closely and ask if this is real freedom.
The following scenarios are tools to help you discuss the concept of freedom to mean doing what we want most of all -- which is listening to one’s Yetzer Hatov, the inner voice that tells us to do the right thing, and saying no to one's Yetzer Hara, the inner voice of the ego that wants us to do what we feel like.
- (For younger children): It’s your sister’s 5th Birthday party. Your mom has just finished icing the birthday cake with all kinds of candies, and you’re dying to pick a couple of candies off the icing. Ask two kids to act out the imaginary conversation between the two inner voices, the Yetzer Hara and the Yetzer Hatov.
- (For older children): Your mom has asked you to come home by 6 pm because she has to go out on time and needs you to babysit the younger kids. You get totally absorbed in a football game with your friends. You look at your watch and notice it’s 5 minutes to 6. Act out the inner conversation between the Yetzer Hara and Yetzer Hatov.
Which voice does the matzah symbolize?
Matzah, a humble bread made of the simplest ingredients, just water and flour, represents returning to our essence, to our true inner free voice that wants to do good.
What could chametz represent and why?
Chametz is the ingredient that causes dough to rise, to blow up and get all inflated. It represents the drives of our inflated ego, which is usually telling us to do what we most feel like doing, no matter if it's bad for us.
Once a year, on Pesach, we try and reconnect with our sense of internal freedom, our true essence through ridding ourselves of physical chametz and eating matzah.
(for older kids): Does true freedom have restrictions?
A possible answer is that a truly free person is willing to take on certain restrictions to achieve a greater good.
Athletes training to compete in the Olympics will place tight limits on what they eat, what time they go to bed and how much exercise they force themselves to do. They’ll even a hire a coach to act as a slave driver! All these restrictions enable a person to reach their goal, whether it’s winning a gold medal, doing well in school, or learning how to play the violin. Real freedom requires some binding limitations.
Maybe that explains why matzah is both the symbol for freedom and slavery.
Maror reminds us of the way the Egyptians embittered our lives when we were enslaved in Egypt.
Ask your children if they think it is important to remember the painful times as well as the good times in our history? Why would we want to make ourselves feel sad?
Remembering a difficult period or painful experience makes us more sensitive to the suffering of others. God tells us to remember the period when we were “strangers in a strange land” so that we become sensitive and caring to others’ pain. Remembering our suffering as a nation also gives us a certain inner strength to know that we have survived very dark periods in history and that God has been there for us, guiding our destiny.
You can ask your kids to think of a difficult incident in their lives, and what did they learn from it.
We dip the Karpas vegetable into salt water, and we dip the Maror into the Charoset.
The double-dippings represents our freedom, but the salt water reminds us of the many tears the Jews shed in their slavery and over the years in various exiles. The Charoset reminds us of the cement the slaves used to build Pharaoh’s cities.
You can point out that even in moments of freedom, we remember the bitterness of our exile.
We lean as a sign of freedom. In olden days, rich people used to lie on couches as they ate, a true sign of nobility.
(Asking questions is one of the highlights of the Seder night. See "The Why Game" to be played after the Mah Nishtana for family fun.) | <urn:uuid:a019962d-cf0b-476f-a360-42f012c7fc32> | CC-MAIN-2013-48 | http://www.aish.com/h/pes/f/g/48957301.html?s=mbaw | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164031957/warc/CC-MAIN-20131204133351-00024-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.954878 | 1,226 | 3.46875 | 3 | The extract scores high for its engaging and interactive approach to discussing complex themes like freedom, empathy, and self-reflection. It provides realistic scenarios and thought-provoking questions that encourage critical thinking, emotional intelligence, and nuanced interaction. The content seamlessly integrates cultural awareness, digital literacy is not a focus but the material is well-structured for a family setting.
Educational score: 4 | 4 | 3 | 337,163 | 1 |
How to Teach Your Children About the Importance of Balanced Meals
Parents know how challenging it can be to get their children to eat healthy, balanced meals. Eating healthy meals is important for everyone in the family, but it is especially important for children. Children are constantly growing, and what kind of foods they eat has a large impact on their health as they grow up. It is also much better to teach children healthy eating habits when they are young. If they develop unhealthy eating habits at a young age, it is much harder for them to break that behavior when they are older.
Unfortunately for parents, many children are naturally drawn towards unhealthy foods, especially sugary foods. Getting children to eat their fruits and vegetables may be a challenge, but it is something that is very important and will have a serious impact on their health as they develop. There are techniques that parents can try with their children to help them ease into eating well balanced meals in Virginia.
Understanding How to Create a Balanced Meal
Before parents can begin to educate their children about making balanced meals, they must first understand what exactly constitutes a well-balanced meal. Children are encouraged to have at least five servings of fruits and vegetables each day. These servings can consist of either fresh, frozen or canned fruits or vegetables.
For children that do not enjoy fruits and vegetables on their own, parents should try mixing the food into other dishes. For example, parents can add cucumbers to a sandwich, or they can mix peas and corn into rice meals. Parents that are struggling to get kids to eat five servings of fruits and vegetables should try using fruit and carrot sticks as healthy snack alternatives.
Whenever possible, you should use low or non-fat milk, cheese and yogurt. Parents should also prioritize lean cuts of meat, as well as baking or grilling foods versus frying them. When selecting juice for your children, aim for brands that contain 100 percent juice and do not have added sugar. Parents should also be mindful of any added sugar in breakfast cereals.
Finally, parents should be mindful of portion sizes for their children. Younger children should not have the same portion size as adults. A good rule of thumb is that a proper portion size for a child is equal to the size of the child’s fist. For some children, it helps to see their parent eating the same sized portions as they are. Adults can serve themselves smaller portions if they want to have their child feel more comfortable with the meal sizes, but they should make sure to eat extra portions, since it is just as important for adults to eat healthy as it is for their children.
Getting Children Involved in the Meals
Younger children are often very impressionable, and will try and emulate the behavior of their parents. Parents are strongly encouraged to include their child in meal planning at home. Parents should do their best to explain why food is healthy, even if they use incredibly simplistic terms. Sometimes, all it takes is telling a child that eating fruits and vegetables will make them strong. Parents should bring their child grocery shopping whenever possible, and cook food with them present. When possible, parents can assign their children basic tasks to help with meal preparation. Parents can also make healthy snacks with their children, such as frozen yogurt popsicles or fruit parfaits.
Depending on where they live, parents may also be able to take their children to areas where food is grown. Some farms in the area are willing to give tours to families, or have various activities available, such as picking apples or berries. Both of these are good options for getting children more involved in their food, and encourages them to enjoy the healthy food that they harvested. Another option for parents is to start a garden with their children. Parents can help their child grow various healthy foods, such as tomatoes or melons.
Provide Freedom of Choice
One of the biggest challenges with teaching balanced meals comes from children that are picky eaters. Parents should never force their child to eat something that he or she does not enjoy. At the same time, parents should not be expected to create custom meals for each family member. Instead, parents are encouraged to set up meals that provide multiple options for everyone in the house. For example, parents can set out a base meal, such as rice or pasta, and then have different options set up to fill out the meal.
In some situations, children are particularly picky about what foods they consume, but they are more accepting of their beverages. Children are encouraged to have five servings of fruit and vegetables, but these servings do not always have to come from solid foods. Smoothies and mixed fruit drinks are very easy for parents to make for their child. In addition, parents that make these healthy drinks do not have to worry about picking out healthy juice, which is much harder than many parents initially believe.
Do Not Remove Treats
It is important to remember that a well-balanced meal can still include the occasional sweet treat. It is okay for children to eat foods like ice cream, candies and cookies, as long as they are served in moderation. One tip for parents is to make healthy snack foods available at all times, but have children ask permission for sugary treats. | <urn:uuid:1653893d-71bd-4a45-972a-480c169a69fd> | CC-MAIN-2020-05 | https://virginia-assistance.org/articles/children-and-families/child-food-education-tips/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00134.warc.gz | en | 0.981246 | 1,057 | 3.625 | 4 | The extract focuses on teaching children about balanced meals, with an emphasis on parental involvement and guidance. While it touches on communication and teamwork concepts, such as involving children in meal planning and preparation, it lacks depth and practical application in other soft skills areas like leadership, critical thinking, and problem-solving. The content is informative but limited in its coverage of complex scenarios and nuanced interactions.
Educational score: 2 | 2 | 1 | 325,411 | 0 |
Fill those buckets.
My grandson answered very matter-of-factly when I asked him what he did on his first day of kindergarten. My mind visualized a group of five-year-olds filling buckets with blocks, small toys, sand, or water and then discussing the differences they noticed. Right when I was telling myself no teacher would turn a group of kids loose with sand and water, my grandson elaborated on his short answer.
“My teacher said everyone has a bucket, and we get to fill it with good things like helping people, being nice to them, and asking if they want to play with us. But we can also take a scoop out of someone’s bucket if we decide not to do those things. We get to decide, and I decided I want to fill buckets, not empty them.”
My daughter gave me a knowing glance because she’s well-aware this kind of lesson lights me up.
Make those deposits.
The bucket-filling story is a variation of a metaphor introduced by Stephen Covey. Rather than filling or scooping from a bucket, Mr. Covey offers the idea of an Emotional Bank Account.
With traditional bank accounts, of course, deposits grow and withdrawals deplete the account balance.
Similarly, an Emotional Bank Account tracks emotional deposits and withdrawals that enhance or diminish our relationships. It’s an account of trust, not money.
Make it happen like this.
Mr. Covey includes six actions one can take so deposits happen far more frequently than withdrawals, and I’ve added some ideas to help leaders take advantage of his recommendations:
- Understand the individual. In your leadership role, you’ve likely become a master at spinning many plates—or priorities—simultaneously. For consistent deposits to happen in someone’s Emotional Bank Account, it’s important to stop the spinning. Be present with your team members. Listen to what they have to share, and ask questions to gain clarity. Be so interested they can hear the ‘cha ching’ of those Emotional Bank Account deposits.
- Attend to the little things. You may think the little things go unnoticed. A genuine smile when you pass by team members. A specific acknowledgement of appreciation for consistently showing up and doing good work. A reply to someone’s request even on the busiest days. The small things? They’re the little deposits that compound over time.
- Keep commitments. Simply put, do what you say you will do. Today. Tomorrow. Next week. Next month. When you say you’ll do XYZ, do it. Then watch those deposits in your team members’ Emotional Bank Accounts add up.
- Clarify expectations. If you’re like most leaders, you’ve likely asked a team member to take on a responsibility or task and been disappointed when that completed task is done incorrectly. Make it a habit to ask questions rather than assume the other fully understands your request. Best-seller questions from the leaders I work with include: What questions do you have for me before you get started? How do you think you’ll get the ball rolling with this? What obstacles might get in your way? What will you do if that obstacle does happen? Questions like these add clarity to the task at hand which means less room for error and more room for additional trust between you and your team member.
- Show integrity. Admit your mistakes. Take responsibility when your plan doesn’t work out. Be transparent. Know your core values and don’t compromise them. Integrity is doing the right thing even when no one’s watching. Be that leader others want to follow. Be that leader with whom they learn, grow, and trust.
- Apologize when you make a withdrawal. You- and every other leader on the face of the earth- are human. There will be days that don’t go well. Instances when you don’t respond in a way that makes you proud of yourself. Times that you allow the chaos of the situation to get the better of you. Emotional Bank Account withdrawals will happen. No need to wallow in the ‘Why did I just do that?’ energy. Instead, remind yourself that no one’s perfect. Then apologize. Genuinely. Honestly. And commit to doing better.
Reap the rewards of those deposits.
Financial wealth grows when deposits happen more often and in greater quantities than withdrawals.
The same holds true for Emotional Bank Accounts although this wealth isn’t measured in money.
Instead, it’s measured in stronger relationships, greater trust, higher emotional intelligence, expanded self-confidence, and of course, fuller buckets. Seems like the kind of wealth we could all use, right?
Kudos to Miss Barnes, the kindergarten teacher who inspired this post. | <urn:uuid:fa4c2a2c-8867-4ed4-8cbb-2057bb7d66ee> | CC-MAIN-2023-23 | https://tracybianco.com/the-leaders-guide-to-emotional-bank-accounts/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647459.8/warc/CC-MAIN-20230531214247-20230601004247-00174.warc.gz | en | 0.948797 | 1,027 | 2.8125 | 3 | The extract discusses soft skills, including emotional intelligence, leadership, and communication, with realistic scenarios and practical applications. It integrates cultural awareness and digital literacy, presenting complex communication and problem-solving opportunities. The text provides comprehensive professional development opportunities, emphasizing intercultural fluency and technological adaptation.
Educational score: 5 | 5 | 4 | 775,012 | 1 |
Genoa, Conference of
Genoa, Conference of, 1922, at Genoa, Italy. Representatives of 34 nations convened on Apr. 10 to attempt the reconstruction of European finance and commerce. It was the first conference after World War I in which Germany and the Soviet Union were accepted on a par with other nations. The USSR, despite its repudiation of the czarist national debt, had offered to discuss the question at an international assembly. This offer marked the first Soviet attempt to enter the European diplomatic circle after the Russian Revolution. At Genoa the creditor nations—all represented except the United States—demanded recognition of the czarist debt, compensation for confiscated property, and guarantees for future contracts. The Russians, headed by Georgi Chicherin, offered to recognize the debt in return for cancellation of the Russian war debt, compensation for damages inflicted by Allied forces in their intervention after the revolution, and extensive credit for the Soviet government. The divergent purposes of the former Allies and the distrust caused by the announcement of the Treaty of Rapallo (see Rapallo, Treaty of, 1922) between Germany and the USSR made agreement impossible, and the conference adjourned on May 19.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
More on Conference of Genoa from Fact Monster:
See more Encyclopedia articles on: Treaties and Alliances | <urn:uuid:b735567a-3cfd-41d2-9d5f-db28ac187299> | CC-MAIN-2013-20 | http://www.factmonster.com/encyclopedia/history/genoa-conference-of.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368709805610/warc/CC-MAIN-20130516131005-00004-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.930044 | 283 | 3.53125 | 4 | The extract lacks discussion of soft skills, focusing on historical events and diplomatic relations. It provides no opportunities for developing communication, teamwork, or problem-solving skills, and cultural awareness is limited to basic historical context.
Educational score: 1 | 1 | 0 | 219,072 | 0 |
Continuing from the previous week , we go deeper to the underlying principles of a life steeped in and committed to mercy..
There are four core principles in the Catholic Church’s social teaching: respect and protection of the dignity of the human person, the pursuit of the common good, the value of solidarity, and subsidiarity—that matters are if possible to be handled at the lowest level, by those most affected. With each pope in succession, through papal encyclicals—and most notably in the Second Vatican Council, there has been a reaffirmation of these teachings.. This is why an essential element of a catechesis of mercy involves service and active works of mercy.
Look around your community, are there service learning projects that are already available in your community that you might participate in with your child or if they are old enough that they can join in themselves? There is no need to reinvent the wheel, if a suitable service activity is already up and running. Yet, if none of these seem fitting, consider developing a new service based project. What are needs in your area that aren’t being met? What are some possible solutions? What are the resources that you might can tap into?
There are several types of service..
Direct (whereby the participate is in direct contact with the person/s they are working with. Examples include volunteering at a nursing home to read or visit, doing yardwork or chores for the elderly, or working at a soup kitchen.
Indirect (Involves fundraising, or drives to assist people in need) An example would be a toy drive for a local children’s hospital, clothing drive for a homeless shelter, or making cards or placemats.
Promotion or advocacy (Getting the word out about a cause, and working to convince the government, or organization to make a change in behavior. ) Maybe you have a gift of telling or motivating others to get involved in a cause. If so then this might be where you feel most helpful.
Whatever you choose to do, reflection is a very essential part of service learning both in deciding what to commit to as well as what was taken from the experience. This is where a trained group leader is very beneficial, both to guide the questions but to show the diversity of the experiences.
What did you expect this experience to be like?
Was there anything different from this expectation?
Did you find anything challenging and/or surprising?
Was there an opportunity to talk with those whom you were helping? If so, did you learn anything new?
What is the relationship between your service and your faith?
How does your participation in this activity affect a situation or create change in the lives of those you are with?
Is it important for you to stay involved with this activity?
Remember that it is never too early to begin a catechesis of mercy, and that your child already has that divine love within and the capacity to show that love to others. We have been given a freedom to choose love and goodness in the world, to avoid what is destructive or harmful, and to make these choices quite early in life. And though not always easy choices, it is these moments that help shape us, form us and continue to define us as we grow in our Christian discipleship.
As mentioned earlier, reconciliation is indelibly linked to mercy. God is loving and forgiving, God is merciful. God forgives us when we have done wrong, when we come wishing to forgiven, and desire to be in relationship once again. If your child is old enough to have celebrated the sacrament of reconciliation before, take the time to discuss its continued importance in the life of the individual and the church.
1. Discuss how to make a good confession and examination of conscience http://www.thelightisonforyou.org/confession/
2. Set aside a time to go to reconciliation as a family. Allowing your child to glimpse the importance of reconciliation for you is an essential way for him/her to see its importance in their own life as well.
3. Reflect on how God’s love and mercy is always present and calling us into relationship.
Look at the broader understandings of reconciliation within the community and world. For ideas visit St Vincent de Paul.org, Catholic Charities, Catholic Relief Services, and the Childrens’ Missionary Association which is part of the Pontifical Society.
Discuss the importance of and ways to work for peace both locally and global
Mercy is like a small seed that requires our active participation in the planting and growing, allowing God to be the master gardener and harvester of the fruits. To extend this analogy, we cannot plant that which we do not see or understand. Likewise, how could we then tend to the requirements necessary for its growth? Therefore, it is clear that first we must become aware of the poor, and the marginalized and desire to walk with them to understand their journey. Then our hearts and steps are to be guided towards recognizing our own need to take responsibility, and the essential right to a greater voice and participation in society of the least of these. Together, as a people of faith, we can then “water” those seeds planted to witness their rooting within the hearts of individuals, and the communities in which we live. While fully aware of the resistance of many for change, a catechesis of mercy relies not solely on our own efforts. But rather on the power of God for strength, and guidance to accomplish the realization of all efforts. Hope then is what our trust in God provides, it is faith that God’s love and mercy are unfailing, and that we are part of his divine plan for the world.
Brady,Bernard. Essential Catholic Social Thought. Orbis Books, 2008. | <urn:uuid:7c73b463-7471-4a71-b4ee-f0fb250ecbb2> | CC-MAIN-2020-16 | https://theologyisaverb.com/2017/09/04/catechesis-of-mercy-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370509103.51/warc/CC-MAIN-20200402235814-20200403025814-00006.warc.gz | en | 0.961637 | 1,194 | 3.34375 | 3 | The extract scores high for its discussion of soft skills, particularly empathy, leadership, and critical thinking, as it encourages service learning, reflection, and community involvement. It also promotes cultural awareness, digital literacy, and intercultural fluency through its exploration of social justice and mercy. The text provides realistic scenarios, practical applications, and nuanced interaction, making it a valuable resource for professional development.
Educational score: 5 | 5 | 4 | 723,850 | 1 |
|Innovating the Education and Training Process|
3.1 The challenges facing the learner of the twenty-first century demand innovative approaches in TVE. This is seen most clearly in the need for a re-oriented curriculum to take account of new subjects and issues of importance. Obvious examples would include technology, the environment, understanding foreign languages and cultures, entrepreneurial capacity and the requirements of the rapidly growing service industries connected with leisure, tourism and hospitality.
3.2 The rapid pace of change also introduces the prospect of a virtual curriculum whereby learners must be prepared to cope with the obsolescence of their knowledge and skills, and the introduction of new elements which have yet to appear in common usage. They must also be prepared for a radically new labour market in which traditional wage-employment may be the experience of only a minority and self-employment in various forms may offer a high potential for economic independence in a new era of entrepreneurship.
3.3 The new information technology has opened up a whole new potential in technology-based learning. It should be possible to use and apply simple as well as modern technology and the new information and communication technologies in the TVE teaching and learning process without losing the valuable aspects of traditional teaching methods particularly the personal nature of the teacher-learner relationship. Technology-based learning should play a crucial role in the development of a culture of lifelong learning with the capacity to empower learners by providing them with multiple new pathways to meet their education and training needs.
3.4 The new technologies must be harnessed to provide widespread access to TVE. They should be used to make distance irrelevant and to render curriculum-based knowledge and vocational guidance information more easily accessible to all. They have the potential to offer flexibility in time and location to TVE delivery and should enable TVE to function as a catalyst for the penetration of new technologies in underdeveloped regions of the world, particularly in rural areas.
3.5 As the workplace calls for more sophisticated skills, a sound basic education must be provided as a prerequisite foundation for TVE. This should involve the acquisition of more complex competences in school, including enhanced literary and numeracy skills and the ability to understand and communicate through the tools of modern technology.
3.6 Since technology comes at a price, ways must be found through partnerships with industry, financial and aid agencies and regional and international cooperation to address the high costs involved, especially for developing countries. New ways must also be found to share intellectual property for the benefit of learners in all countries and situations.
3.7 Given the essential need for innovation in TVE, the role of the teacher remains paramount. New methods must be found for the initial training of teachers accompanied by the continuous upgrading of their competences and professional development. A rethinking must take place as to the qualifications required of the TVE teacher of the twenty-first century, including the optimum balance of training acquired on the campus and in the work place. They must be assisted to develop new and appropriate instruments of assessment, accreditation, articulation and certification standards.
3.8 TVE needs an early global warning system and more futuristic studies to enable preparation for changes in the work place and in society. Industry must be involved with governments and research centres in identifying the knowledge, skills and competences which will be required by the changing economy so that TVE systems can adapt. The prospect of competences applicable across regions and internationally should be addressed to respond to the projected escalation in resource mobility in the next century. | <urn:uuid:344e2faa-eb3e-46ed-a680-b1c873b11aad> | CC-MAIN-2013-20 | http://www.unesco.org/education/educprog/tve/nseoul/docse/recome/theme3.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696381630/warc/CC-MAIN-20130516092621-00050-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.947692 | 709 | 3.390625 | 3 | The extract discusses the need for innovative approaches in technical and vocational education (TVE) to address 21st-century challenges. It touches on the importance of emotional intelligence, leadership, and critical thinking, and highlights the role of technology in enhancing learning. However, the discussion remains largely theoretical, lacking nuanced interaction and complex problem-solving opportunities.
Educational score: 3 | 3 | 2 | 72,015 | 0 |
“A mentor is someone who allows you to see the hope inside yourself.”
… Oprah Winfrey
Mentoring has been around for thousands of years in one form or another and filled an important role in ancient Greek, Roman, Chinese, Indian and African civilizations amongst other. In ancient Africa, for instance, everyone in a village had the responsibility to teach children, but one non-family member was entrusted a special role to individually mentor a child.
Mentoring keeps you involved and provides you with a feeling of usefulness, accomplishment and a legacy – at times also broadening your support circle.
It facilitates growth and development – professionally, personally and oftentimes spiritually – in another person by the sharing of experience, insights, skills, techniques, ideas and wisdom that have been gained through years of living and learning, and to see certain desirable aspects of the mentor’s life assimilated and reproduced in the mentee’s life faster than if it had to be grown and nurtured personally.
It is an important part of how the world moves forward – standing on the shoulders of those who came before them.
In Greek mythology when Odysseus left Greece to fight the Trojans he put his household and son Telemachus in the care of his trusted family friend Mentor. The name has been adopted into English to mean both a person who imparts and shares wisdom and knowledge with a less experienced person, and as the verb “mentor”.
In more modern times, progressive businesses have created a mentoring system in the workplace where mentors support mentees in their day-to-day development. Mentors pass on special skills and knowledge in a specific area and are teachers, counselors, motivators, coaches, advisors and connectors lending a friendly ear, providing encouragement, critical feedback, and at times leadership – the end result being that both mentors and mentees benefit, since mentors are in turn themselves often also re-energized in the process.
Mentoring and volunteering will broaden your support circle whilst providing you with an expanded feeling of usefulness and “extended family”. Humans are social beings and a journey made together is a journey made lighter and more worthwhile for both mentor and mentee.
Economic and social factors have affected mentoring over time. Workforce demographics have changed dramatically with seniors often vacating important if not critical positions through retirement – forced or voluntarily. Automation also affects jobs at an increased pace across the board, thus challenging personal growth opportunities for all – especially in view of flatter organizational structures. The result: retaining senior qualified workers becomes much more challenging.
Mentoring thus becomes increasingly important for certain businesses in terms of their knowledge retention and the professional development of their more junior staff.
Mentoring helps build mental capital in the form of positive attitudes and certain key skills which allow the mentee to develop a sense of achievement and with it self-esteem, confidence, autonomy and inner peace – closely related to the four psychological attitudinal cornerstones of hope, optimism, an ability to reach one’s goals and resilience.
It is further related to the concept of immaterial economical capital – what in German is referred to as “Geistiges Kapital” – in terms of individual, social and collective capabilities, and thus an individual’s ability to live a life of personal satisfaction and self-worth whilst contributing effectively to society.
We are not gods, and emotions often get in the way and lead us to stumble in our relationships, our goals and aspirations. One of the values of mentors is that they can play an indispensable role in helping mentees recognize and regulate their emotions – which more often than not leads to higher achievement, improved social relationships, and heightened self-worth.
Businesses will benefit more from deploying retired seniors as mentors, advisors and facilitators where their key performance indicators are not measured against the financial “bottom-line” but rather how they can help others to develop themselves.
As in my case, one can only wish to be blessed with two teachers and again two managers (one younger than I am – yes it does happen) who became life-changing mentors.
As for spiritual mentoring, it also exists in the form of an intentional relationship which is focused specifically on spirituality – a process of companionship and accompaniment that helps the mentee with inner guidance to live a harmonious life towards spiritual wholeness.
- Mentors and mentees both benefit from mentoring.
- As social beings, our lives are lighter when shared – expanding our feeling of usefulness.
- Mentoring helps build mental capital.
- Mentors play an indispensable role in helping mentees recognize and regulate their emotions.
- Businesses benefit more when deploying seniors as mentors, advisors and facilitators where their KPI’s are not measured against the financial “bottom-line”.
- Spiritual mentoring helps mentees to connect with their inner guidance to live a harmonious life.
- Create a mentoring system in the workplace where mentors support mentees in day-to-day growth.
- Retain retiring seniors as mentors.
- Find mentors to build mental capital in the form of positive attitudes and key skills.
- Deploy mentors where they can help mentees recognize and regulate their emotions.
- Deploy retiring seniors as mentors where KPI’s are not measured against the financial bottom-line.
- Find a spiritual mentor – if you are so inclined – for inner guidance to live a life towards spiritual wholeness. | <urn:uuid:e15c2f42-77d1-484d-bd7b-e70a829aea5a> | CC-MAIN-2017-30 | https://passiontoplan.wordpress.com/2014/09/08/mentor/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00085.warc.gz | en | 0.948578 | 1,140 | 2.84375 | 3 | The extract provides a comprehensive discussion on mentoring, covering its historical significance, benefits, and applications in personal and professional development. It highlights the importance of mentoring in building mental capital, regulating emotions, and fostering a sense of achievement and self-worth. The text also explores the role of mentoring in businesses, emphasizing the value of retaining senior workers as mentors and deploying them in roles that prioritize knowledge sharing and development over financial metrics.
Educational score: 5 | 5 | 4 | 529,687 | 1 |
Handledning Lille Lustig
Discussion questions: Similarities and dissimilarities, exclusion and togetherness.
1. Instructions from teacher to child: Look around the room. Here we are, boys and girls with different names and interests. We all look different on the outside, right? But on the inside we are also alike, just like Little Lustig, the squirrel and the owl.
Tasks a) How do you feel when someone is mean to you and teasing you? The children describe how they feel. Then the pedagogue finds a few words as all the children have in common.
Write the words on a paper. For instance if you feel sad or angry.
Tasks b) What do you look like when you’re sad or angry? All the children can then draw themselves with different looks, but with the same emotion. Put up the pictures on the wall in a row. Talk about and look at everyones picture. Identify the similarities in the emotions inside the body. | <urn:uuid:b11fa83c-7a2f-489c-b0b1-5076b11aa2a4> | CC-MAIN-2020-10 | https://www.flano.se/product/handledning-lille-lustig/?lang=en | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875144722.77/warc/CC-MAIN-20200220100914-20200220130914-00058.warc.gz | en | 0.918649 | 207 | 4.25 | 4 | The extract promotes emotional intelligence, empathy, and self-awareness through discussion and creative activities. It encourages children to share feelings and identify commonalities, fostering a sense of togetherness and inclusivity. The tasks develop critical thinking and communication skills, with a basic level of cultural awareness and no explicit digital literacy.
Educational score: 3 | 3 | 2 | 444,078 | 0 |
Le Crapouillot was a French magazine started by Jean Galtier-Boissière as a satiric publication in France, during World War I. In the trenches during WWI, the affectionate term for le petit crapaud, "the little toad" was used by French soldiers, the poilus, to designate small trench-mortars.
Muckraking and satirical period
The first issue of Le Crapouillot was published in August 1915, carrying the subtitle "Courage les civils!" ("Take heart, civilians!"). It was distributed at first, by Boissière, to his fellow soldiers. It was "insolent", "non-conformist" and carried the spirit of "both the avant-garde of the belle époque and libertarian politics". It was also a muckraking publication, focusing on sensitive subjects of its such as the origins and causes of the Great War; French soldiers' mutinies; wartime homosexuality and prostitution in the Army; Entente propaganda; etc.
Political period
After France was liberated from the German occupation in 1944, the magazine took a stand against the purges conducted against collaborators among the nationalist intelligentsia, such as the trial and execution of Robert Brasillach. Throughout the Fourth and early French Fifth Republics, and until its creator's death in 1966, the publication gradually became a forum for articles, reports and editorials written by French nationalists, including ex-Vichy collaborators, Holocaust deniers, right-wing anarchists, and neo-fascists, culminating in its final years, into a magazine strictly of the Extreme Right.
Further reading
- Michael Barnes, 'Le Crapouillot', in Parenthesis; 17 (2009 Autumn), p. 29.
- "Non-conformism, 'insolence' and reaction : Jean Galtier-Boissière's Le Crapouillot" by Nicholas Hewitt, Journal of European Studies, September 2007, vol. 37 no. 3, pp. 277-294
- "Paris Muckraker", Time Magazine, December 2, 1935
- ."Ils avaient un camarade!" ("They had a comrade!"), REFLEX website, 12 August 2007 (in French)
See also
- Je suis partout magazine
- Kaplan, Alice Yaeger: The collaborator: The trial & execution of Robert Brasillach, University Of Chicago Press; 2001, ISBN 978-0-226-42415-6
|This French newspaper-related article is a stub. You can help Wikipedia by expanding it.| | <urn:uuid:45b21876-8e04-4c1f-9ee5-32031bac92a3> | CC-MAIN-2013-20 | http://en.wikipedia.org/wiki/Le_Crapouillot | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696382396/warc/CC-MAIN-20130516092622-00061-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.922615 | 556 | 2.53125 | 3 | The extract lacks discussion of soft skills, focusing on historical information about a French magazine. It provides no scenarios for communication, teamwork, or problem-solving, and does not address cultural awareness, digital literacy, or professional development.
Educational score: 0 | 0 | 0 | 215,959 | 0 |
Photo Credit: Wavebreakmedia / iStockPhoto.com
Talk, Share, and End the Stigma
Mental illness is a reality for millions of people and indirectly impacts millions more, but how often do you find yourself speaking on the subject?
The topic of mental health triggers strong reactions and a mix of feelings like:
Since these feelings are uncomfortable and undesirable, people tend not to talk about the subject.
People who have mental illnesses sometimes avoid the topic because they feel there will be harsh judgment and stereotyping from others. People who don’t deal with mental illness are often fearful to broach a topic they are unfamiliar with due to the risk of making an accidental offense.
People do not want to be hurt or hurt others, so the topic is not discussed as often as it should be.
For an issue like mental health, a lack of communication completely hinders the chance of progress. In fact, not talking about something can actually increase the problems because the old stereotypes are left to grow without any new information to take their place. Sharing information, experiences, and resources — like the spoon theory — can help to educate people and encourage them to have a better understanding and awareness about what it's like to live with a mental illness.
When no one is talking about it, no one is taking action. The field of mental health is too important to too many. It cannot be left to decay.
The solution: talk about mental health. Talk about mental illness. Ask questions and listen to the answers. Effective communication on the topic of mental health can:
- Reduce negative stereotypes and clichés through accurate education
- End the stigma attached to mental illness
- Empower people with mental illness
- Encourage people to seek treatment earlier, which leads to better outcomes
When the issue of mental health communication is presented, we must discuss advocacy. Advocacy is the process of accepting and standing up for a particular position or policy.
On the topic of mental health, someone could advocate for a better understanding of mental health or increased opportunities for people that deal with mental illness. An advocate is the person who moves the process forward.
When you begin to discuss the importance of mental health, you can assume the role of advocate. Otherwise, your communication may lack purpose or effect.
Know Your Hesitations
Before you can decide where you are going, you need to know where you are. When thinking about the process, it is valuable to know why you do not speak about mental health currently:
- What keeps you from discussing mental health issues?
- What prevents you from listening to others?
- What feelings stir from the topic?
- Have you had negative experiences in the past?
- What might happen in the future?
If you ever worry about what other people think of you, you’re in good company: human beings generally care what other human beings think of them.
Many of your responses will be based on rational, logical information, but others will be completely irrational and absurd — these will be the responses to target. By identifying them and challenging their validity, you can gain a better understanding of your views.
Set Your Goal
If you are committed to open the lines of communication on the topic of mental health, you now must decide what level of communication you are interested in accomplishing. The decision should be based on your abilities and desires. Just because something seems foreign or challenging to you does not make it impossible.
Do you wish to speak before congress regarding the topic, or are you content speaking to your circle of friends? Do you wish to spark sweeping public reform or to change the views of a few?
Once you make a decision, you can move forward on your path to advocacy. A level of flexibility will be essential here.
You may find your goal difficult to complete at first. If this is the case, feel free to reassess your goals balanced with your abilities to arrive at a more reasonable target.
The Basis of an Advocate
Being an advocate is not a simple progress; it is not something you can wake up one morning and master. Instead, it takes work, diligence and perseverance. An advocate:
- Researches and gains information related to their topic
- Finds the appropriate time and style of communication for the situation
- Presents factual information to persuade others
- Lives a well-rounded life that does not have to be centered around advocacy
- Leads by example
- Has a direction and goal to their advocacy
An advocate does NOT:
- Base all information on their point of view
- Base all information on anecdotal information from others
- Make every conversation about their topic
- Bully or pressure people to change their views
- Say one thing and do another
Advocate for the Future
Some might avoid advocacy because they think they are not strong enough to complete such a task, and their energies would be better served to address and treat their own needs. Others might refuse advocacy because they believe it to be a selfish venture.
Still others think that advocacy is a waste of time because the views of others can never change. Any view deserves a second look, though.
It’s true that advocacy is an act that can have a hugely positive impact on your present, but it is something that can impact the future for others more drastically.
The current views and beliefs about mental illness are a product of hundreds of years of momentum coming to fruition with modern misinformation and prejudices. Because these notions are so ingrained in the way society thinks and speaks, it cannot be changed in a year, a decade, or even a generation, but it can change.
So, if you are reluctant to move towards advocacy, remove yourself from the decision. Instead of focusing on you, focus on all of the people that will come after you.
Think about the men, women and children with depression, anxiety, eating disorders, and other mental health conditions whose lives can be improved in the future based on what you do today. Stemming the current flow of mental health beliefs can be difficult, but each rock, pebble, and tiny grain of sand all does its part to accomplish the goal.
In the world of mental health and mental illness, you are either part of the solution, or you are part of the problem. You can be the silent majority that makes decisions based on fear and allows others to speak for you, or you can be the outspoken minority.
You can be someone that makes things better for you and the next generation. On which side will you stand? | <urn:uuid:b0c965b5-1c15-4275-a48c-a2678cd0a7a0> | CC-MAIN-2023-14 | https://completehealth.today/talking-about-mental-illness/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00613.warc.gz | en | 0.953076 | 1,368 | 3.65625 | 4 | The extract earns a high score due to its comprehensive discussion of soft skills, including effective communication, advocacy, and emotional intelligence. It presents realistic scenarios, encourages critical thinking, and promotes cultural awareness and digital literacy. The text also provides practical applications and opportunities for professional development, making it a valuable resource for readers.
Educational score: 5 | 5 | 4 | 164,652 | 1 |
As of recently, over 13 states in the US have banned the teaching and education of Critical Race Theory in schools. Teachers who welcome gatherings in support of these views have been fired immediately, and more and more law officials around the country have been bringing the issues to court. But what is critical race theory? And how does this affect people across the country and here in the Urbandale School District?
Critical Race Theory is a broad statement but has four main principles or beliefs. The first one is called Interest Convergence, this states that only when white and black interests converge do black people make strides in their civil rights. The second is intersectionality, a noun used to understand how a person’s political, class, gender, or in this case, race, combines to cause different versions of discrimination, racism, and/or privilege. In response to the needs of the majority, numerous racial groups in the United States have become radicalized in a number of ways, this is known as differential racialization.
“To me, Critical Race Theory is a political theory based on race relations with an unsound bias against the historically oppressed race. White people have oppressed black people in this country for a long time. Well, I do not believe that is the case anymore,” stated Conner Anderson, a sophomore at Urbandale High School. Later he commented that he experiences racism often.
The last principle is that racism is commonplace rather than unusual and abnormal because differential treatment of persons based on racial classification is integrated within social systems and institutions, including public policy and legislation. There are many other principles and versions of definitions surrounding Critical Race Theory, but these are the main points for Critical Race theorists.
Last August, a teacher was fired from Duval Schools in Florida for hanging a Black Lives Matter (BLM) flag up in her classroom. The former high school teacher was paid a nearly $300,000 settlement to prevent the case from escalating further in court. However, her teaching contract with the school was never renewed with the school district and it raises the question as to what the rules actually are when it comes to teachers’ restrictions on freedom of speech, or in this case, showing support for a movement like BLM.
“If we’re going to teach history, it shouldn’t be taught just from a white person’s point of view,” says Sia Smith, a junior at Urbandale High School. “We teach a history class but we don’t teach a present class, and we don’t teach things that are actually happening today. Race is a part of everyday life for everyone and we have to talk about it.”
According to an article posted by Iowa State University Office of the Senior Vice President and Provost, Governor Reynolds signed House File 802, an act requiring specific criteria for racism and sexism training and diversity and inclusion initiatives by state governmental agencies, including Iowa’s public postsecondary educational institutions, into law on June 8, 2021.
Teachers have the legal right to discuss politics and other contentious issues on social media, and some do. Teachers claim they don’t want to be constrained in their ability to express themselves, and some argue that education is fundamentally political. But Critical Race Theory is a completely different ballfield; fortunately for the high school teacher in Florida, her case was won in favor of freedom of speech.
“I have experienced racism. I am black and I live in Iowa, so there is a lot of colorism in our community. There are teachers who ask to touch your hair, people who say the ‘N-word’ and people who ask to say the ‘N-word,’” Sia said. “There’s just a lot of not understanding or just being disrespectful on purpose.”
The battle between the people and the courts for the understanding of Critical Race Theory is far from over. Critical Race Theory is a difficult concept for many to talk about and teach and a difficult concept for many others to understand. It has many meanings but at its core represents racism. Students of every color and ethnicity want their voice to be heard and a more present lesson in history to be taught. Whether that voice is heard from across the country or here in Urbandale, recognize, learn about, and understand Critical Race Theory. | <urn:uuid:5e8255e4-cef4-4ba4-ab89-e047bc64c5cb> | CC-MAIN-2023-14 | https://urbandaletimes.wordpress.com/2022/02/28/what-is-critical-race-theory/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945433.92/warc/CC-MAIN-20230326044821-20230326074821-00696.warc.gz | en | 0.972218 | 895 | 3.546875 | 4 | The extract discusses Critical Race Theory, its principles, and its impact on education and society. It presents diverse perspectives, including those of students who have experienced racism, and explores the complexities of teaching and discussing sensitive topics. The extract promotes critical thinking, empathy, and cultural awareness, but lacks practical application and nuanced interaction.
Educational score: 3 | 3 | 2 | 447,637 | 0 |
A few years ago in 2016, my younger daughter came home after school to show me an article her teacher had discussed with them at school. The article was about growth versus fixed mindset and their implication in education. The comparison between these two different concepts showed her how someone can change the mind patterns towards one that is capable of anything without limitations! It was such an inspiring and refreshing experience to see a teacher sharing such inavouable and important information with students. The article taught my daughter to remember this concept what to do the next time she would think she wasn’t good at doing something!
Carole Dweck, a professor of psychology at Stanford University and one of the world’s leading researchers in the field of motivation describes it in simple words:
“In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.”
This means our innate abilities or talents are viewed just as a foundation for development and they don’t define our capability to become successful in anything. Most experts in the field of human intelligence such as Gilbert Gottlieb and Robert Sternberg , believe it is neither nature or nurture, genes or environment for that matter. In fact, it is the combination of two.
The founder of IQ concept, Alfred Binet stressed that “intellectual development progressed at variable rates, could be impacted by the environment and was therefore not based solely on genetics, was malleable rather than fixed, and could only be used on children with comparable backgrounds (Siegler, 1992). In fact, he didn’t deny the intellectual differences in children but explained how much education and practice can help increase intellectual abilities.
Teaching this concept to our children from the very young age can and will create a belief in their subconscious mind that has the potency to change their lives and psychology forever.
Let’s examine what could be the implications of this switch in the mind of a student?
1- They start to believe in themselves and their capabilities.
2- They will not view hard work futile and useless.
3- They will envision their end product more clearly.
4- They learn that stress is manageable.
5- Not achieving their goals only means they have to work harder.
6- They learn intelligence is a learned attitude and not innate.
7- It equips them with a tool to grow and learn in challenging times.
So now that I’ve got your attention with the facts, what can we do to teach our children to think from a state of growth mindset and not fixed? Dweck reminds us “If parents want to give their children a gift, the best thing they can do is to teach their children to love challenge, be intrigued by mistakes, enjoy effort and keep on learning.”
We need to remember that this is a process and will not happen overnight. So, we need to be patient and let them to practice it daily until it becomes a learned behavior:
1- Remind them that their intelligence can grow.
2- Teach them that mistakes are the best teachers and failures means opportunities to growth.
3- Praise you children based on their effort not intelligence.
4- Teach them positive self talk.
5- Talk to them daily about learning and improvement.
Carole Dweck in the video below showed the results of her study in a series of experiments to over 400 kids, praised based on their effort and based on their intelligence separately and encouraged them to develop a growth mindset. https://www.youtube.com/watch?v=NWv1VdDeoRY
As you can see, this concept can be broadly applied in other fields and not only education. It can also be applied to anyone and not only children. Believing in brains or talent as something fixed and all-powerful not only doesn’t help long-term success in school, careers, and life but it will discourage effort, creates stress, false image and lack of confidence among others.
Let’s plan on helping ourselves and our kids to unlearn this wrong mindset and believe we can grow our brain and improve our intelligence. | <urn:uuid:b67a6bc0-4177-46c4-b49a-8a26c437b454> | CC-MAIN-2023-23 | https://center4youthleadership.com/blog/fixed-or-growth-mindset/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655244.74/warc/CC-MAIN-20230609000217-20230609030217-00078.warc.gz | en | 0.969391 | 938 | 3.234375 | 3 | The extract discusses the concept of growth versus fixed mindset, its implications in education, and its application in personal development. It provides practical advice on how to teach children to adopt a growth mindset, promoting self-awareness, resilience, and a love for learning. The extract scores high for its discussion of soft skills, such as emotional intelligence, self-motivation, and critical thinking.
Educational score: 4 | 4 | 3 | 969,539 | 1 |
STEM to STEAM: The Importance of Arts in Science
- 9:30 AM
For this month’s Muse of Nerds, I quickly grabbed onto the STEM to STEAM movement (adding ‘arts’ to the technical.) Creativity is the foundation for advancement in all fields. The arts — writing, music, art, theater and dance — paired with science, technology, engineering and math, foster a relationship between both sides of the brain for maximum human innovation potential. Trying to place STEM at the top of the educational plant stifles growth.
In 1858, Friedrich Kekule published a paper that showed, visually, how atoms bond chemically. He continued to play with the design until in 1865, he put carbon as a six-sided ring (hexagon) with chains and links, which gave rise to organic chemistry. Kekule started out as an architect before switching to the new science of chemistry. The visualization of chemical bonding didn’t come out of experiments in the lab, but a daydream while riding the bus. His brain looked at chemistry with an architect’s eye.
Daniel Tammet holds the European world record for reciting pi from memory. Daniel can “sense” if a number is prime. I think it’s important to mention that Daniel has high-functioning autism because many educators tend to steer children on the Autism spectrum towards STEM fields. However, Daniel uses the arts to “see” numbers. He is a lucid writer with his book, Born on a Blue Day. The way he was able to memorize pi was by creating a visual landscape in his mind. Clearly, art and math are tied for him.
Science News had a special issue on August 14, 2010 devoted to our minds on music. It was a fascinating look at how music influences our growth emotionally and mentally. In it there was a quote from Istvan Molnar-Szakacs, a neuroscientist at the University of California, Los Angeles, “In terms of brain imaging, studies have shown listening to music lights up, or activates, more of the brain than any other stimulus we know.” That’s just listening! As Daniel Levitin, director of the music perception, cognition and expertise laboratory at McGill University in Montreal explained, “Music processing is distributed throughout the brain…and playing an instrument, in particular, is an ensemble activity. It involves paying attention, thinking ahead, remembering, coordinating movement and interpreting constant feedback to the ears, fingers and, in some cases, lips. It is one of the most complicated tasks that we have.”
How could that kind of thinking be considered extracurricula? That’s the saddest part. STEM in education is not just getting the funding for special programming, but amazing mental tasks like music aren’t even in the BASIC CURRICULUM!
This very morning I was teaching a creative writing class to some junior high students. The stories will be used to later design and program robots (based on challenges the writing students come up with). The writing students have to be creative to make their challenges cohesive with their story lines. The robotic students have to be creative in designing and programming robots. Tying the two endeavors together gives the project more weight.
Have you ever been to a science museum? Did you attend any of the fantastic theater shows? Watching a story unfold is basic human communication. Lecturing is not.
My children were taking a botany course and convinced their teacher to demonstrate their plant family identification ability using interpretive dance. Seriously. Their teacher was cool about it and let them try. They took all the information they knew about these plant families (memorizing), decided on what was the most important and distinguishable traits (critical thinking) and then came up with movements to convey the information in a clear way (innovation.) By using their full body to translate the concepts, more parts of their brain were used. Do you think they will remember the information better than if they wrote it out on a test? Can your fingers remember a song on the piano from when you were a child? Muscle memory is a powerful tool.
My husband teaches genetics and is frustrated at the lack of “creative and independent thought” the students portray. Students walk in the classroom lacking good reading, writing, and critical thinking skills. The scientists getting prizes don’t spit out what they were taught. They dream, they doodle, they hum, they dance their way to success. | <urn:uuid:70bea5ad-7f75-4e6e-bc15-b5a65d9b6b43> | CC-MAIN-2013-20 | http://www.wired.com/geekmom/2011/11/stem-to-steam-the-importance-of-arts-in-science/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708142388/warc/CC-MAIN-20130516124222-00029-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.964141 | 937 | 3.0625 | 3 | The extract earns a high score for its comprehensive discussion of the importance of integrating arts into STEM education, promoting creative thinking, and showcasing real-world examples of innovation. It highlights the value of emotional intelligence, critical thinking, and problem-solving, while emphasizing the need for interdisciplinary approaches to learning. The use of storytelling, music, and dance as teaching tools demonstrates a nuanced understanding of effective communication and cognitive development.
Educational score: 5 | 5 | 4 | 4,037 | 1 |
Self-Help: With Illustrations of Character and Conduct
"Ever their phantoms rise before us,
"There is no action of man in this life, which is not the beginning of so long a chain of consequences, as that no human providence is high enough to give us a prospect to the end."—Thomas of Malmesbury.
EXAMPLE is one of the most potent of instructors, though it teaches without a tongue. It is the practical school of mankind, working by action, which is always more forcible than words. Precept may point to us the way, but it is silent continuous example, conveyed to us by habits, and living with us in fact, that carries us along. Good advice has its weight; but without the accompaniment of a good example, it is of comparatively small influence; and it will be found that the common saying of "Do as I say, not as I do," is usually reversed in the actual experience of life.
All persons are more or less apt to learn through the eye, rather than the ear; and, whatever is seen in fact, makes a far deeper impression than anything that is read or heard. This is especially the case in early youth, when the eye is the chief inlet of knowledge. Whatever children see, they unconsciously imitate; and they insensibly become like to those who are about them,—like insects which take the color of the leaves they feed on. Hence the vast importance of domestic training. For whatever may be the efficiency of our schools, the examples set in our Homes must always be of vastly greater influence in forming the characters of our future men and women. The Home is the crystal of society,—the very nucleus of national character; and from that source, be it pure or tainted, issue the habits, principles, and maxims, which govern public as well as private life. The nation comes from the nursery; public opinion itself is for the most part the outgrowth of the home; and the best philanthropy comes from the fireside. "To love the little platoon we belong to in society," says Burke, "is the germ of all public affections." From this little central spot, the human sympathies may extend in an ever widening circle, until the world is embraced; for, though true philanthropy, like charity, begins at home, assuredly it does not end there.
Example in conduct, therefore, even in apparently trivial matters, is of no light moment, inasmuch as it is constantly becoming inwoven with the lives of others, and contributing to form their characters for better or for worse. The characters of parents are thus constantly repeated in their children; and the acts of affection, discipline, industry, and self-control, which they daily exemplify, live and act when all else which they may have learned through the ear has long been forgotten. Even the mute action and unconscious look of a parent may give a stamp to the character, which is never effaced; and who can tell how much evil act has been stayed by the thought of some good parent, whose memory their children may not sully by the commission of an unworthy deed, or the indulgence of an impure thought? The veriest trifles thus become of importance in influencing the characters of men. "A kiss from my mother," said West, "made me a painter." It is on the direction of such seeming trifles when children, that the future happiness and success of men mainly depend. Fowell Buxton, when occupying an eminent and influential station in life, wrote to his mother, "I constantly feel, especially in action and exertion for others, the effects of principles early implanted by you in my mind." Buxton was also accustomed to remember with gratitude the obligations which he owed to an illiterate man, a game-keeper, named Abraham Plastow, with whom he played, and rode, and sported—a man who could neither read nor write, but was full of natural good sense and mother-wit. "What made him particularly valuable," says Buxton, "were his principles of integrity and honor. He never said or did a thing in the absence of my mother of which she would have disapproved. He always held up the highest standard of integrity, and filled our youthful minds with sentiments as pure and as generous as could be found in the writings of Seneca or Cicero. Such was my first instructor, and, I must add, my best."
Lord Langdale, looking back upon the admirable example set him by his mother, declared, "If the whole world were put into one scale, and my mother into the other, the world would kick the beam." Mrs. Schimmel Penninck, in her old age, was accustomed to call to mind the personal influence exercised by her mother upon the society amidst which she moved. When she entered a room, it had the effect of immediately raising the tone of the conversation, and as if purifying the moral atmosphere,—all seeming to breathe more freely, and stand more erectly. "In her presence," says the daughter, "I became for the time transformed into another person." So much does the moral health depend upon the moral atmosphere that is breathed, and so great is the influence daily exercised by parents over their children by living a life before their eyes, that perhaps the best system of parental instruction might be summed up in these two words: "Improve thyself."
There is something solemn and awful in the thought that there is not an act nor thought in the life of a human being but carries with it a train of consequences, the end of which we may never trace. Not one but, to a certain extent, gives a color to our own life, and insensibly in fluences the lives of those about us. The good deed or thought will live, even though we may not see it fructify, but so will the bad; and no person is so insignificant as to be sure that his example will not do good on the one hand, nor evil on the other. There is, indeed, an essence of immortality in the life of man, even in this world. No individual in the universe stands alone; he is a component part of a system of mutual dependencies; and by his several acts, he either increases or diminishes the sum of human good now and forever. As the present is rooted in the past, and the lives and examples of our forefathers still to a great extent influence us, so are we by our daily acts contributing to form the condition and character of the future. The living man is a fruit formed and ripened by the culture of all the foregoing centuries. Generations six thousand years deep stand behind us, each laying its hands upon its successor's shoulders, and the living generation continues the magnetic current of action and example destined to bind the remotest past with the most distant future. No man's acts die utterly; and though his body may resolve into dust and air, his good or his bad deeds will still be bringing forth fruit after their kind, and influencing generations of men for all time to come. It is in this momentous and solemn fact, that the great peril and responsibility of human existence lies.
Mr. Babbage has so powerfully expressed this idea in a noble passage in one of his writings, that we here venture to quote his words: "Every atom," he says, "impressed with good or ill, retains at once the motions which philosophers and sages have imparted to it, mixed and combined in ten thousand ways with all that is worthless and base; the air itself is one vast library, on whose pages are written forever all that man has ever said or whispered. There, in their immutable but unerring characters, mixed with the earliest as well as the latest sighs of mortality, stand forever recorded vows unredeemed, promises unfulfilled; perpetuating, in the united movements of each particle, the testimony of man's changeful will. But, if the air we breathe is the neverfailing historian of the sentiments we have uttered, earth, air, and ocean, are, in like manner, the eternal witnesses of the acts we have done; the same principle of the equality of action and reaction applies to them. No motion impressed by natural causes, or by human agency, is ever obliterated.... If the Almighty stamped on the brow of the first murderer the indelible and visible mark of his guilt, He has also established laws by which every succeeding criminal is not less irrevocably chained to the testimony of his crime; for every atom of his mortal frame, through whatever changes its severed particles may migrate, will still retain adhering to it, through every combination, some movement derived from that very muscular effort by which the crime itself was per petrated."
Thus, every act we do or word we utter, as well as every act we witness or word we hear, carries with it an influence which extends over, and gives a color, not only to the whole of our future life, but makes itself felt upon the whole frame of society. We may not, and indeed cannot possibly trace the influence working itself into action in its various ramifications amongst our children, our friends, or associates; yet there it is assuredly, working on forever. And herein lies the great significance of setting forth a good example,—a silent teaching which even the poorest and least significant person can enforce by his daily life. There is no one so humble, but that he owes to others this simple but priceless instruction. Even the meanest condition may thus be made useful; for the light set in a low place shines as faithfully as that set upon a hill. Everywhere, and under almost all circumstances, however externally adverse,—in moorland shielings, in cottage hamlets, in the close alleys of great towns,—the true man may grow. He who tills a space of earth scarce bigger than is needed for his grave, may work as faithfully, and to as good purpose, as the heir to thousands. The commonest workshop may thus be a school of industry, science, and good morals, on the one hand; or of idleness, folly, and depravity, on the other. It all depends on the individual men, and the use they make of the opportunities for good which offer themselves.
A life well spent, a character uprightly sustained, is no slight legacy to leave to one's children, and to the world; for it is the most eloquent lesson of virtue and the severest reproof of vice, while it continues an enduring source of the best kind of riches. Well for those who can say, as Pope did, in rejoinder to the sarcasms of Lord Hervey, "I think it enough that my parents, such as they were, never cost me a blush, and that their son, such as he is, never cost them a tear."
It is not enough to tell others what they are to do, but to exhibit the actual example of doing. What Mrs. Chisholm described to Mrs. Stowe as the secret of her success, applies to all life. "I found," she said, "that if we want anything done, we must go to work and do; it is of no use merely to talk,—none whatever." It is poor eloquence that only shows how a person can talk. Had Mrs. Chisholm gone about lecturing, her project, she was persuaded, would never have got beyond the region of talk; but when people saw what she was doing and had actually accomplished, they fell in with her views and came forward to help her. Hence the most beneficent worker is not he who says the most eloquent things, or even who thinks the most loftily, but he who does the most eloquent acts.
True-hearted persons, even in the humblest station in life, who are energetic doers, may thus give an impulse to good works out of all proportion, apparently, to their actual station in society. Thomas Wright might have talked about the reclamation of criminals, and John Pounds about the necessity for Ragged Schools, and yet have done nothing; instead of which they simply set to work without any other idea in their minds than that of doing, not talking. And how the example of even the poorest man may tell upon society, hear what Dr. Guthrie, the apostle of the Ragged School movement, says of the influence which the example of John Pounds, the humble Portsmouth cobbler, exercised upon his own working career:—
"The interest I have been led to take in this cause is an example of how, in Providence, a man's destiny,—his course of life, like that of a river,—may be determined and affected by very trivial circumstances. It is rather curious,—at least it is interesting to me to remember,—that it was by a picture I was first led to take an interest in ragged schools,—by a picture in an old, obscure, decaying burgh that stands on the shores of the Frith of Forth, the birthplace of Thomas Chalmers. I went to see this place many years ago, and, going into an inn for refreshment, I found the room covered with pictures of shepherdesses with their crooks, and sailors in holiday attire, not particularly interesting. But above the chimney-piece there was a large print, more respectable than its neighbors, which represented a cobbler's room. The cobbler was there himself, spectacles on nose, an old shoe between his knees,—the massive forehead and firm mouth indicating great determination of character, and, beneath his bushy eyebrows, benevolence gleamed out on a number of poor ragged boys and girls who stood at their lessons round the busy cobbler. My curiosity was awakened; and in the inscription I read how this man, John Pounds, a cobbler in Portsmouth, taking pity on the multitude of poor ragged children left by ministers and magistrates, and ladies and gentlemen, to go to ruin on the streets,—how, like a good shepherd, he gathered in these wretched outcasts,—how he had trained them to God and to the world,—and how, while earning his daily bread by the sweat of his brow, he had rescued from misery and saved to society not less than five hundred of these children. I felt ashamed of myself. I felt reproved for the little I had done. My feelings were touched. I was astonished at this man's achievements; and I well remember, in the enthusiasm of the moment, saying to my companion (and I have seen in my cooler and calmer moments no reason for unsaying the saying),—'That man is an honor to humanity, and deserves the tallest monument ever raised within the shores of Britain.' I took up that man's history, and I found it animated by the spirit of Him who had 'compassion on the multitude.' John Pounds was a clever man besides; and, like Paul, if he could not win a poor boy any other way, he won him by art. He would be seen chasing a ragged boy along the quays, and compelling him to come to school, not by the power of a policeman, but by the power of a hot potato. He knew the love an Irishman had for a potato; and John Pounds might be seen running holding under the boy's nose a potato, like an Irishman, very hot, and with a coat as ragged as himself. When the day comes when honor will be done to whom honor is due, I can fancy the crowd of those whose fame poets have sung, and to whose memory monuments have been raised, dividing like the wave, and, passing the great, and the noble, and the mighty of the land, this poor, obscure old man stepping forward and receiving the especial notice of Him who said, 'Inasmuch as ye did it to one of the least of these, ye did it also to Me.'"
We never can tell where a good example may fall, or in what direction it may operate. Even the sight of patient, uncomplaining industry on the part of weak and humble persons,—working on and trying to do their best in the position of life in which Providence has placed them,—may be of service to many a worker with higher ends. We have heard of a young surgeon in a country place engaged in the up-hill work of establishing a practice, who began to feel as if he must sink under it in despair. But once, when visiting a patient, he took occasion to remark how often he had seen certain lights in an opposite window, very late at night. He was told that the room with the lights was occupied by two girls. dressmakers, who had been reduced to great distress by their father's misconduct; "and now," said the informant, "they are working day and night to make their way against misfortune as well as they can." The young surgeon took the words home with him, and when he felt disposed to complain of the world, the thought of these hard-working girls invigorated and cheered him; and by giving him new courage, just as he was sinking, their example, he used afterwards to say, proved invaluable to him.
The education of character is very much a question of models; we mould ourselves so unconsciously after the characters, manners, habits, and opinions of those who are about us. Good rules may do much, but good models far more; for in the latter we have instruction in action,—wisdom at work. Good admonition and bad example only build with one hand to pull down with the other. Hence the vast importance of exercising great care in the selection of companions, especially in youth. There is a magnetic affinity in young persons which insensibly tends to assimilate them to each other's likeness. Mr. Edgeworth was so strongly convinced that from sympathy they involuntarily imitated or caught the tone of the company they frequented, that he held it to be of the most essential importance that they should be taught to select the very best models. "No company, or good company," was his motto. Lord Collingwood, writing to a young friend, said, "Hold it as a maxim that you had better be alone than in mean company. Let your companions be such as yourself, or superior; for the worth of a man will always be ruled by that of his company." As Sir Peter Lely made it a rule never to look at a bad picture if he could help it, believing that whenever he did so his pencil caught a taint from it, so, whoever chooses to gaze often upon a debased specimen of humanity and to frequent his society, cannot help gradually assimilating himself to that sort of model.
It is therefore advisable for young men to seek the fellowship of the good, and always to aim at a higher standard than themselves. Francis Horner, speaking of the advantages to himself of direct personal intercourse with high-minded, intelligent men, said: "I cannot hesitate to decide that I have derived more intellectual improvement from them than from all the books I have turned over." Lord Shelburne (afterwards Marquis of Lansdowne), when a young man, paid a visit to the venerable Malesherbes, and was so much impressed by it, that he said: "I have travelled much, but I have never been so influenced by personal contact with any man; and if I ever accomplish any good in the course of my life, I am certain that the recollection of M. de Malesherbes will animate my soul." So Fowell Buxton was always ready to acknowledge the powerful influence exercised upon the formation of his character in early life, by the example of the Gurney family: "It has given a color to my life," he used to say. Speaking of his success at the Dublin University, he confessed, "I can ascribe it to nothing but my Earlham visits." It was from the Gurneys he "caught the infection" of self-improvement.
Contact with the good never fails to impart good, and we carry away with us some of the blessing, as travellers' garments retain the odor of the flowers and shrubs through which they have passed. Those who knew the late John Sterling intimately, have spoken of the beneficial influence which he exercised on all with whom he came into personal contact. Many owed to him their first awakening to a higher being; from him they learned what they were, and what they ought to be. Mr. Trench says of him: "It was impossible to come in contact with his noble nature without feeling one's self in some measure ennobled and lifted up, as I ever felt when I left him, into a higher region of objects and aims than that in which one is tempted habitually to dwell." It is thus that the noble character always acts; we become lifted and lighted up in him,—we cannot help being borne along by him and acquiring the habit of looking at things in the same light; such is the magical action and reaction of minds upon each other.
Artists, also, feel themselves elevated by contact with artists greater than themselves. Thus Haydn's genius was first fired by Handel. Hearing him play, his ardor for musical composition was at once excited, and but for the circumstance, Haydn himself believed that he would never have written the "Creation." Speaking of Handel, he said, "When he chooses, he strikes like the thunderbolt;" and at another time, "There is not a note of him but draws blood." Scarlatti was mother of Handel's ardent admirers, following him all over Italy; afterwards, when speaking of the great master, he would cross himself in token of admiration. True artists never fail generously to recognize each other's greatness. Thus Beethoven's admiration for Cherubini was regal; and he ardently hailed the genius of Schubert: "Truly," said he, "in Schubert dwells a divine fire." When Northcote was a mere youth he had such an admiration for Reynolds that, when the great painter was once attending a public meeting down in Devonshire, the boy pushed through the crowd, and got so near Reynolds as to touch the skirt of his coat, "which I did," says Northcote, "with great satisfaction to my mind,"—a true touch of youthful enthusiasm in its admiration of genius.
The example of the brave is an inspiration to the timid, their presence thrilling through every fibre. Hence the miracles of valor so often performed by ordinary men under the leadership of the heroic. The very recollection of the deeds of the valiant stirs men's blood like the sound of a trumpet. Ziska bequeathed his skin to be used as a drum to inspire the valor of the Bohemians. When Scanderbeg, prince of Epirus, was dead, the Turks wished to possess his bones, that each might wear a piece next his heart, hoping thus to secure some portion of the courage he had displayed while living, and which they had so often experienced in battle. When the gallant Douglas, bearing the heart of Bruce to the Holy Land, saw one of his knights surrounded and sorely pressed by the Saracens in battle, he took from his neck the silver case containing the hero's bequest, and throwing it amidst the thickest press of his foes, cried: "Pass first in fight, as thou wert wont to do, and Douglas will follow thee, or die;" and so saying, he rushed forward to the place where it fell, and was there slain.
The chief use of biography consists in the noble models of character in which it abounds. Our great forefathers still live among us in the records of their lives, as well as in the acts they have done, and which live also; still sit by us at table, and hold us by the hand; furnishing examples for our benefit, which we may still study, admire, and imitate. Indeed, whoever has left behind him the record of a noble life, has bequeathed to posterity an enduring source of good, for it lives as a model for others to form themselves by in all time to come; still breathing fresh life into us, helping us to reproduce his life anew, and to illustrate his character in other forms. Hence a book containing the life of a true man is full of precious seed; to use Milton's words, "it is the precious lifeblood of a master-spirit, embalmed and treasured up on purpose to a life beyond life." Such a book never ceases to exercise an elevating influence, and a power for good. But, above all, there is the very highest Model and Example set before us to shape our lives by in this world—the most suitable for all the necessities of our mind and heart—an example which we can only follow afar off and feel after,
Like plants or vines which never saw the sun,
Again, no young man can rise from the perusal of such lives as those of Buxton and Arnold, without feeling his mind and heart made better, and his best resolves invigorated. Such biographies increase a man's selfreliance by demonstrating what men can be, and what they can do; fortifying our hopes and elevating our aims in life. Sometimes a young man discovers himself in a biography, as Guido felt within him the risings of genius on contemplating the works of Michael Angelo: "And I, too, am a painter," he exclaimed. Sir Samuel Romilly, in his autobiography, confessed himself to have been powerfully influenced by the life of the great and nobleminded French Chancellor Daguesseau: "The works of Thomas," says he, "had fallen into my hands, and I had read with admiration his 'Eloge of Daguesseau;' and the career of honor which he represented that illustrious magistrate to have run, excited to a great degree my ardor and ambition, and opened to my imagination new paths of glory."
Franklin was accustomed to attribute his usefulness and eminence to his having early read Cotton Mather's "Essays to do Good,"—a book which grew out of Mather's own life. And see how good example draws other men after it, and propagates itself through future generations in all lands. For Samuel Drew avers that he framed his own life, and especially his business habits, after the model left on record by Benjamin Franklin. Thus it is impossible to say where a good example may not reach, or where it will end, if indeed it have an end. Hence the advantage, in literature as in life, of keeping the best society, reading the best books, and wisely admiring and imitating the best things we find in them. "In literature," said Lord Dudley, "I am fond of confining myself to the best company, which consists chiefly of my old acquaintance, with whom I am desirous of becoming more intimate; and I suspect that nine times out of ten it is more profitable, if not more agreeable, to read an old book over again, than to read a new one for the first time."
Sometimes a book containing a noble exemplar of life, taken up at random, merely with the object of reading it as a pastime, has been known to call forth energies whose existence had not before been suspected. Alfieri was first drawn with passion to literature by reading "Plutarch's Lives." Loyola, when a soldier serving at the siege of Pampeluna, and laid up by a dangerous wound in his leg, asked for a book to divert his thoughts; the "Lives of the Saints" was brought to him, and its perusal so inflamed his mind, that he determined thence-forth to devote himself to the founding of a religious order. Luther, in like manner, was inspired to undertake the great labors of his life by a perusal of the "Life and Writings of John Huss." Dr. Wolff was stimulated to enter upon his missionary career by reading the "Life of Francis Xavier;" and the book fired his youthful bosom with a passion the most sincere and ardent to devote himself to the enterprise of his life. William Carey, also, got the first idea of entering upon his sublime labors as a missionary, from a perusal of the Voyages of Captain Cook.
Francis Horner was accustomed to note in his Diary and letters the books by which he was most improved and influenced. Amongst these were Condorcet's "Eloge of Haller," Sir Joshua Reynolds's "Discourses," the writings of Bacon, and Burnet's account of Sir Matthew Hale. The perusal of the last-mentioned book,—the portrait of a prodigy of labor,—Horner says, filled him with enthusiasm. Of Condorcet's "Eloge of Haller," he said: "I never rise from the account of such men without a sort of thrilling palpitation about me, which I know not whether I should call admiration, ambition, of despair." And, speaking of the "Discourses" of Sir Joshua Reynolds, he said: "Next to the writings of Bacon, there is no book which has more powerfully impelled me to self-culture. He is one of the first men of genius who has condescended to inform the world of the steps by which greatness is attained; the confidence with which he asserts the omnipotence of human labor, has the effect of familiarizing his reader with the idea that genius is an acquisition rather than a gift; whilst with all there is blended so naturally and eloquently the most elevated and passionate admiration of excellence, that upon the whole there is no book of a more inflammatory effect." It is remarkable that Reynolds himself attributed his first passionate impulse towards the study of art, to reading Richardson's account of a great painter; and Haydon was in like manner afterwards inflamed to follow the same pursuit by reading of the career of Reynolds. But Haydon failed to imitate Reynolds's laboriousness and practical prudence; and though he dreamt of favor, fortune, and honors, he did not take the pains, by diligent cultivation of his unquestionably great powers, effectually to secure them. Hence his life, notwithstanding all the examples which artists had set him, proved an egregious failure.
One of the most valuable, and one of the most infectious examples which can be set before the young, is that of cheerful working. Cheerfulness gives elasticity to the spirit. Spectres fly before it; difficulties cause no despair, for they are encountered with hope, and the mind acquires that happy disposition to improve opportunities which rarely fails of success. The fervent spirit is always a healthy and happy spirit; working cheerfully itself, and stimulating others to work. It confers a dignity on even the most ordinary occupations. The most effective work, also, is always the full-hearted work,—that which passes through the hands or the head of him whose heart is glad. Hume was accustomed to say that he would rather possess a cheerful disposition,—inclined always to look at the bright side of things,—than with a gloomy mind to be the master of an estate of ten thousand a year. Granville Sharp, amidst his indefatigable labors on behalf of the slave, solaced himself in the evenings by taking part in glees and instrumental concerts at his brother's house, singing, or playing on the flute, the clarionet, or the oboe; and, at the Sunday evening oratorios when Handel was played, he beat the kettle-drums. He also indulged, though sparingly, in caricature drawing, and would occasionally sign his own name in musical characters, thus:
In another sphere of action, Dr. Arnold was a noble and a cheerful worker, throwing himself into the great business of his life, the training and teaching of young men, with his whole heart and soul. It is stated in his admirable biography, that "the most remarkable thing in the Laleham circle was the wonderful healthiness of tone which prevailed there. It was a place where a new-comer at once felt that a great and earnest work was going forward. Every pupil was made to feel that there was a work for him to do; that his happiness, as well as his duty, lay in doing that work well. Hence an indescribable zest was communicated to a young man's feeling about life; a strange joy came over him on discerning that he had the means of being useful, and thus of being happy; and a deep respect and ardent attachment sprang up towards him who had taught him thus to value life and his own self, and his work and mission in the world. All this was founded on the breadth and comprehensiveness of Arnold's character, as well as its striking truth and reality; on the unfeigned regard he had for work of all kinds, and the sense he had of its value, both for the complex aggregate of society and the growth and protection of the individual. In all this, there was no excitement; no predilection for one class of work above another; no enthusiasm for any one-sided object; but a humble, profound, and most religious consciousness that work is the appointed calling of man on earth; the end for which his various faculties were given; the element in which his nature is ordained to develop itself, and in which his progressive advance towards heaven is to lie." Among the many valuable men trained for public life and usefulness by Arnold, was the gallant Hodson, of Hodson's Horse, who, writing home from India, many years after, thus spoke of his revered master: "The influence he produced has been most lasting and striking in its effects. It is felt even in India; I cannot say more than that."
The useful influence which a right-hearted man of energy and industry may exercise amongst his neighbors and dependants, and accomplish for his country, cannot, perhaps, be better illustrated than by the career of Sir John Sinclair; characterized by the Abbé Gregoire as "the most indefatigable man in Europe." He was originally a country laird, born to a considerable estate situate near John o' Groat's house, almost beyond the beat of civilization, in a bare wild country fronting the stormy North Sea. His father dying while he was a youth of sixteen, the management of the family property thus early devolved upon him; and at eighteen he began a course of vigorous improvement in the county of Caithness, which eventually spread all over Scotland. Agriculture then was in a most backward state; the fields were uninclosed, the lands undrained; the small farmers of Caithness were so poor that they could scarcely afford to keep a horse or sheltie; the hard work was chiefly done, and the burdens borne by the women; and if a cottier lost a horse, it was not unusual for him to marry a wife as the cheapest substitute. The country was without roads or bridges; and drovers driving their cattle south, had to swim the rivers along with their beasts. The chief track leading into Caithness lay along a high shelf on a mountain side, the road being some hundred feet of clear perpendicular height above the sea which dashed below. Sir John, though a mere youth, determined to make a new road over the hill of Ben Cheilt; the old let-alone proprietors, however, regarding his scheme with incredulity and derision. But he himself laid out the new road, assembled some twelve hundred laborers early one summer's morning, set them simultaneously to work, watching over their labors, and stimulating them by his presence and example; and before night, what had been a dangerous sheep-track, six miles in length, hardly passable for led horses, was made practicable for wheel-carriages, as if by the powers of magic. It was an admirable example of energy and well-directed labor, which could not fail to have a most salutary influence upon the surrounding population. He then proceeded to make more roads, to erect mills, to build bridges, and to inclose and cultivate his waste lands. He introduced improved methods of culture, and regular rotation of crops; distributing small premiums to encourage industry; and he thus soon quickened the whole frame of society within reach of his influence, and infused an entirely new life into the cultivators of the soil. From being one of the most inaccessible districts of the north,—the very ultima Thule of civilization,—Caithness became a pattern county for its roads, its agriculture, and its fisheries. In Sinclair's youth, the post was carried by a runner only once a week, and the young baronet then declared that he would never rest till a coach drove daily to Thurso. The people of the neighborhood could not believe in any such thing, and it became a proverb in the county to say of any utterly impossible scheme, "Ou ay, that will come to pass when Sir John sees the daily mail at Thurso!" But Sir John lived to see his dream realized, and the daily mail established to Thurso.
The circle of his benevolent operations gradually widened. Observing the serious deterioration which had taken place in the quality of British wool,—one of the staple commodities of the country,—he forthwith, though but a private and little-known country gentleman, devoted himself to its improvement. By his personal exertions he established the British Wool Society for the purpose, and himself led the way to practical improvement by importing 800 sheep from all countries, at his own expense. The result was, the introduction into Scotland of the celebrated Cheviot breed. Sheep farmers scouted the idea of south country flocks being able to thrive in the far north. But Sir John persevered; and in a few years there were not fewer than near 300,000 Cheviots diffused over the four northern counties alone. The value of all grazing land was thus enormously increased; and Scotch estates, which before were comparatively worthless, began to yield large rentals.
Returned by Caithness to Parliament, in which he remained for thirty years, rarely missing a division, his position gave him further opportunities of usefulness, which he did not neglect to employ. Mr. Pitt, observing his persevering energy in all useful public projects, sent for him to Downing Street, and voluntarily proposed his assistance in any object he might have in view. Another man might have thought of himself and his own promotion; but Sir John characteristically replied, that he desired no favor for himself, but intimated that the reward most gratifying to his feelings would be Mr. Pitt's assistance in the establishment of a National Board of Agriculture. Arthur Young laid a bet with the baronet that his scheme would never be established, adding, "Your Board of Agriculture will be in the moon!" But vigorously setting to work, he roused public attention to the subject, enlisted a majority of Parliament on his side, and eventually established the Board, of which he was appointed President. The result of its action need not be described, but the stimulus which it gave to agriculture and stock-raising was shortly felt throughout the whole United Kingdom, and tens of thousands of acres were redeemed from barrenness by its operation. He was equally indefatigable in encouraging the establishment of fisheries; and the successful founding of these great branches of British industry at Thurso and Wick was mainly due to his exertions. He urged for long years, and at length succeeded in obtaining, the inclosure of a harbor for the latter place, which is perhaps the greatest and most prosperous fishing town in the world.
Sir John threw his personal energy into every work in which he engaged, rousing the inert, stimulating the idle, encouraging the hopeful, and working with all. When a French invasion was threatened, he offered to Mr Pitt to raise a regiment on his own estate, and he was as good as his word. He went down to the north, and raised a battalion of 600 men, afterwards increased to 1,000; and it was admitted to be one of the finest volunteer regiments ever raised, inspired throughout by his own noble and patriotic spirit. While commanding officer of the camp at Aberdeen, he held the offices of a Director of the Bank of Scotland, Chairman of the British Wool Society, Provost of Wick, Director of the British Fishery Society, Commissioner for issuing Exchequer Bills, Member of Parliament for Caithness, and President of the Board of Agriculture. Amidst all this multifarious and self-imposed work, he even found time to write books, enough of themselves to establish a reputation. When Mr. Rush, the American ambassador, arrived in England, he relates that he inquired of Mr. Coke of Holkham, what was the best work on agriculture, and was referred to Sir John Sinclair's; and when he further asked of Mr. Vansittart, Chancellor of the Exchequer, what was the best work on British finance, he was again referred to a work by Sir John Sinclair, his "History of the Public Revenue." But the great monument of his indefatigable industry, a work that would have appalled other men, but only served to nerve and rouse his energy, was his "Statistical Account of Scotland," in twenty-one volumes, one of the most valuable practical works ever published in any age or country. Amidst a host of other pursuits, it occupied him nearly eight years of hard labor, during which he received, and attended to, upwards of 20,000 letters on the subject. It was a thoroughly patriotic undertaking, from which he derived no personal advantage whatever, beyond the honor of having completed it. The whole of the profits were assigned by him to the Society for the Sons of the Clergy in Scotland. The publication of the book led to great public improvements; it was followed by the immediate abolition of several oppressive feudal rights, to which it called attention; the salaries of schoolmasters and clergymen in many parishes were increased; and an increased stimulus was given to agriculture throughout Scotland. Sir John then publicly offered to undertake the much greater labor of collecting and publishing a similar Statistical Account of England; but unhappily the then Archbishop of Canterbury refused to sanction it, lest it should interfere with the tithes of the clergy.
A remarkable illustration of his energetic promptitude was the manner in which he once provided, on a great emergency, for the relief of the manufacturing districts. In 1793 the stagnation produced by the war led to an unusual number of bankruptcies, and many of the first houses in Manchester and Glasgow were tottering, not so much from want of property, but because the usual sources of trade and credit were for the time closed up. A period of intense distress amongst the laboring classes seemed imminent, when Sir John urged, in Parliament, that Exchequer Notes to the amount of five millions should be issued immediately as a loan to such merchants as could give security. This suggestion was adopted, and his offer to carry out his plan, in conjunction with certain members named by him, was also accepted. The vote was passed late at night, and early next morning Sir John, anticipating the delays of officialism and red tape, proceeded to bankers in the city, and borrowed of them, on his own personal security, the sum of 70,000l., which he dispatched the same evening to those merchants who were in the most urgent need of assistance. Pitt meeting Sir John in the House, expressed his great regret that the pressing wants of Manchester and Glasgow could not be supplied so soon as was desirable, adding, "The money cannot be raised for some days." "It is already gone! it left London by to-night's mail!" was Sir John's triumphant reply; and in afterwards relating the anecdote he added, with a smile of pleasure, "Pitt was as much startled as if I had stabbed him." To the last this great, good man worked on usefully and cheerfully; setting a great example for his family and for his country. In so laboriously seeking others' good, it might be said that he found his own,—not wealth, for his generosity seriously impaired his private fortune, but happiness, and self-satisfaction, and the peace that passes knowledge. A great patriot, with magnificent powers of work, he nobly did his duty to his country; yet he was not neglectful of his own household and home. His sons and daughters grew up to honor and usefulness; and it was one of the proudest things Sir John could say, when verging on his eightieth year, that he had lived to see seven sons grow up, not one of whom had incurred a debt he could not pay, or caused him a sorrow that could have been avoided.
Return to top | <urn:uuid:d22161be-29c1-4a42-9081-685879f0e6a5> | CC-MAIN-2014-10 | http://www.econlib.org/library/YPDBooks/Smiles/smlSH12.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999651577/warc/CC-MAIN-20140305060731-00028-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.98287 | 9,201 | 2.625 | 3 | The extract provides a comprehensive discussion on the importance of setting a good example, highlighting its impact on personal and societal development. It features realistic scenarios that integrate emotional intelligence, leadership challenges, and critical thinking opportunities, with a strong emphasis on the influence of role models and the responsibility that comes with it. The text also touches on various aspects of soft skills, including character development, moral awareness, and the value of hard work, industry, and self-improvement. Furthermore, it showcases the power of biography and literature in inspiring individuals to strive for excellence and make a positive impact on the world.
Educational score: 5 | 5 | 4 | 711,743 | 1 |
Managers are held accountable for both revenues, and costs (expenses), and therefore, profits.
Usually the different profit centers are separated for Accounting purposes so that the management can follow how much profit each center makes and compare their relative efficiency and profit. Examples of typical profit centers are a store, a sales organization and a consulting organization. Profit centers can measure profitability of business units or departments.
A business unit or department which is treated as a distinct entity enabling revenues and expenses to be determined so that profitability can be measured.
See also: Cost center
Patent Application Titled "System and Method for an Online Profit Center and Segment Derivation" Published Online
Jul 11, 2013; By a News Reporter-Staff News Editor at Politics & Government Week -- According to news reporting originating from Washington,... | <urn:uuid:76ad7ab8-25d3-4294-9bcd-ecbe77d63d5a> | CC-MAIN-2013-48 | http://www.reference.com/browse/profit+center | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1387345777159/warc/CC-MAIN-20131218054937-00036-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.935824 | 163 | 2.921875 | 3 | The extract lacks discussion of soft skills, focusing solely on business and accounting concepts. It provides basic definitions and examples, but does not include communication scenarios, team dynamics, or problem-solving opportunities.
Educational score: 1 | 1 | 0 | 499,652 | 0 |
Entrepreneurial education can be life-changing, particularly for young people struggling with poverty and other oppressive situations, says Steve Mariotti, entrepreneur, former special-education teacher and founder of the nonprofit Network for Teaching Entrepreneurship. SmartBrief Education talked with Mariotti about how students can benefit from learning about entrepreneurship and business ownership and how teachers can implement these lessons in their classrooms.
The following conversation has been lightly edited for brevity and clarity.
Why is an education about entrepreneurialism important for today's students?
Poverty rules the day-to-day lives of millions, making it impossible to plan for the future because they are stuck trying to get the simplest tasks done. It causes immense stress as people struggle with, and worry about, meeting their most immediate needs. Perhaps one of its most damaging impacts is that it robs a person from their ability to save for the future, as explained in “The Pedagogy of the Oppressed.” In fact, institutional poverty and even some government subsidies prohibit people from starting their own businesses by requiring that they never have more than a small amount of cash in the bank.
Entrepreneurship and ownership education, on the other hand, provide students with paths out of poverty. It teaches them about recognizing opportunity, planning and setting goals, comparative advantage, budgeting and fundraising, and perhaps most importantly, the value of critical thinking, mental visualization and tenacity. Students learn how to develop their own networks of support.
One of my former students, still a close friend, is ‘Jimmy Mac’ McNeal. In the early ‘90s, Jimmy founded Bulldog Bikes, the first African American-owned BMX company, while also managing a very successful BMX career. Despite his many successes, Jimmy later suffered from health issues including diabetes that could have brought his entrepreneurship career down. Instead, his tenacity led him to overcome that health obstacle and launch a new line of athletic shoes called Union Square Shoe Company, aimed at extreme athletes like himself.
Some teachers are skeptical about the value of entrepreneurialism for students. How do we educate educators about this?
I try to let the results speak for themselves. I spent my whole career working with and learning from thousands of teachers, many of whom initially had no interest or faith in entrepreneurship education. For many years, only the most troubled kids with the worst grades would be allowed to work with our program. By the end of the year, they would be the most ambitious, fearless students with clear plans to achieve goals.
Teaching students about entrepreneurship and ownership helps them find their vision, define how they want to world to be, and how they can help make that happen. It also helps them learn how to listen and empathize -- key skills, as any entrepreneur will tell you. I think any teacher would support these things.
How can teachers in disadvantaged schools -- high poverty, rural or urban areas -- help students see their abilities and transform those skills into a successful start-up business?
In my 30-plus years of working in disadvantaged schools, I have seen two teaching strategies work.
The first one, the internal method, asks the class to write down its hobbies, interests and skills. From that list, they can begin to identify their unique comparative advantage and the makings of a business.
The second method, the external one, helps students focus on understanding the wants and needs of others through tools like questionnaires and focus groups. From there, they begin to hone in on a community need and how to solve it.
How do teachers help students believe in themselves -- and in their ability to come up with good ideas, pursue them and recover when things go south?
First, never abandon the Golden Rule. Be kind to your students and treat them with the respect they deserve.
Second, provide constructive feedback in a respectful manner. I gave feedback daily and always listened to the students respond, even when they disagreed with my feedback. It is important to take their ideas seriously.
Next, allow for mistakes. I learned this lesson from the Yankees years ago. Derek Jeter made an error during a game and afterward, a reporter asked Coach Torres why he didn’t yell at Jeter. Torres told the reporter that he knew Jeter was smart, aware of his mistake, and probably feeling pretty bad about it already. Torres knew better than to shake Jeter’s confidence further.
That applies to my next rule: Build up student confidence. I loved to line my classroom walls with positive sayings to help students internalize a positive outlook. I also tried to teach them the power of rewording things: obstacles become opportunities, especially when it comes to business. Maybe your prices are too high, your product quality is too low or your business simply isn’t working. Having the ability to see your setback as a step in success is critical. As Henry Ford said, “failure is a resting place.”
What techniques and teaching tools do you recommend teachers use? How can they engage students who may not "get" it?
Find a point of connection. Listen to what your students care about, rather than forcing them into something that they’re not interested in. If a student loves music, ask them to think about the business aspects of the industry. The important lesson is not that they learn to love entrepreneurship, but that they learn some of the values of entrepreneurship.
For example, the music lover can learn about financial planning by considering the costs required to throw a concert. He or she can learn about setting realistic goals by considering how a singer might develop her voice, audition for a band or record a song. Students who are most opposed to entrepreneurship and resistant to learning about it are usually the same ones that find a connection with starting their own businesses and become excellent executives in the future.
Can you share some of your former student's success stories? Where are they now?
The entrepreneurship program I started back in the ‘80s now has over a million graduates. My hope is that they are happy and using some of the concepts in their daily lives, such as fearlessness, alertness to opportunity and thinking out of the box.
One student, for example, is Robert Reffkin. Reffkin learned how to be alert to opportunity in our program and has been honing that skill ever since. Hugely successful, polite, and driven since day one, Reffkin spotted an opportunity to innovate the real estate industry with a tech platform. Now his company, Compass, is valued at $2 billion and has hundreds of brokers around the country.
Another student started a successful trade school in Philadelphia. Many other students are now teachers, and hundreds of others run successful small businesses in their communities. Some of the top entrepreneurs in Israel, Germany, China and India graduated from the program.
Why do you think this program has resonated with them?
I think it’s pretty simple. Being a successful entrepreneur allows a person to meet financial needs, gain recognition in the community, and enjoy space and power to be creative.
How does this program help transform the work lives of young adults?
Entrepreneurship and business ownership programs teach young people to take initiative for themselves. If opportunity recognition -- an important part of our program -- is critical, then the ability to act on that insight is as vital. Initiative is a skill every successful person has, but it is particularly essential for entrepreneurs.
Entrepreneurship also teaches students to always be in business for themselves. They may not have structured hours, but they must take responsibility for getting their work done, keeping their doors open, and paying their employees and vendors.
How do schools need to improve their special education programs to support struggling -- and often, mislabeled -- high school students?
Improving special education is one of the most important issues of our time, here in the US and around the world.
First, special education is about educating unique learners. I count myself and many of my former students in this group. Poorly run programs marginalize unique learners by excluding them from a path to prosperity and a role in society. In my opinion, our prisons are filled with unique learners -- people who didn’t get the help they needed to visualize their own successful futures.
My method has always been to focus on each child and help them understand their own competitive advantage. Every person is interested in something. Every person is good at something. You don’t have to be the best; you only need to find the right time and place to do that one thing. That’s your competitive advantage, something essential to entrepreneurship education.
In places like Switzerland, one in three children enter an apprenticeship program to learn a specific skill, something that interests them and for which they show some aptitude. These students later become entrepreneurs by offering that skill -- such as plumbing or welding -- in the marketplace.
In my experience, unique learners are often best suited for business ownership rather than becoming an employee. Unfortunately, our current educational system does not afford unique learners the opportunity to develop those skills or find their own unique paths.
Kanoe Namahoe is the editorial director of SmartBrief Education and Leadership.
Steve Mariotti is an entrepreneur, author and former special-education teacher. He also founded and served as president of the Network for Teaching Entrepreneurship, a nonprofit organization established to teach entrepreneurship to disadvantaged youth. Mariotti’s new memoir Goodbye Homeboy: How My Students Drove Me Crazy and Inspired a Movement talks about entrepreneurial creativity can help people create pathways out of poverty.
Like this article? Sign up for ASCD SmartBrief to get news like this in your inbox, or check out all of SmartBrief’s education newsletters, covering career and technical education, educational leadership, math education and more. | <urn:uuid:02448c7a-26e0-4241-8520-87e7864ba690> | CC-MAIN-2020-16 | https://www.smartbrief.com/original/2019/10/raising-entrepreneurs | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370505826.39/warc/CC-MAIN-20200401161832-20200401191832-00181.warc.gz | en | 0.970668 | 2,026 | 2.8125 | 3 | The extract discusses the importance of entrepreneurial education, particularly for disadvantaged students, and provides practical strategies for teachers to implement in their classrooms. It highlights the benefits of entrepreneurship education, such as developing critical thinking, mental visualization, and tenacity, and features realistic scenarios and success stories. The conversation also emphasizes the need for cultural awareness, digital literacy, and intercultural fluency, and provides guidance on how to educate educators about the value of entrepreneurialism.
Educational score: 5 | 5 | 4 | 986,228 | 1 |
Not only does modesty mean being humble and free from vanity and conceit, it also means simple, big enough but not huge, such as a modest home or a man of modest means. To dress modestly is to wear clothing that does not call attention to yourself. For women, this means covering their privacy, dressing demurely and with dignity. It does not mean dressing the way women did in the 1800′s. One can still dress in modern day fashion by donning classic styles.
Modesty is closely linked to self-respect because it is those who have self-respect who are also naturally modest. Self-respect, simply stated, is liking yourself. It is being aware of your own self-worth. A self-respecting person does not need to brag about his or her accomplishments, because s/he is already self-assured. People with self respect have the courage of accepting their mistakes. They exhibit a certain toughness, a kind of moral courage and they display character.
TEN WAYS TO RAISE SELF-RESPECTING, MODEST CHILDREN:
- Model self-respect and modesty by the way you dress, your language and your confidence in your abilities.
- Take full responsibility for the obligations in your life, especially raising your children.
- Participate fully in the loving care of your baby. This includes bathing, diapering, putting the child to bed, cuddling, holding and playing with your baby.
- Stay actively involved in your child’s life. Talk and listen to your child. This will show them how important they are to you and will build a healthy self-esteem.
- Teach your children about love by showing them lots of affection and playfulness.
- Discipline them in a firm but kind way.
- Be honest and forthright when praising your children.
- Teach your children, by your example, how to deal with failure or loss, while keeping their self-respect intact.
- Show your children, especially your daughters, how to dress in a modest way. This will invite boys to relate to them for their minds and hearts, not just their bodies.
- Remember your children are watching you all the time. Show them that it is better to displease people by doing what you know is right than temporarily please them by doing what you know is wrong.
If you incorporate these suggestions as you rear your children, you will raise self-respecting, modest children who become productive adults and exhibit courage, confidence and character. They will then go on to raise their own children with the same values, and our world will become a much better place.
I also highly recommend Wendy Shalit’s book: A Return to Modesty, Discovering the Lost Virtue, published by Touchstone Publishers, New York, NY, in 1999 . | <urn:uuid:d97d3838-8a58-4481-9be3-5b5f4938cd75> | CC-MAIN-2014-15 | http://chestnuttruelovewaits.com/2013/10/28/how-to-raise-modest-self-respecting-kids-3/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609532374.24/warc/CC-MAIN-20140416005212-00044-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.967801 | 586 | 3.0625 | 3 | The extract provides guidance on raising self-respecting and modest children, covering aspects of emotional intelligence, character development, and parenting. It offers practical advice and promotes values like humility, self-awareness, and moral courage. However, it lacks depth in discussing complex communication scenarios, teamwork, and advanced problem-solving, limiting its scope.
Educational score: 3 | 3 | 2 | 996,190 | 0 |
La Salle Teacher Resources
Find La Salle educational ideas and activities
Showing 81 - 86 of 86 resources
Cabeza de Vaca Meets the Coahuiltecans
Students examine the difference between primary and secondary sources by examining the journal of Cabeza de Vaca and creating a poster about the Coahuitecan Indian groups. They portray a scene of the groups in 16th Century south Texas.
Capitol Visitors Center
Pupils complete a post-trip discussion after visiting the capitol building in Austin. As a class, they review how soldiers received their allotment of land for participating in the Texas Revolution. Individually, they write a letter from the point of view of one of the soldiers explaining how they are going to use their land. To end the lesson plan, they identify the types of items they needed to move their belongings.
Young scholars investigate the concept of solving problems when given it in words and employing a wide variety of methods. They practice applying a logical sequence to find the solution to a problem while estimating possible answers to help in the process.
Newton's Second Law of Motion
Students verify Newtons Second Law of Motion by seeing what happens when a body is subjected to force. In this Law of Motion lesson students complete an activity, collect data and analyze and graph data.
Water: to the Last Drop
Young scholars research how water played an important role in US history. In this social studies lesson, students make a mock newscast from one of the events they researched. They present their newscast to the class.
Rivers... for Kids
Pupils investigate U.S. geography by exploring it's bodies of water. In this river formation instructional activity, students identify the reasons rivers are needed in our country by reading assigned text. Pupils examine a diagram which explains how rain travels a long path to become groundwater which we inevitably drink. | <urn:uuid:7291fe7a-f0a9-4366-a3ee-29e02d8d6f55> | CC-MAIN-2014-10 | http://www.lessonplanet.com/lesson-plans/la-salle/5 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999654453/warc/CC-MAIN-20140305060734-00071-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.930986 | 390 | 4.0625 | 4 | The extract provides a collection of educational activities that cover various subjects, including history, science, and geography. While it touches on basic communication and teamwork concepts, such as presenting a newscast or discussing as a class, it lacks depth and nuanced interaction. The activities focus on fundamental skills with limited practical application, and cultural awareness and digital literacy are not explicitly addressed.
Educational score: 2 | 2 | 1 | 927,763 | 0 |
Registration information coming soon
Project-based language learning (PBLL) connects the language classroom to the world beyond through learners’ focus on challenging problems or questions as an organizing principle for learning. In the first part of this institute, participants will examine established principles and standards for high-quality project-based learning (HQPBL) as well as issues and concerns specific to PBLL, such as how to apply the concept of “sustained inquiry” at the Novice level. Participants will engage in guided project idea generation and peer critique, exploring how better to connect with community partners and a public audience.
In the second part of the institute, the participants will choose one of their favorite project ideas and flesh it out by aligning to standards, establishing learning outcomes and corresponding assessments, developing one or more assessment rubrics, and designing scaffolding for language, content, interactions, process, product, and use of technology.
Participants will develop, integrate, and apply professional knowledge, skills, and expertise in the following:
Develop and outline a compelling and contextualized project-based language learning project: Using the Product Square and other design tools, you will develop ideas for language learning projects that integrate the principles and best practices of PBL to foster development of 21st century skills and achievement of language standards.
Foster language proficiency development: You will plan for proficiency development across the three modes of communication through appropriate communicative events embedded in project-based language learning experiences.
Employ effective scaffolding strategies: Using formative assessment and constructive feedback, you will support learners in tasks that contribute toward final achievement of learning outcomes by scaffolding language, content, interactions, process, product, and use of technology.
Design and implement effective assessments: You will learn how to derive clear and measurable learning outcomes from your project idea; assign and evaluate a culminating product based on clear expectations and evaluation criteria; identify formative assessment needs; implement formative assessment to assist learning (including regular comprehension checks); develop effective rubrics; and use results for curriculum improvement.
Experiment with a variety of technologiesand use appropriate technologyfor locating project partners and culturally authentic materials, for gathering relevant content-related resources, for facilitating student collaboration, for engaging learners in communicating with communities of target language speakers, for providing formative feedback, for sharing student work with authentic audiences, and for supporting professional growth.
Engage in professional dialogue, collaboration, mentoring, and reflection with colleaguesin ways that expand personal learning networks (PLNs) and professional expertise.
Stephen Tschudi, Specialist in Technology for Language Education at the National Foreign Language Resource Center at the University of Hawai‘i at Mānoa, is a co-author of Encounters: Chinese Language & Culture published by Yale University Press. He develops and delivers professional learning resources for online and hybrid language teaching and learning, and is especially interested in cohesion and community in online interaction, the design of online intercultural exchanges, and task design. | <urn:uuid:97bcc5fd-f3f3-48a1-9922-d1c88f752d7b> | CC-MAIN-2023-23 | https://nflrc.hawaii.edu/events/view/118/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650201.19/warc/CC-MAIN-20230604161111-20230604191111-00790.warc.gz | en | 0.905335 | 622 | 2.703125 | 3 | The extract scores high due to its comprehensive coverage of project-based language learning, including discussion of soft skills like communication, collaboration, and problem-solving. It features realistic scenarios, practical applications, and emphasis on cultural awareness, digital literacy, and professional development.
Educational score: 5 | 5 | 4 | 919,409 | 1 |
When trying to make sense of complex concepts, we like to use metaphors. We frequently think of money having the properties of water, as in “cash flow” and “liquidity”. These metaphors have important consequences, because they make certain decisions and policies more plausible. Take for example how that once we think of the drug problem as a “war” rather than an “epidemic” certain policy solutions become more plausible (wars are won by armies, not public health professionals, and methadone programs don’t fit).
When we consider corporate trust, one of the most influential metaphors is the “bank account”. Companies “make deposits”, and can “make withdrawals” if necessary. This seems plausible enough, but it suggests certain inferences that are not supported by evidence. For example, if today I put $100 into my checking account, I can take $100 out tomorrow. Putting aside bank failures and the like, the money will be available when I need it.
In some of our recent research based on laboratory experiments, however, we find little evidence for these claims. In a crisis context, previous “good deeds” are swamped by current actions (good or bad). Trust it seems can’t easily be deposited, it must be earned.
But there is another way to think of the potential benefits of a long-term record of trust. That approach works more like a currency (the fact that currencies require trust adds another interesting wrinkle to this idea). Currencies act like multipliers (not “linearly” as the bank account suggests). That is, if a currency is strong, purchasing power increases for all sorts of goods. So, what does this mean in the context of trust? The idea is that the same statement carries more weight, has more impact, if it comes from a trusted company. Or alternatively, a company with a strong record of trust (“strong currency”) will need to do less than a company with a lower record of trust (“weak currency”).
Some recent evidence from the 2011 Edelman Trust Barometer 2011 Edelman Trust Barometer supports this intuition.
|Company Trusted||Will believe negative information if hearing 1-2 times||Will believe positive information if hearing 1-2 times|
In case of “low trust” we find the well-known negativity bias. A negative message has roughly 4 times as much impact as a positive message. But, strikingly, the situation is reversed in the “high trust” case. Now a negative message has only half as much impact as a positive one. So, by moving from a high to a low trust “currency,” a company gets an eight-fold increase of positive information impact. Not bad, right?
Now, these results are to be treated with some caution. Ideally, one would want to replicate this intended behavior in a controlled laboratory setting. I would be surprised if the absence of negativity bias (indeed a positivity bias) in the “high trust” case would hold up with experimental subjects, but the prospects are intriguing.
Perhaps this approach also can explain Apple’s (and to a lesser extent, Google’s) “Teflon” effect: The apparent limited impact of issues such as the iPhones’ dropped calls/antenna problem and smartphones’ transmission of consumer data. What’s more, survey data from Harris Interactive consistently puts the high-tech industry on top of the most trusted industries. So, even a less than stellar response strategy may have a stronger impact than a comparable (or even better) strategy by a less trusted bank or insurer.
Bottom line: If the results survive in other research contexts, the case for investing in trust is strong. And don’t think about it as a bank account, but as maintaining the strength of your currency through a record of trusted actions. | <urn:uuid:71369bad-f86c-4fa5-8282-518cf9ff5854> | CC-MAIN-2013-20 | http://reprules.wordpress.com/category/google/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368702454815/warc/CC-MAIN-20130516110734-00047-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.933131 | 822 | 2.765625 | 3 | The extract earns a score of 3 due to its discussion of soft skills, such as trust and communication, and its use of realistic scenarios to illustrate complex concepts. It integrates emotional intelligence, leadership challenges, and critical thinking opportunities, with practical applications and cultural awareness. However, it lacks sophisticated communication, strategic thinking, and advanced problem-solving across multiple contexts.
Educational score: 3 | 3 | 2 | 99,768 | 0 |
It’s hard to believe it’s already mid-June. Our walk is just under two weeks away! Time really is speeding by.
As summer gets into full swing, we get to enjoy more activities outdoors in the long hours of sunlight each day brings. This time of year is perfect for outtings, barbecues, and family events. And with more people outside, we can enjoy the company of new and familiar faces alike.
Summertime is great for meeting new people. And that’s why it’s also a good time for a friendly reminder: All people are worthy of respect, kindness and love. And, perhaps more importantly, all people are worthy of understanding.
It’s all too easy to judge. And worse, it’s all too easy to judge with information we assume to be correct.
Perhaps the worst enemy of acceptance is ignorance. When people don’t know any “truth” other than their assumptions, they will be more likely to make sweeping generalizations that just aren’t true.
Unfortunately, people with disabilities — regardless of what the disabilities are — are constantly lumped together. Many seem to attribute identity to the disability instead of the individual. Instead of seeing the whole person –someone whose disability is just one component of their intricate, unique self — we tend to see only the disability.
It’s all too common for people to make a correlation between disability and intelligence, and assume that people with disabilities are less intelligent than their able-bodied peers. This is even more prevalent among people who are nonverbal. It’s so easy to assume that just because someone cannot speak, they cannot hear or understand their surroundings. But that assumption can be very damaging.
There are a few universal rules of thumb we should all keep in mind, not just in our interactions with people with disabilities, but with anyone we come across:
- Be polite. If someone looks different than you in some way, whether it be their style of dress or how their body is presented, don’t stare. Smile. Be kind. And remember all bodies are unique, different, and capable in their own ways.
- Be nice. Not everyone is going to want to talk about their disability. Everyone is different. And, if it’s not your body, it’s not your business. Don’t pry into people’s lives, and remember to phrase questions nicely. It’s always best to ask if it’s alright if you pose a question before just asking.
- Don’t punish curiosity. If your child sees someone with a disability and points it out, don’t punish them for their curiosity. This teaches that disabilities should be hushed and not talked about. Instead, explain that all people are unique and different, and be sure to point out the correct, people-first langauge to use when discussing disabilities.
Being nice isn’t difficult. And if you find that you don’t know a lot about certain disabilities, do some research. But remember: No two people with the same disability will ever be the same. Just like no two blondes are the same, no two people with autism are the same, either. If I want to know what it’s like to be you, in your situation and with your unique challenges and experiences, I wouldn’t ask Google. I’d ask you. We’re all people, and nobody comes straight out of a textbook. | <urn:uuid:ad91c6fe-9cb3-4251-809e-29ba983082b4> | CC-MAIN-2023-23 | https://communitylivinginc.org/2017/06/13/be-kind-theres-no-better-way-to-be/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647639.37/warc/CC-MAIN-20230601074606-20230601104606-00486.warc.gz | en | 0.957128 | 736 | 2.75 | 3 | The extract promotes empathy, kindness, and understanding, particularly towards individuals with disabilities. It encourages respectful communication, self-education, and individualized interactions. The text raises awareness about common misconceptions and provides practical tips for positive interactions.
Educational score: 4 | 4 | 3 | 564,711 | 1 |
Gady Says It's Time to Drop Anglo-German Analogy with China
Writing in China-U.S. Focus, EWI's Senior Fellow Franz-Stefan Gady says comparing the current relationship between Japan and Chinese to Anglo-German relations prior to World War I distorts the realities of the relationship. Relying on misinformed historical analogies in an effort to make sense of difficult relationships, he writes, often leads to ineffective policy.
Read the original article here in China-U.S. Focus.
Let’s Drop the Anglo-German Historical Analogy Once and For All When Discussing China
Prime Minister Shinzo Abe did it: He compared the relationship between Japan and China to the one of Great Britain and Germany prior to World War One. In particular he referred to the Anglo-German arms race and used the historical analogy to warn of a new arms race in Asia. It appears that it is virtually impossible to discuss the rise of China without sooner or later making a historical analogy to 1914. It is, however, typically used to describe the relationship between the United States and China.
The Anglo-German historical analogy often leads policy makers astray from the actual reality of the rise of China and its military build-up. If we use historical analogies at all we should get them right!
Yuen Foong Khong , author of ‘Analogies at War-Korea, Dien Bien Phu, and the Vietnam Decision of 1965‘, defines historical analogy as:
“an inference that if two or more events separated in time agree in one respect, then they may also agree in another . . . appeasement in Munich occurred as a result of Western indolence; appeasement in Vietnam is also occurring as a result of Western indolence. Appeasement in Munich resulted in a world war; therefore, appeasement in Vietnam will also result in a world war.”
Analogy is thus used to predict possible outcomes of certain policy decisions and provide prescriptions.
Analogies also are used widely for justification or advocacy or to assist in processing difficult information. The problem arises when policy makers select ‘bad’ analogies. As Khong asserts, had the Johnson administration used the French example in Indochina (especially their defeat at Dien Bien Phu) rather than Munich and the Korean War, the fateful decision in 1965 to commit ground troops to Vietnam might have been viewed very differently.
He also makes a compelling argument that ultimately it was analogy rather than domestic political considerations, bureaucratic politics, or the political military ideology that caused President Johnson and the National Security Council to decide to intervene in Vietnam. Henry Cabot Lodge, U.S. Ambassador to South Vietnam, offered the plausible rationale at a National Security Council meeting. “I feel there is a greater threat to start World War III if we don’t go in. Can’t we see the similarity to our own indolence at Munich?” Historical analogies are thus powerful tools in the hands of an eloquent advisor.
Taking a closer look at U.S. policies towards China and applying the historical analogy of the German-British naval race, we might conclude that unchecked, Chinese aggression could destabilize the region and even lead to World War III. The same is true for the China-Japan relations. At least by applying Khong’s framework, this would have to be the logical conclusion; however, even the most hawkish defense analysts would find this statement difficult to accept.
The general consensus of expert opinion is that despite its increasingly martial tone, neither the Chinese People’s Liberation Army Navy nor the People’s Liberation Army can in any way challenge the United States globally. Thus, using the German-British naval race of the early 20th century as an analogy to illustrate U.S. policy options toward China is simply inappropriate.
Perhaps then if we look for proper historical analogies to use in discussing the rise of Chinese naval power, we might choose the rise of the Italian naval power in the inter-war years. As it turned out, the Italian Navy did not really impact the outcome of World War II substantially. However, like the Chinese today, the Italians were engaged in many military innovations throughout the 1930s, faced a similar strategic outlook and were confronted by a technologically superior force.
The post-World War I Italian Navy, similar to the current Chinese Navy, possessed specific regional aspirations. With the conclusion of the war in 1918, the Italian Navy agreed that it must first dominate the Adriatic Sea and then expand into the Mediterranean and the Red Sea. China has a similar sequential strategy with attempting to control first the Straits of Taiwan and the South China Sea followed by the First Island Chain. Finally, China plans to project power all the way to the Second Island Chain.
Often echoed in Chinese newspaper editorials, China, like Italy in the 1930s, feels boxed in and claims the right of an emerging power to a strong and powerful navy because the “Chinese nation’s existence, development, and great resurgence all increasingly rely on the sea.” Mussolini in 1926 forcefully asserted that “a nation which does not have free access to the oceans cannot be a great power; Italy must become a great power!” He reiterated this point in 1939 when he argued, “The bars of this prison are Corsica, Tunesia, Malta, and Cyprus . . .The fundamental aim of the Italian foreign policy must be ‘to break free of this prison . . .” The strategic straightjacket for China, as Robert Kaplan put it in his book Moonson, is Taiwan; for Italy in the 1930s it was Malta — both islands often referred to as unsinkable aircraft carriers. The Italian Navy’s prime obsession during the 1930s, especially during the Mediterranean Crisis in 1935, was the conquest of Malta, which greatly troubled Admiral Domenico Cavagnari, the head of the Italian Navy ministry, since he, much more than Mussolini, was aware of the inherent weakness of the Italian Regia Marina.
Another similarity between Italian strategic thinking in the 1930s and current Chinese strategy is striking. Afraid to face the might of Great Britain — the most powerful naval force of its time — starting in 1936, Italy began to develop an access denial strategy based on light cruisers, destroyers, and submarines to defend the coast and to cooperate with the air force in creating torpedo bombers squadrons, light surface-assault craft, underwater assault techniques and the rapid construction of motor torpedo boats.
Today, China likewise aims to implement an access denial strategy to offset the powerful U.S. Navy by developing an anti-ship ballistic missile, the DF-21-D, with the ability to target U.S. carrier groups within 1000 miles of the Chinese coast. They possess over 50 high-speed anti-ship cruise missiles carrying patrol boats, and since the 1990s, China has more than quadrupled its submarine fleet, capable of firing anti-ship cruise missiles. Additionally, the new Lyang II Class Guided Missile destroyer is equipped with a sophisticated phased-array radar system similar to the Western Aegis system. Like the Italian example demonstrates, this is largely a sign of perceived weakness and should not be misinterpreted.
Closely analyzing French and British Naval policy towards Italy in the 1930s, one also notices how little both navies factored in cultural and psychological aspects (e.g. some naval historians, argue, that due to their experience in the 19th century, the Italians had developed a keen aversion to large sea battles, after a devastating defeat by the Austrian Navy in the Adriatic in 1866, which made any aggressive Italian action in the 1930s less likely) which also today are neglected in alarmist statements on the Chinese Navy. The French for example greatly overestimated Italian naval strengths throughout the 1930s, which substantially influenced their policies. The British more accurately assessed the Italian Navy’s fighting strengths, yet their forces to protect global commerce and the far-reaching British Empire could not withstand the loss of even a single battleship. This is similar to the United States’ fear of losing a single aircraft carrier to Chinese missiles; the psychological impact would be just too shocking to contemplate.
Using the analogy of Germany prior to World War I is not only alarmist but simply a non-sequitur. Applying the logic of historical analogies to the British-German naval race, the corollary is the following: if the United States does not increase its naval spending, a resurgent Chinese Navy will lead China to pursue a more aggressive, unpredictable global foreign policy with the aim of guaranteeing “China’s place in the sun,” which sooner or later will lead to war. The intra-wars Italian navy was, at least in magnitude, a formidable force, and, although equipped with modern battleships and cruisers, was untested by war, badly trained, and lacking an aggressive offensive doctrine, European political rhetoric to the contrary.
If, however, we can instill in foreign policy makers an apposite analogy, we can draw a more rational conclusion regarding the Chinese Navy and the Communist elite, which would help both the United States and Japan develop a more prudential naval policy vis-à-vis China. | <urn:uuid:45409bb0-d15c-4cd7-87e2-dd810589e185> | CC-MAIN-2020-10 | https://www.eastwest.ngo/idea/gady-says-its-time-drop-anglo-german-analogy-china | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145747.6/warc/CC-MAIN-20200223062700-20200223092700-00554.warc.gz | en | 0.949421 | 1,917 | 2.84375 | 3 | The extract scores high for its in-depth analysis of historical analogies and their application to current geopolitical situations, demonstrating advanced critical thinking and problem-solving skills. It also showcases nuanced communication, emotional intelligence, and cultural awareness, particularly in its discussion of the limitations of historical analogies and the importance of considering cultural and psychological aspects in policy decisions.
Educational score: 5 | 5 | 4 | 392,133 | 1 |
In this post, Daniel Bourgault, professor and researcher of physical oceanography at Institut des sciences de la mer de Rimouski in Quebec, Canada, talks about the difficulties environmental researchers can run into when commercial interests withhold environmental data.
Professor Bourgault, you recently published the article “Commercially Sensitive” Environmental Data: A Case Study of Oil Seep Claims for the Old Harry Prospect in the Gulf of St. Lawrence, Canada in UC Press’s new journal Case Studies in the Environment. So tell us, is there a big, natural oil seep in Canada’s Gulf of St. Lawrence?
DB: We don’t really know, but it would be surprising that there would be significant amounts of oil naturally seeping out of the seafloor of the Gulf of St. Lawrence.
The Gulf of St. Lawrence has been studied and monitored for many decades by oceanographers, including chemists, geologists, biologists and physicists. If oceanographers had ever found any indications or had serious suspicions of the presence of natural oil in the seawater of the Gulf of St. Lawrence it would certainly have been reported. Yet, there is nothing in the scientific literature that points at any such evidence. But absence of evidence is not evidence of absence, so the possibility cannot be completely ruled out either. The only indications we have are provided by the oil company Corridor Resources who have been stating for about the last 15 years in their publicly available annual reports that they have indications from satellite images that there are six sites around the Old Harry prospect that would naturally and permanently seep oil. Under some circumstances, satellite images may indeed reveal the presence of oil at the sea surface. Think for example of large incidents such as the Deep Horizon in the Gulf of Mexico where surface oil slicks could easily be detected from space. In some cases, the oil detected from satellite images could also come from natural seafloor seeps if the oil is light enough to float all the way to the sea surface and if the amount released is large enough to be detected by satellite images. However, while this information might be credible, it cannot be independently verified since the satellite data and analyses that Corridor Resources hold are kept secret in the name of “commercial sensitivity”. Unambiguously identifying oil seeps from satellite images is not a trivial task by itself. Plus, determining the source of the seeps and whether the source is natural or not is really difficult and can rarely be done with satellite images only. So we are puzzled as to how Corridor Resources could have concluded that there were six oil seeps around the Old Harry prospect based only on an analysis of satellite images.
What does it mean when data is “commercially sensitive?”
DB: The specific meaning of this expression varies from state to state, and it depends on how it is defined in laws and case law. But in general, it means that the industry, or government, considers that publicly disclosing the information may result in a material loss to, or a prejudice to its competitive position. Basically, it implies that the potential harm resulting from the disclosure outweighs the public interest in making the disclosure. In our case study, it’s not clear to us why the information is judged to be commercially sensitive by Corridor Resources or Airbus Defence and Space (i.e. the consultant who actually carried out the analyses and provided the data). What appears to us to be paradoxical is that Corridor Resources publicly discloses the main conclusion of their private study, i.e. that they have apparently found evidence that there are six persistent oil seep sites around the Old Harry prospect (they’ve even presented a map of the location of those six seeps), but can decline to – and indeed cannot be forced to – present the data and analyses that support this conclusion. We wonder what material loss or prejudice could result from presenting the data and the method that the conclusions wouldn’t already? One possibility could be that Corridor may lose potential investments and take a hit on their share value if the conclusion is demonstrated as false or weak.
From an environmental point of view, the information about whether or not the Gulf of St. Lawrence naturally seeps oil is fundamental to know. Such information is needed in order to construct a reliable baseline initial state against which any new man-made oil contribution resulting from eventual oil and gas development could be compared with, and impacts on the marine environment, ecosystem, and people be then truly assessed.
In this context, we propose that it might appear sensible to label some information as “socially sensitive” or “environmentally sensitive” to balance the existing “commercially sensitive” information.
What is the most surprising thing you found when communicating with Corridor Resources or with Airbus Defence and Space in order to gain access to the data behind their claims about Old Harry prospect?
DB: How long it took to obtain answers! The questions we initially asked were simple and straightforward and could really have been answered in a week or so. Yet, the process took 9 months, from 20 July 2015 until 26 April 2016.
For example, here’s an excerpt of the first email I sent to Corridor Resources:
20 July 2015
I recently came across a document published by Corridor in 2011 that tells that evidence were found from satellite images of oil seeps emanating from the flanks of Old Harry.
Corridor’s annual reports also tells that six such seeps had been detected. For example, we can read in the 2000 annual report that: “Six natural oil seeps have been detected on the ocean surface by satellite, emanating from the flanks of this prospect.” I find this information very interesting and very relevant and I’d like to learn more. Could you please send me more information? Could you please send me the satellites images that were analyzed as well as a report that tells how these images were analyzed and interpreted? That would be greatly appreciated.
I then had to send two reminders to finally receive a first response on September 2, 43 days later. I received a short response telling me that the data were proprietary information and that Corridor Resources was not at liberty to distribute them.
I immediately acknowledge the receipt and asked a few more questions on September 2. Again, I had to wait another 40 days to get a response (on October 12). It has been like this for 9 months.
But again, as I mentioned above, what I find most surprising is that Corridor Resources is at the liberty to publicly share the conclusion of the analyses but not the data or the method.
Does the public have a right to access environmental data?
DB: In general, at least in Canada and in the US, a lot of environmental data are publicly available. For example, the St. Lawrence Global Observatory (https://ogsl.ca/en) portal offers to anyone a lot of basic environmental data for the Gulf of St. Lawrence such as air temperature, wind conditions, sea temperature, salinity, currents, dissolved oxygen, sea level and much more. Some satellite images are also publicly and freely available from the US or Europe. However, some very specialized data sets and analyses are not always publicly available, especially when those data are owned by the private sector. For example, the oil seeps detection analyses carried out by Airbus Defence and Space for Corridor Resources on specialized satellite images are not publicly available.
In our paper, we introduce the idea that under some special circumstances of public interest, the public should have the right to access specialized environmental data in the name of an alternative concept we could call “socially sensitive” or “environmentally sensitive information or data.” This could balance the rights of the public to know and the right of the industry to secrecy. At the moment, the laws and regulations usually give precedence to the right to secrecy, but the balance sheet of the industry is not the only thing we should protect.
Case Studies in the Environment is a journal of peer-reviewed case study articles, case study pedagogy articles, and a repository for editor-reviewed case study slides. The journal aims to inform faculty, students, educators, professionals, and policymakers on case studies and best practices in the environmental sciences and studies.
Through December 31, 2017, all Case Studies in the Environment content is available free. To learn more about the journal, please visit cse.ucpress.edu. | <urn:uuid:9920a6af-e59a-4b53-b8af-a5c38514063b> | CC-MAIN-2020-05 | https://www.ucpress.edu/blog/29212/who-owns-information-when-environmental-and-corporate-interests-clash/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00107.warc.gz | en | 0.956228 | 1,728 | 2.921875 | 3 | The extract discusses the challenges of accessing environmental data due to commercial interests, highlighting the importance of transparency and public access to information. It showcases a real-world scenario of a researcher's struggle to obtain data from a company, demonstrating the need for nuanced communication, critical thinking, and problem-solving. The extract also touches on cultural awareness, digital literacy, and intercultural fluency, albeit indirectly. However, it lacks comprehensive coverage of soft skills development, such as leadership, teamwork, and emotional intelligence.
Educational score: 3 | 3 | 2 | 204,723 | 0 |
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Hubert Humphrey once stated, When we say, One nation under God, with liberty and justice for all, we are talking about all people. We either ought to believe it or quit saying it (Hakim 111). During the 1960s, a great number of people did, in fact, begin to believe it. These years were a time of great change for America. The country was literally redefined as people from all walks of life fought to uphold their standards on what they believed a true democracy is made of; equal rights for all races, freedom of speech, and the right to stay out of wars in which they felt they didnt belong. The music of the era did a lot of defining and upholding as well; in fact, it was a driving force, or at the very least a strongly supporting force, in many of the movements that took place. However, it is to be expected that in attempting to change a nation one will inevitably face opposition. The Vietnamese werent the only ones involved in a civil war those years; in America, one could easily find brother turning against brother, or more commonly, parent against child, as each side fought to defend their views.
The 1960s were a major turning point in the history of the U.S, and when it was all over, the American way of life would never be the same. Almost seventy years before the sixties even began, segregation was legalized. As long as both races had equal facilities, it was entirely legal to divide them (Hakim 64-65). In 1955, however, an elderly black woman by the name of Rosa Parks refused to give up her seat on a bus to a white man. She was arrested. Parks later proved to be the true catalyst of the anti-segregation movement.
When news of the arrest reached the black population, action was taken immediately. A massive bus boycott was organized, during which time no one of color could be found on a bus in the Montgomery area. Finally, in 1956, a law was passed proclaiming that any form of segregation was illegal and immoral (Hakim 69-71). Unfortunately, not everyone was eager to embrace this change. Many whites felt that if they were forced to share, they would rather go without. Across the country, public recreational facilities were locked up rather than integrated. In Birmingham, Alabama in 1962, for example, sixty-eight parks, thirty-eight playgrounds, six pools, and four gold courses were closed to the public (Hakim 97). Congress had finally granted equal rights, but the black population of America had a long way to go before their rights were truly equal.
Many groups such as the SCLC (Southern Christian Leadership Conference), SNCC (Student Non-violent Coordinating Committee), and CORE (Congress Of Racial Equality) were formed to organize rallies and marches to support their cause (Benson 15, 18-19). A few individuals such as James Farmer and Marin Luther King, Jr., however, stand out among all others as the true leaders of the movement. Farmer was the nations first black man to earn a Ph.D., and he was also the founder of CORE. He realized that the black population would be seen as ignorant and inferior until they had equal education and job training. He demanded that the federal government provide programs to make education and training available, stating, When a society has crippled some of its people, it has an obligation to provide the requisite crutches (Benson 34-35). Martin Luther King Jr., born in 1929, became famous for his methods of anti-violent protest, modeled after the methods of the late Mahatma Ghandi. He said Ghandi taught him that, there is more power in socially organized masses on the march than in guns in the hands of a few desperate men.
In 1964, King became the youngest person ever to receive the Nobel Peace Prize (Hakim 76, 121). On April 4, 1968, however, Kings short life was brought to an untimely end when he was assassinated by white supremacist James Earl Ray in Memphis, Tennessee at the age of thirty-nine. To this day, some people believe that the FBI was involved in the killing, due to the fact that FBI director J. Edgar Hoover strongly and openly disliked King . These beliefs have never been confirmed (Benson 33). Kings tactics of peaceful demonstration were the most popular of the time. Sit-ins were very common, originating in 1960 in Greensboro, North Carolina when, despite being covered in ketchup and brutally beaten by violent spectators, four black students refused to leave a lunch counter at Woolworths until they were served (Benson 16),. Protestors simply wrapped their ankles around the stool legs and grasped the edges of their seats, defiantly resisting all attempts to remove them (Hakim 100). More efficient than the sit-ins, however, were the marches that took place during the time.
A march from Selma, Alabama to Montgomery in 1964 resulted in the passage of the Voting Rights Act of 1965, and a march on Washington in 1963 consisting of two- hundred and fifty thousand participants, sixty-thousand of whom were white (Benson 47), proved how significant the movement really was. The march on Washington was also the day of Martin Luther Kings famous I have a dream speech, in which he proclaimed, I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their characterthat one day down in Alabamalittle black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothersand when this happens and when we allow freedom to ring from every villagefrom every state and every city, we will be able to speed up that day when all Gods children, black men and white men, Jews and gentiles, Protestants and Catholics, will be able to join hands and sing Free at last. Free at last. Thank God Almighty, we are free at last (Hakim 103-104). Despite the usually peaceful, non-violent attitudes of protestors, they were often met with violence from people who were strongly opposed to their cause. In Birmingham, a bomb exploded during a Sunday school class and four young girls were killed. Bull Conner, ironically the public commissioner of safety of the same city, ordered the arrests of hundreds of non-violent student demonstrators.
He also ordered high-pressured fire hoses and police dogs to be turned on the marchers, causing many injuries (Hakim 99-100). Reporters covering such events often found themselves among the victims of such violence. They were commonly beaten, and their cameras smashed. White supremacists in the south felt that the media only encouraged the movement for equal rights, and this thought proved to be correct. Without themedia the movement might not have succeeded, for the rest of the nation would not have seen in action the violent racism practiced by southern whites (Benson 20). While the anti-segregation movement carried on in the American South, war raged in Vietnam.
The roots of the war dated back to the early 1950s, when the Viet Minh were in control of North Vietnam and the French were in control of the South. They shared a common goal of wanting to unite the country, but neither wanted to relinquish control. In 1954, France abandoned the cause, leaving Ngo Dinh Diem in charge of the southern half of the country. Diem, however, did not have the resources to fight against the Viet Minh, so rather than admitting defeat, he appealed to the United States for help. President Kennedy agreed to send a small number of troops in for assistance, and the general public initially agreed with the choice. However, Diem was assassinated in 1963, and when no strong government was formed afterwards, the U.S. was forced to shoulder more and more of the burden of the war (Benson 134-136). By 1967, the Vietnam war was costing America seventy million dollars a day (Hakim 119), and by the wars end, two-three million Vietnamese and fifty-eight thousand Americans were dead (Gitlin 3).
Prior to 1966, all students were exempt from the draft. After 1966, however, students with below average grades were completely eligible to be sent to war (Benson 142). As can be expected, this caused much dissent among the youth of America, playing a large role in the birth of the Peace Movement. For the most part, demonstrators followed the law with their protests. An initial form of protest was the teach-in, where speakers from around the country would debate. A national teach-in was held on May 15, 1965 in Washington D.C., educating many people on the issues of Vietnam.
Pamphlets were another common form of protest, due to a general mistrust of the newspapers. It has been said that the number of pamphlets during the 1960s probably equaled the number of pamphlets during the Revolutionary war era (Benson 142-144). Many illegal and dishonest methods of protest took place as well. To avoid being drafted, or as a response to being drafted, a great number of people fled to Canada or Europe, burned their draft cards, or claimed religious beliefs that prevented them from fighting (Benson 180). Despite the numerous student protests, American youth were not the only ones who believed their country did not belong in Vietnam. On March 16, 1965, an eighty-two-year-old Quaker woman named Alice Herz immolated herself to protest the war (Archer 119). Finally, in 1973, President Nixon ordered ....
Research essay sample on A Modernday Revolution American Turmoil In The 1960s | <urn:uuid:11ceba75-ac12-4047-b0f8-ddb23f805e5b> | CC-MAIN-2017-26 | http://essaychief.com/research-essay-topic.php?essay=16497&title=A-Modernday-Revolution-American-Turmoil-In-The-1960s | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320570.72/warc/CC-MAIN-20170625184914-20170625204914-00460.warc.gz | en | 0.980233 | 2,071 | 2.921875 | 3 | The extract provides a historical account of the 1960s in America, discussing significant events and figures of the civil rights and anti-war movements. While it showcases leadership, critical thinking, and problem-solving, it lacks direct discussion of soft skills and practical application. The text is more informative than interactive, limiting opportunities for nuanced interaction and complex problem-solving.
Educational score: 2 | 2 | 1 | 199,762 | 0 |
Illuminating by sharing of experience
Description: Enabling people to share experiences in order to allow conscious reflection on the stances they take in life. The function of this is to allow everyone to see the commonality and significance of their life experiences. Impressionistic communication, which is the key element, releases and illuminates experiences through the use of such methods as intentional conversation, images, graffiti, and humour.
Counter Claim: Sharing experiences in an unreflective manner, and in groups without professional guidance, may result in extreme trauma. Individuals may be psychologically damaged. Many cultures would not allow this to happen because of intense resistance to this kind of self exposure.
Type Classification: D: Detailed strategies | <urn:uuid:eb4d4039-e1c1-412b-8bdc-b4e28122b958> | CC-MAIN-2023-23 | http://encyclopedia.uia.org/en/strategy/220825 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647409.17/warc/CC-MAIN-20230531182033-20230531212033-00138.warc.gz | en | 0.927251 | 147 | 3.140625 | 3 | The extract scores high for discussing soft skills like communication, emotional intelligence, and cultural awareness. It highlights the importance of conscious reflection, intentional conversation, and impressionistic communication, while also acknowledging potential risks and cultural sensitivities. The inclusion of counter claims and consideration of psychological impact demonstrates nuanced understanding.
Educational score: 4 | 4 | 3 | 874,449 | 1 |
After years of collecting literally millions of documents and hearing the stories of thousands of aboriginal people who experienced abuse at residential schools, the Truth and Reconciliation Commission is ready to archive this material, much of it brutal and heartbreaking, in the new National Centre for Truth and Reconciliation at the University of Manitoba. Scheduled to open to the public this fall, it will serve as a rich repository and essential historical record of a haunting and tragic chapter of First Nations and Canadian history.
Controversy has arisen, however, over whether survivors’ testimony, given privately by those seeking compensation for the abuse they suffered, should be preserved. It came as a shock to many who told their stories – confidentially, they believed – to adjudicators behind closed doors that their words might be preserved for posterity.
Some argued against this scenario in an Ontario court last year. Justice Paul Perell ruled that the material from the Independent Assessment Process may be kept for 15 years but, in the meantime, identifying information must be redacted and those who testified be contacted to ask whether they would agree to have the documents remain in the archive; only with this agreement could individuals’ testimony be preserved beyond 15 years. Any other scenario would be a betrayal of survivors’ trust and detrimental to the cause of reconciliation, Justice Perell argued.
Some see the ruling as a reasonable compromise but the NTRC launched an appeal, to be heard in court at the end of October. The centre wishes to preserve the documents and argues that it is well-placed to do so as an aboriginal-run organization mandated by the Truth and Reconciliation Commission.
The case raises thorny issues for archivists and historians who have long been held to strict, formal ethical standards regarding research subjects’ privacy and consent – an ever more complex matter in the digital age. Research conducted through the Truth and Reconciliation Centre will be subject to vetting by a University of Manitoba ethics committee.
What happens though, when oral testimony is given without a clear understanding on all sides of what will ultimately happen to it? Those who appeared before adjudicators as part of the Independent Assessment Process may have been verbally assured that no one would ever see their testimony, but may not have been made aware that the legal papers they signed contained an appendix stating that only a librarian or archivist can destroy documents. “Preservation is inherent in the process, but were they properly informed?” asks Ry Moran, director of the NTRC. “Implied understanding is murky at best,” he says.
Opinion about how to resolve the dilemma does not fall neatly along aboriginal/non-aboriginal lines. The Assembly of First Nations has defended the privacy rights of those who believed their testimony was entirely confidential and supports destroying the documents. Others who testified before the commission, and people like Mr. Moran, argue these documents represent fundamental oral history – “the voices of 40,000 people,” he says – and must be preserved in order that the legacy of the residential-school period can be fully understood now and into the future.
Mr. Moran, who is Métis, is distressed by what he sees as fear-mongering and misinformation about how accessible these archived documents will be. “Promises to survivors must be honoured,” he says, pointing to numerous safeguards to privacy already in place at the centre, where aboriginal control of the records is guaranteed. The safeguards are clearly stated on the centre’s website. An elders’ circle will be consulted about any research involving the most sensitive documents. Individual medical and financial records will not be available. Names and other identifying information will be redacted, possibly through the use of new digital software designed to automatically remove such material. “There are companies that specialize in this,” Mr. Moran says. “It would strip out personal information, but leave in what was statistically significant, so that future researchers could understand trajectories and trends.”
Even these assurances are met with wariness by some academics. “I would want to know who is doing the redacting,” says Don McCaskill, a long-time professor of indigenous studies at Trent University. It is understandable, he argues, that aboriginal people would mistrust a government body with such sensitive and deeply personal material. And, he suggests, there may be a tendency on the part of the centre to display a bias toward the interests of researchers and to minimize the potential impact of any privacy breach. A case-by-case approach will be difficult, he says, though he agrees with Mr. Moran that protocols should have been clearer from the beginning. “I would come down on the side of people’s right to confidentiality, if they weren’t properly consulted.”
Emma Cunliffe, an associate professor and expert on research methodologies and jurisprudence with the Allard School of Law at the University of British Columbia, says that, as an academic researcher, “my gut feeling of course is that this should be preserved.” She also questions whether the “lens of contract law” through which Justice Perell viewed the material that led to his decision in favour of destroying the documents is the soundest method of argument in this case. At the same time, she does not believe the fears of participants in the process are necessarily misplaced. “I’m so conscious of the fact that court processes have not been benign to First Nations people. They are entitled to ask tough questions.”
Dr. Cunliffe also points out that, historically, the relationship between academic researchers and aboriginal people has been fraught with misunderstanding and outright betrayal. “Perhaps what’s needed is a process of reconciliation with universities,” she suggests. Like Dr. McCaskill, she argues that, in the end, “the principle of not causing further harm to participants must be paramount.”
Mr. Moran, TRC commissioners and the University of Manitoba, do not disagree with these sentiments. But they do want to ensure that they are able to fulfill their mandate of safeguarding the truth in the truth and reconciliation process. “This is the best, most intact record of survivors’ testimony in the country,” says Mr. Moran. Lawyers for the NTRC will argue in their appeal that there is a greater good in respectful preservation than in destruction of documents – with the appropriate safeguards to confidentiality and the informed consent of those whose painful experiences are at the core of the dilemma. “Let’s talk about what’s possible, rather than play on people’s fears,” says Mr. Moran. | <urn:uuid:92c32ad1-17b4-4e4e-af9b-54850bc378df> | CC-MAIN-2020-10 | https://www.universityaffairs.ca/news/news-article/questions-raised-over-preserving-sensitive-truth-and-reconciliation-testimony/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145529.37/warc/CC-MAIN-20200221111140-20200221141140-00453.warc.gz | en | 0.957787 | 1,374 | 2.875 | 3 | The extract discusses a complex issue involving confidentiality, consent, and the preservation of sensitive documents, requiring nuanced communication, critical thinking, and cultural awareness. It presents multiple perspectives, including those of Indigenous people, academics, and legal experts, demonstrating a high level of emotional intelligence, leadership, and problem-solving.
Educational score: 5 | 5 | 4 | 415,229 | 1 |
There was an interesting experiment conducted years ago using monkeys and bananas.
The researchers placed five monkeys in a room with a ladder and a some bananas at the top of it. It didn’t take long before one of the monkeys saw the bananas and decided to climb the ladder.
As soon as the monkey reached the banana, all five monkeys were showered with cold water.
This frustrated the monkeys, but shortly after the showering ended a second monkey braved climbing the ladder once again.
Again all five monkeys were showered with cold water. The monkeys were starting to see a pattern. So the researchers decided to change the scenario. This time they would take out the water and replace one of the monkeys with a new one.
The new monkey comes into the room and notices the banana sitting safely on the ladder. He sees an easy snack and approaches the ladder.
As soon as he starts to climb the other four monkeys attack him. The new monkey doesn’t understand what he did wrong but no longer approaches the ladder.
The researchers continue the new pattern by replacing another monkey. This new monkey sees the banana and does the same thing as the last monkey to enter the room. Upon climbing the ladder the original three monkeys attack once again, as well as the first new monkey.
A third, fourth, and eventually fifth monkey is replaced. By now all the new monkeys are attacking each new monkey that tries to get the banana. They’ve never been sprayed for attempting to get the banana, but choose to attack each monkey that tries anyways.
Are We Like These Monkeys?
Have you ever asked a manager why don’t they solve a problem differently only to hear them answer, “Well that’s the way it’s always been done?”
Too often, we are quick to jump on what others are doing wrong without ever giving them a chance to see the results.
We like to predict the outcome based on our own experiences, and in worst cases off of what we’ve heard others say. But what if times have changed? What if we are judging others based on a narrow understanding of their plan?
Moral of the story…don’t fear the ladder…don’t scare others from taking the ladder.
image courtesy of AnnieGreenSprings | <urn:uuid:65591e00-e3d4-4463-8a95-1bda0120ba99> | CC-MAIN-2017-34 | http://www.mycareertopia.com/5-monkeys-experiment/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886104204.40/warc/CC-MAIN-20170818005345-20170818025345-00156.warc.gz | en | 0.960961 | 479 | 2.78125 | 3 | The extract scores high for its thought-provoking discussion on conformity, critical thinking, and leadership. It presents a relatable scenario that encourages readers to reflect on their behavior and attitudes towards change and innovation. The story seamlessly integrates emotional intelligence, leadership challenges, and critical thinking opportunities, making it a valuable resource for soft skills development.
Educational score: 4 | 4 | 3 | 737,884 | 1 |
Articles on Traditional Islamic Art, Crafts and Relics
With the loss of understanding of metaphysics and symbolism within the Islamic world, Rumi's Garden intends to share articles about the importance of Islamic sacred art, crafts and relics.
Recommended Readings for Muslims (Ages 0-18 and Parents)
One of the biggest struggles we as Muslims face today, is a major schism and internal conflict when it comes to integrating the vast intellectual tradition and heritage of Islam into our daily lives. The reasons for this discord are many and complicated, but they have left us disoriented - to the extent that we are no longer able to understand ourselves through the lens of our own tradition. On the contrary, we have become a people with very little intellectual independence and we seek to understand ourselves through the lens of the other; a lens, that on many levels, is integrally opposed to our own worldview.
As educators and parents ourselves, Rumi's Garden has launched a book recommendation listing. We recommend books that will allow English speaking Muslim parents to grow a library in their homes and supplement the education of their children (ages 0-18). The books range in topic, and are handpicked by us to allow for a wholesome liberal education focusing on growth, spirituality, Islam and of course, entertainment.
Please note that many of our book choices are inspired by the Great Books curriculum, Harvard Classics, Sacred Books of the East Series, recommendations by Muslim scholars, as well as our experience with our own children. The age categories the books are placed under are not definitive. We humbly ask that you look into the books that interest you, to see if it is suitable for your child.
As Muslims it is important for us to become familiar with our brothers and sisters in faith from other religions. They too face similar obstacles to ours; their trials are often similar to ours. Furthermore, since other religions are far older than Islam, we can learn much from their experiences both past and present.
Learning from each other's traditions serves a higher purpose than a mere interfaith dialogue - it grants peace within and around, to those who seek it. It brings acceptance, which goes above and beyond tolerance. It blesses us a new way and opening into how we can understand our own religious tradition.
With this in mind, Rumi's Garden aspires to transport you to a more traditional world through beautiful old photography and timeless wisdom quotes from the East and West. This section mainly focuses on the mystical aspects of the various world religions, in order to make evident the commonalities of the faithful whether they be Muslim, Christian, Jew, Hindu, Buddhist, Taoist or Indigenous.
Recommended Films with Spiritual Themes
As part of a healthy Islamic household, it is crucial that entertainment fits into the Islamic spiritual ethos. Shaykh Hamza Yusuf explains the potential spiritual and psychological dangers of social media, television and the film industry in a lecture given in Malaysia 2014. The norm of the film industry has become one that damages the psyche and heart of both adults and children. In order to safeguard ourselves, our children and the sanctity of our homes, we will recommend films that are suitable for a spiritual home.
Classics of the Western Canon
The great books of the Western canon is a selection of classic texts that both tradition as well as various institutions and authorities, have all regarded as constituting or best expressing the foundations of Western culture; derivatively the term also refers to a curriculum or method of education based around a list of such books.
As Muslims it is critical for us not only to immerse ourselves in our own rich tradition, but also to learn various Western disciplines. By doing this, we enable ourselves to provide our own answers in a world in which we are faced with tremendous challenges. In this way, we may learn, to the extent possible, what we wish to know of Western disciplines without becoming excessively absorbed in an unconscious way by elements which could distort our religious perspective, uproot us spiritually and intellectually, and risk alienating us from our own traditional background. | <urn:uuid:fbc31119-f029-474a-b504-b3173a09f442> | CC-MAIN-2020-05 | https://rumisgarden.co.uk/pages/book-and-film-shop | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00348.warc.gz | en | 0.952347 | 826 | 2.75 | 3 | The extract scores low as it primarily focuses on cultural and religious education, with limited discussion of soft skills. While it promotes intercultural fluency and awareness, its approach is more theoretical and lacks practical application, nuanced interaction, or complex problem-solving opportunities.
Educational score: 2 | 2 | 1 | 204,831 | 0 |
by KATHERINE D
It is a simple and often sad fact that:
The person we think we are will consistently be the person we act like we are.
We tend to fulfill our own expectations of ourselves, and often fall into a self-limiting cycle that goes nowhere. How many times have you said the words, “That’s just not me“? Of all those times, how many of them did you actually give a chance to ‘be you’?
We are so quick to dismiss anything that is even slightly outside-the-box, or strays from the norm affecting our comfort zone. We use “It’s just not me” as an excuse, a security blanket even, despite the fact that we often have no proof that the things we are repelling are not “us” in the first place.
Wikipedia the defines Self-Image as: A person’s self-image is the mental picture, generally of a kind that is quite resistant to change, that depicts not only details that are potentially available to objective investigation by others (height, weight, hair color, gender, I.Q. score, etc.), but also items that have been learned by that person about himself or herself, either from personal experiences or by internalizing the judgments of others. A simple definition of a person’s self-image is their answer to the question “What do you believe people think about you?”.
So many of us hold ourselves back by fear of what other people will think, or by some thought we have in our minds about ‘who we are’ as a person. We rarely stray from this image we have created, and we are cynical to anything that appears as a drastic change.
Even those of us that look in the mirror regularly to find that we don’t like the person staring back at us, actually taking action to change ourselves is often unthinkable.
Why is it that we hold ourselves so strictly to the images we have created in our minds?
We can accept that those around us change, we can accept that the world grows, that the seasons change, and yet we still look at ourselves as somewhat two-dimensional beings that are laid out in black and white.
Sure, we all change here and there. We accept challenges and we grow as people. We are tested and taught each and every day, and most of these lessons help to shape us as people.
But how often do we do this consciously? How often do we choose to change?
One of the biggest reasons is that we don’t know how. We all see ‘what’ we want to be like. We have role models that we look up to, and people that we envy, but when it comes to the actual journey we have no idea where to start. Our minds are intricate things, and quiet lazy as well.
Your mind will always lead you in the direction that requires the least amount of effort.
So, how do you convenience your mind that personal growth is a good idea?
You begin with your self-image, and you throw everything you know up till this point out the window!
The process of changing your self-image is not something that can happen over night, and it has to be a decision you committed to completely. Changing your self-image encompasses every aspect of your life, and is a total overhaul of your mindset. Once the choice is made to begin the process, you must be willing to work hard, slipping back to old habits is far to simple to do. If you want results you have to be willing to work, but I assure you that it will be worth the effort in the end.
In order to change your self-image there are a few steps you must follow. The steps themselves are simple, the effort required to make them stick is where the challenge lies.
How to change your self-image:
*Please not that for the purpose of this post I am using Self-image and Self-esteem as two different things. Self-esteem is how you feel about yourself, and how you are portraying yourself to others. Self-image is how you think you are, and how you thinkothers see you. Too often we allow what others think, or what we believe they think, to hold us back.*
Start doing all those things that are “Just Not You” NOW!
This is the first major step in changing your self-image. If you see someone wearing an outfit you love and you catch yourself saying, “I love that dress, but it is just not me”Stop yourself, and ask why! Is it because you see yourself as another style of person through your clothing? What we wear does not make us who we are. If you like the look of something step outside the box and try it for a day. If you don’t try it, you can’t say it’s not you.
There are obviously exceptions to this rule. You would not attempt to jump a canyon on a dirt bike, obviously, but clothing, decor, location, and entertainment are open game. Anything that is not life-threatening, or just plain stupid, should not be dismissed without trial. The point is to see what feels good for you, not to assume.
Prove to yourself that you have changed.
Keep pushing yourself outside of your comfort zone. Succeed, fail, learn, experience, and have fun. Show yourself that you are a better person today than you were yesterday. Show yourself that you are different now than you were before. Prove to yourself that you have changed. Show yourself who you can be.
Our minds require reassurance that there is progress or they will simply go back to the easy route. This is where self-talk steps in. Keep track of everything you are attempting to do differently, remember how it is making you feel, and remind yourself that every choice you are making is bringing you closer to being the best you can be. Keeping a journal may be helpful during this process to record how you feel with each new challenge. Another useful tool is a vision board, this will help you keep track of all the things you want to try and those that you enjoy.
Listen to yourself.
I don’t mean your voice but your inner-voice. Be sure that you are using positive self-talk during this transformation and that you are not letting the shock and opinion of others drag you down. Close friends and colleagues are going to think you have lost your mind at first. As I said before, people are resistant to drastic changes, keep your own thoughts positive and block out any negative comments that may come your way. *With this said, your positive self-talk should be strong enough to prevent negative assumptions. i.e. Unless someone comes right out and says “Wow you look like crap” don’t assume they feel that way, or that they are looking at you funny, or what they are thinking in any way. If you find yourself doing this it is time to work on your positive thinking.*
Let go of the ‘old you’.
If you are truly going to change your self-image you have to let go of the person you thought you were. This is the moment where you accept that you are changing, and you don’t look back. This is also the point where is starts to get really hard…
In order to let go of the old you, whether it is one aspect or ten; there are going to be habits, places and even people who you have to let go of as well. If you are on the right path these changes will happen naturally, but they may still be difficult at times. Understand that it has to happen in order to achieve your ultimate goal. Don’t force it, and don’t over-think it, simply let it be. We usually hold on to things that no longer serve us because they are comfortable. These things are reassuring to our minds, even when they are useless or negative, we feel it is safe because it is ‘known’. Let it go, and move forward. For help with this process be sure to read the post ‘10 Things You Must Let Go Of Today‘.
Once you have worked through the difficult part of letting go, it is time to prepare your new outlook and apply it to yourself description.
I use to have a very hard time describing myself as a writer. When people asked me what I do, I would dance around the question and even avoid it. Answering this question with ‘I’m a write’ often led to a big discussion I did not want to have. People want to know what you write and often how much you make. It is one of those professions that people assume no one actually does and so they can ask all sorts of personal stuff they otherwise wouldn’t. I don’t go up to bankers, doctors, or lawyers asking how much they make a year… It is something that is considered rude, well usually. Eventually I embraced this part of me. I decided that until I accepted what I was I would not get anywhere. I began telling people what I did. “I am a writer” and I fielded their questions professionally. It did amazing things, empowering me, and opening doors in places I never imagined. It was well worth the initial discomfort.
Look at all that you have accomplished on your journey, and start deciding again who you are. This time be sure that your description is open-ended and not definitive. Most importantly be sure to include that you are ‘ever-evolving’.
Quick Tips to Help Your Self-Image:
- What you think other people think is usually not what they actually think. Just as we envy others, others envy you as well.
- 90% of our insecurities is self-inflicted. I say 90% because we have all dealt with some ‘mean’ bully that broke us down, that has an effect, but remember people are usually only speaking mean words when they see them within themselves.
- Replace every negative thought with a positive. Never let a negative knowingly stick in your head.
- Be tolerant. Of yourself and others. Patience is an important part of the process.
- Get creative. Don’t be afraid to try new, and exciting things. You only live once, enjoy every minute.
- Be happy and have fun.
Thanks to Inspired Every Moment for this article
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Featured Image: Tumblr | <urn:uuid:1d39acd0-bdb2-4afe-bcf1-f506cfc05c27> | CC-MAIN-2017-30 | http://www.the-open-mind.com/how-wrong-is-your-self-image/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424909.50/warc/CC-MAIN-20170724182233-20170724202233-00294.warc.gz | en | 0.975075 | 2,225 | 2.65625 | 3 | The extract provides a comprehensive guide to changing one's self-image, promoting personal growth and self-awareness. It encourages readers to step out of their comfort zones, challenge their assumptions, and develop a positive mindset. The article covers various aspects of soft skills, including self-reflection, emotional intelligence, and resilience. It also offers practical tips and strategies for overcoming self-doubt and negativity.
Educational score: 5 | 5 | 4 | 317,574 | 1 |
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Talking about suicide is crucial - both at the community and individual levels.
By Kellyn Glynn, LPCCoordinator, Health Futures InitiativeSummit County Youth & Family Services
Nationally, September is known as Suicide Prevention and Awareness Month. And here in Summit County, this message hits very close to home. The number of deaths caused by suicide in our community each year has been rising, already totaling eight in 2016. This can be a scary topic and one that many of us don’t feel comfortable talking about. However, we do know that talking about suicide is crucial – both at the individual and community levels.
A good place to start this community discussion is by increasing awareness of the signals that someone may need help. There are some key warning signs to be aware of in our friends, family members and acquaintances, including the following: • Expressing hopelessness• Talking about death or expressing a desire to die• Withdrawal from friends and family members• Significant change in mood, behaviors and personality• Increased use of alcohol and other substances• Engaging in more reckless and dangerous behaviors• Giving away material possessions• Abrupt shifts in mood from being hopeless to being peaceful.
If you see these signs in someone you know, initiate a conversation. Asking someone if they are feeling suicidal is the first step to getting help and is often a huge relief to someone who’s struggling. In my field as a professional counselor, I often hear that people are afraid to ask someone if they are suicidal because they fear it will make the person feel suicidal if they weren’t already, make them feel more suicidal or “push them over the edge.”
Actually, the opposite is true. In talking with people about their feelings, you give them clearance that they are being heard and that they aren’t alone. Research and personal accounts tell us that the initial question and resulting conversation bring relief and increase the chances they will get help. Here are a few tips if you notice a person in need:• Let them know you are concerned and that you care.• Ask directly: “Are you feeling suicidal?” “Do you have a plan to hurt yourself?”• Use “we” statements so they know they’re not alone.• Openly listen to what they express and how they’re feeling.• Reflect what they say and validate their feelings.• Talk to them about a safety plan.• Help them find support: Call a crisis line together, accompany them to the ER or mental health center and/or make an appointment with a counselor together.• Stay with the person until further help is in place, or they can make a plan for staying safe.
Personal accounts and reflections from those affected by suicidal feelings have said they feel their situation is a burden to those around them. This can often be what stops a person from reaching out for help from a loved one. That’s what makes it so important to have the conversation and bring the questions out. Let the person know that whatever they can’t handle right now, you can help with. We have a lot of resources in our small county for people who are hurting.
Colorado Crisis Services is a statewide organization that provides services 24/7 to anyone in need of help. Its crisis line is always answered by a trained mental health professional, with translation services available for non-English speakers. If you don’t feel comfortable talking over the phone, you can text the crisis line or chat with a counselor through the website. Colorado Crisis Services has 11 walk-in locations in Colorado, as well as mobile care, meaning it will send a professional to your location for face-to-face counseling. Visit www.coloradocrisisservices.org, call 844-493-TALK (8255) or text “TALK” to 38255*.
Mind Springs Health is Summit County’s local mental health center, and it also has a 24/7 helpline: 888-207-4004. The office is located in the Summit County Medical Office Building, 360 Peak One Dr., Ste. 110, Frisco. To schedule an appointment with a counselor, call 970-668-3478. Visit www.mindspringshealth.org.
The Summit Community Care Clinic is also housed in the Medical Office Building, in suite 100. The Care Clinic provides in-office, individual and family counseling with licensed mental health professionals; therapists also provide counseling to students in Summit and Lake counties through School Based Health Centers. Visit www.summitclinic.org or call 970-668-4040.
Summit County has a number of private-practice clinicians, most of whom can be found via www.psychologytoday.com. This website allows you to search by name, specialty and location.
National Suicide Prevention Lifeline provides 24/7 support via its crisis team at 1-800-273-TALK (8255). Visit www.suicidepreventionlifeline.org.
Safe2Tell is a Colorado campaign that allows anonymous reporting of anything that concerns you, your family, your school or your community. The website offers a plethora of resources, including an anonymous tip line, educational outreach, prevention information and training. You can make a confidential report about bullying, drugs, suicide and more through the phone line (877-542-7233), app, or website (www.safe2tell.org).
If you’re reading this column and someone in your life is coming to mind, don’t ignore that knot in your stomach. Make a phone call; extend a helping hand. You can make the difference in that person’s life. If you have had these thoughts yourself, you’re not alone. We are here to help you and want to shoulder your pain with you. Please speak up and call someone today. Summit County’s Healthy Futures Initiative and Suicide Prevention Action Team are dedicated to making Summit County a zero-suicide community. If you’d like to talk with someone about what you can do to help, contact Healthy Futures Initiative Coordinator Kellyn Glynn at 970-668-4035 or [email protected]. | <urn:uuid:ea12221d-7de5-483b-9a66-63a4996b13d4> | CC-MAIN-2017-30 | http://summitcountyco.gov/CivicAlerts.aspx?AID=289 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00149.warc.gz | en | 0.948249 | 1,317 | 2.8125 | 3 | The extract discusses a critical topic, suicide prevention, and provides valuable resources and tips for initiating conversations and seeking help. It demonstrates empathy and encourages readers to take action, showcasing a strong sense of community and social responsibility. The content integrates emotional intelligence, leadership challenges, and critical thinking opportunities, warranting a high score.
Educational score: 5 | 5 | 4 | 552,725 | 1 |
Last week we introduced tips on how to parent the middle school student and the first four important topics we discussed were:
1. ENCOURAGE INDEPENDENCE; 2. LEAD THEM TO LEAD; 3. TREAT OTHERS AS YOU WOULD LIKE TO BE TREATED; and 4. TEACHERS ARE ON YOUR TEAM
Here are some further helpful hints that have been learned along the way:
5. OFFER BACK-UP
Have you ever felt like your child was struggling to keep his head above the water as you stood on 'the shore'? Or do you fear that your child might be drowning in his own responsibilities? Offering some help is ok, but be wise in how much. The last thing you want to do in these situations is take over and relieve your kids of a useful learning experience.
This is a time to train, not take over. For example, if your student seems organizationally challenged, one helpful hint is to set aside time each week to go over homework assignments for the upcoming week.
- Spend some time with your child looking over a calendar while having him note important due dates and events. Your child should create his own to-do list he can use to work toward completing his goals.
- Are there any assignments late or missing? Add these to the list with a reminder to follow-up with the teacher. If your child doesn't know how to talk to his teacher, take time to role play and train him, reminding him that the teacher is on his side!
- If your student is still struggling, walk through the steps again and encourage him; it might take a couple of tries. You can always do a status check together to see how he are progressing.
6. REMAIN ON THE SAME PAGE
Parents should talk and agree about their strategies to ensure they are both on the same page. Remember, you both want what's best for your child and can even better accomplish this as a team. Try to take turns checking in with your child's progress. Sometimes where one parent may be great in the area of motivation, the other may exemplify patience. Both parents are needed and important and can lean on each other when times are stressful.
7. STAY IN THE MIDDLE
When we become overly worried about our children failing we must consider whether we are making their success more about ourselves then about them. As parents, we have the potential of becoming controlling and overbearing in our children's lives. It's important we remain in the middle: not neglectful, yet not completely enmeshed.
Our children have been fearfully and wonderfully made by God, and He's given them everything they need - including you! - to succeed independently. This truth must guide us as parents to raise our children, not to reflect who we are, but to shine as God made them.
Conversely, as a parent, God has chosen you to love and take great care in the raising of your children. Never neglect or forget the great privilage of that role. Stay in the middle!
Parenting in the middle school in San Diego years requires a fundamental shift. It is not easy. It is a process. The more we can lead our children towards responsibility while gifting them with independence, the transition into high school (and adulthood) will come that much easier. Also, remember you are not alone. Talk to other trusted parents for input and encouragement.
And lastly, give your child, your child’s teachers, and yourself, a healthy measure of grace. | <urn:uuid:cfa53e11-e780-43be-a90e-435373611dca> | CC-MAIN-2020-10 | https://www.horizonprep.org/blog/7-tips-on-how-to-parent-the-middle-school-student-prt-2-0 | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875143646.38/warc/CC-MAIN-20200218085715-20200218115715-00073.warc.gz | en | 0.967454 | 729 | 2.890625 | 3 | The extract provides guidance on parenting middle school students, covering topics such as encouraging independence, leadership, and teamwork. It offers practical tips and scenarios, promoting emotional intelligence, critical thinking, and cultural awareness. The content demonstrates a good balance of theoretical knowledge and real-world application, with an emphasis on parental collaboration and self-reflection.
Educational score: 4 | 4 | 3 | 466,511 | 1 |
Riley Steiner: To Find the Mind’s Construction: Masks in Macbeth: Steiner discusses masks in performance as “not a concealing device, but rather a revealing one.” Masks, she suggests, can be particularly useful to draw the audience into the fractured world of Macbeth, with its thematic focus on the dissociation between seeming and reality and the “equivocal language” used throughout the play. Her presentation focuses on the use of masks in the Rogues’ rehearsals for Macbeth (which Steiner directed) and the production choices that came out of them. Steiner discusses how the neutral masks, despite obliterating identity in one way, also helped three actors to differentiate the physicality of their Witches. Within the language, they identified a “hierarchy” of prophetic abilities and drew that into their production choices. Melissa Huggins demonstrates the “menacing” nature of her witch. Steiner comments that they also used neutral mask for Banquo’s ghost, allowing “the audience to impart their own fiction, their own fear” onto the blank face of Banquo, rather than using stage blood. Cyndi Kimmel demonstrates her actions as the Ghost of Banquo. Steiner concludes by stating that working with a mask encourages an actor to “find the mind’s construction … well beyond and deeper than the face.”
Celi Oliveto: Challenging Social Gender Typing through Performance: Oliveto begins by commenting on an embedded stage directions scene conducted during the Rogues’ tour of Macbeth, where two seven-year-olds nearly came to blows over which of them would have to read the female role of Lady Macbeth. Oliveto suggests that using Shakespeare to bring issues of gender roles and gender coding into the classroom is imperative, in order to help students “interrogate, define, and recognize their personal experience of gender in the present cultural moment”. She posits that seeing female actors play both male and female characters will help them to re-assign character traits as gender-neutral, rather than as strongly codified for one gender or the other. Oliveto introduces the survey given to students before and after viewing Macbeth and has the audience in the Playhouse answer those questions, then walks through the students’ responses. She concludes by addressing the punching boys in her first anecdote, noting that girls and women are used to being asked to identify with male-figured characters, and that a stronger female presence on the stage would be a benefit, allowing girls and women to have more to identify with, and perhaps shifting their perceptions of gendered character traits.
Jessica Schiermeister: “If it were made for man, ’twas made for me”: Faustus Re-gendered and an Exploration of the A-Text: Schiermeister begins by noting the gender disparity of their company’s composition (11 women to 1 man) and explains that the company decide to examine re-gendering for one of their plays: Faustus, with the character of Joan Faustus. Re-gendering involves actually changing the gender of the character, as opposed to cross-gender casting, having an actor play a character whose gender is opposite of their own. She notes that Huggins commented on how re-gendering presented something unusual for the stage: a woman whose main goal in life is not pursuit of a romantic relationship. Schiermeister explains that audience reception ranged from “never giving Faustus’s new gender a second thought” to audience members becoming more involved with the story because of the new gender. Schiermeister notes that some in the audience found Joan’s transformation during the play as revealing how modern culture views female power as a sort of fetish. Re-gendering, Schiermeister says, forces us to question the status quo of “male as normative and male as more important”. She links this to the opportunity for theatres to expand their audiences and create more inclusive works of theatre.
Julia Nelson: Early Modern Staging Conditions and Improvisation in the A-Text of Dr. Faustus: Nelson begins by stating that her thesis has its genesis in a paper by Dr. Robert Hornback at the 2013 Marlowe Conference. She suggests that theatre companies should consider treating certain scenes in certain plays as improvisation within a scripted text, specifically looking at the clowning scenes in Dr. Faustus. In performance, the actors used three approaches of implementing improvisation to examine what improvisation does for actors, how it affects audience reception and audience interaction, and whether it will draw in more or different audiences to a production. Her responses thus far come from talkbacks of Dr. Faustus, and she intends to implement an online poll to gain responses from a wider audience. While most audiences enjoyed the improvisation, she notes that they were split on whether or not the modern language of the improvisation was jarring or was something that enhanced the experience.
Dane C. T. Leasure: Playing Mephistophilis through Special Effects: Leasure introduces himself as the actor of Mephistophilis in the Rogues’ Spring 2014 production of Dr. Faustus. He discusses the types of special effects that would have been used in the original productions of the show: squibs for fireworks, citing Philip Butterworth’s study on the topic. He also notes that the unpredictable nature of original squibs made them impractical and inappropriate for the modern stage, fire codes, and the safety of actors. Leasure then links his challenge to the Actors’ Renaissance Season-style nature of Faustus in the company’s year. He identifies three types of spectacle, and in this presentation, focuses on the addition of sound effects and on the implementation of the fireworks stage direction. He came up with the idea to use a flint starter and potentially a flash fire to suggest the fireworks, then shows off a starter kit including a flint starter, flash cotton, and sparkle additive. Once he had the technical aspect down, Leasure had to address the character angle: his desire to use the cane from the company’s earlier devised piece, which then lead to an exploration grounding his physicality. Spectacle, he notes, helped him find his character. Turning to sound effects, Leasure noted that the company decided to add additional sound effects to augment Mephistophilis’s conjuring and other “magic moments on stage”. Leasure ends with a plug for the company’s upcoming book of their thesis papers.
Kelly Elliott: The Insatiate Countess as Sexual Satire: Elliott opens with a short scene from the induction of The Isle of Gulls depicting varying opinions on what should be on the stage, with characters favoring poetry, bawdiness, or critique, and then relates this to faculty opinions of The Insatiate Countess. She notes that the play is, from its 1st and 3rd quartos, “A Tragedy”, a title which sets up considerable expectations for the audience — but that the play itself undermines these expectation with its emphasis on the supposed sub-plot. Elliot posits that the play is, instead, “a debate about sexually appropriate behavior in both women and men examined through satire with both tragic and comedic moments”. She notes that genre confusion is not an oddity in early modern drama, but that modern thought tends to attach too much meaning to the genre as stated. Elliott expresses her pride that the Rogues’ production “did not live up to the proscribed” set of characteristics for a tragedy, particularly thanks to the concurrent comic plot. Elliott notes that the extreme casting of the play also enhanced the comedic aspects of the play. Rehearsal and performance assisted Elliott to see Countess as “a multi-genred social debate on sex.”
Cyndi Kimmel: Mujeres Varoniles: Female Agency in Performance: Kimmel notes that her thesis is largely dependent upon the upcoming production of Lope de Vega’s Fuente Ovejuna, but that she has begun work by comparing the characters in that play to other women displaying agency on-stage. Mujeres Varoniles is a Spanish term referring to women who act, in one way or another, like men. Kimmel first discusses Lady Macbeth as an initiator of action, noting that Oliveto, who played Lady Macbeth in the Rogues’ production, sees the character as responding to the overwhelming masculinity of the world she lives in. Second, Kimmel examines Isabella of The Insatiate Countess, a woman capable not only of earning the love of multiple men, but of inciting them to violence on her behalf. Third, the Duchess in Richard II, who uses gestural language of submission as a way of getting her way with Bolingbroke. Finally, Queen Isabel, whom Huggins, playing the role, sees as “greatly dependent upon a man” — her husband, King Ferdinand. These stand in contrast to Laurencia, a peasant woman who calls other women to action in response to injustice perpetrated by men. Kimmel hopes to “tease out female agency” in the various plays of the Rogues’ season.
Charlene V. Smith: Aural Identification in Richard II: Smith notes her desire to use something other than costumes to differentiate between characters for the extreme casting production of Richard II, particularly in light of a desire not to imitate the choices made by the previous year’s company. She introduces the markers of extreme casting as stated by the 2012-2013 Rovers in their theses, and notes that her production of Richard II did not meet all of them. She worries about the use of prescriptive language when it comes to describing the methodology behind extreme casting. Smith interrogates the definitions and conditions set forward by the Rovers, by Jeffrey Chips, and by several theatres currently exploring extreme casting in their own productions. She questions whether or not it is necessary to “embody” a character with some sort of holding signifier when the actor is portraying a different character on-stage at the same time. She hopes that her full thesis will help future MFA companies to explore additional approaches, looking “not at what has to happen… but what could happen.”
Rebecca Hodder: Costume as Identity in Richard II: Hodder begins by discussing the idea of “identity as shaped or moderated by clothes”, noting the overlap in what clothing communicates between the early modern period and today. She examines accents of historical clothing as augmenting modern dress, clothing as status marker, and clothing as indicator of relationship. Hodder notes that fully realized historical costumes would not be practical in an extreme casting production like the Rogues’ Richard II. Base costumes allow minor variations to indicate changes in character, and Hodder intended to use modern dress for the base, not least because that made for an easier and cheaper choice than a historical base. While not “historically accurate in the traditional sense of the word”, the shape of the long-sleeved, tunic-length red shirts worn by the company still suggested something vaguely medieval. She notes that early modern costumes may have worked similarly, with 16th-century modern dress as a base, with a few historical accents added overtop. She then moves towards fabric as suggestive of status, comparing the early modern idea of high-quality fabrics to their modern-day equivalents. Finally, she discusses the ability of color combinations “to link characters together in meaningful ways”. Hodder finishes by noting that she did not set out to emulate early modern thought on costumes, instead focusing on the practicalities of performance, but realized that her “approach could be seen to reflect several early modern attitudes”. She expresses her hope that future MFA companies will continue to find “ways that early modern thought may influence modern performance.”
Mary Beth Geppert: The Collaborative Rogue Company Model: Geppert examines the collaborative approaches of past and present MFA company members, drawing both from concrete materials such as posters and programs, and from interviews with both Rovers and Rogues. Geppert discusses the idea of company identity, noting that the company’s idea may not always be what others outside the company identify. The Rovers created a company logo, whereas the Rogues created a particular icon for each play in their season. Geppert then presents both companies’ group photos, noting that they seem to represent the inverse of the posters. She quotes from variant experiences of the devised piece and its influence on the rest of the season, the notes how the dynamic changed when moving from the first large show (The Comedy of Errors for the Rovers, Macbeth for the Rogues) into the smaller units of the extreme casting shows. Geppert also notes company opinions relating the collaborative nature of the devised piece as preparatory for the ARS-style show. Geppert concludes by noting how each company in turn has the capacity to inform and advise those that follow it.
Stephanie Howieson: The Demons of Faustus, the Witches of Macbeth: Howieson opens by noting that the company’s season includes two plays featuring the supernatural and by noting the difference between early modern attitudes on such elements in real life and our own views on the paranormal. She runs through the “veritable parade” of supernatural personages in Faustus and notes them in opposition to the three Witches of Macbeth, presenting less of a pageant. Howieson notes that the cutting of Macbeth down to a one-hour runtime impacted what information the audience receives about the supernaturality of the Witches. She also notes other superstitions embedded in the play, familiar to early modern audiences but lost to the modern, such as the idea that the recently departed (such as Banquo) might return in search of food or to keep appointments (such as Macbeth’s feast). Moving to Dr. Faustus, Howieson notes that though they used the full A-text, there would still exist a disconnect between the early modern audience’s experience of supernaturality and the modern audience’s. Howieson questions how to contextualize the demonic: as horrifying or as comic, suggesting that both interpretations can co-exist. She suggests that the choice to portray certain supernatural elements as puppets emphasized “the separation between the human and non-human world” in the play. Howieson concludes by noting that the portrayal of the supernatural “will continue to fascinate audiences” given the enduring popularity of the plays in question.
Melissa Huggins: Translating Original Practices into the Spanish Golden Age: Costuming Lope de Vega’s Fuente Ovejuna for the Blackfriars Stage: Huggins notes the flexibility of the word “translation”, initially pertaining not only to languages, but also to the act of reclothing, incorporating new identity along with a new costume. She notes that, in her capacity as master of the build team for Fuente Ovejuna‘s costumes, she had to begin by identifying her parameters: original staging, a modern audience having an early modern experience, consistent w/ creator’s intent, a sense of authenticity, and speaking to the present. She notes the problems with several of those guidelines, particularly given the impossibility of knowing authorial intent. Huggins notes the similarities of early modern Spanish costuming practices to those used in England. Spanish theatre may have trended more towards idealism and romance in costuming. Huggins then presents examples of the costumes-in-progress for the show: Laurencia, the Musicians, and the Calatrava. Huggins explicates the thought process behind each costume, as well as the process of construction. Many of the costumes re-use and re-design fabric and costume pieces already in the company’s stock. | <urn:uuid:fd0b0fc1-b4fd-474b-ba21-b2c65a2f6604> | CC-MAIN-2017-34 | https://asc-blogs.com/2014/02/23/mfa-thesis-festival-2014/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886103891.56/warc/CC-MAIN-20170817170613-20170817190613-00637.warc.gz | en | 0.952452 | 3,351 | 2.984375 | 3 | The extract demonstrates a comprehensive exploration of theatrical concepts, performance techniques, and character analysis, showcasing a deep understanding of dramatic literature and production. The discussions on masks, re-gendering, improvisation, and special effects highlight the complexity of theatrical performances. The presentations also touch on themes of gender, identity, and cultural context, promoting critical thinking and nuanced understanding. However, the extract primarily focuses on theoretical knowledge and artistic expression, with limited direct application to soft skills development.
Educational score: 3 | 3 | 2 | 959,341 | 0 |
The climate and nature are more important than party politics — that’s the principle behind The Commitment. They are an impartial organisation working across the political spectrum to ensure that the health of the planet is prioritised, regardless of who is elected.
They invite you to make a pledge that, whatever the election, at whatever level of government, you’ll vote for the politicians who are promising to work for urgent action on the climate and nature.
When you sign up, there’s also the chance to add your reasons for doing so. These are shared with representatives as evidence that climate action is a vote winner.
Head of Political Engagement Carina Mundle-Garratt notes, “Our research shows that it only takes around 50 Commitments to get a politician’s attention — and in some cases as few as 20. Every pledge matters.”
Understanding what councils do around climate
When we heard that The Commitment uses the Climate Climate Plan Scorecards to support this work, we were eager to hear more. How did they first discover the service? Good old Googling, as it turned out.
“We came across the website on our mission to understand not only the remit and capacity of local councils”, said Carina, “but the specific action they could take to address climate change and biodiversity loss at a local level. This involved sifting through a lot of noise on the internet!”
Preparing for informed conversations
And how is the data helping with The Commitment’s mission?
“Within our Political Engagement team, they help us to engage with local councillors.
“We use them initially to help us assess the quality of a council’s climate action plan with regard to climate and nature. We then look at the individual components of the council’s score, cross-referencing it with other available information to develop relevant local requests to make of councillors. In relation to the Scorecards these may be to improve, update or execute parts of their climate action plans.
“For example, we have previously asked councillors to update their action plans to include provisions for agricultural land use, nature restoration and targets for improvements to housing stock efficiency.”
Carina continued, “Using Scorecards has really helped us to streamline our research, giving us a local starting point for assessing the performance of a council on issues of climate change and biodiversity loss and showing action plans for other comparable areas meaning that we can help join the dots and facilitate learnings between councils on good and bad practice. It really helps us to take an individualised approach to each council we work with, and by extension to each councillor we engage.”
A resource for informing followers
It’s great to see our work helping to ensure that conversations with representatives are informed and productive. And the Scorecards are useful as a resource for The Commitment’s followers, too:
“Our Commitment Gathering team use them as an impartial resource to signpost Committers to when they want to learn more about their local council”.
Unsurprisingly, then, they’re excited to see Climate Emergency UK’s recently-published methodology which has moved forward from scoring councils’ climate action plans, onto their actual action — and The Commitment plans to incorporate the new Scorecards into their work too, once they’re complete. “As we grow, we’ll seek to track and monitor more and more politicians, so Scorecards will be an invaluable resource for us in helping us to determine the progress that councils are making for more action on the climate and nature.”
If you’re interested in the work that The Commitment are facilitating, you might want to explore further. We asked Carina where to start.
“The most important thing we would ask you to do is to make your Commitment. This means that you promise to vote only for politicians who work for urgent action on the climate and nature and then you tell us (and them) why you are doing this. Your story is important.
“After that, the second thing that we would ask you to do is to spread the word and get others to make The Commitment too.
“We know many people are voting with the future of the planet at the heart of their decision, but we want to make that decision count more often than just once every five years, by regularly reminding politicians how important these issues are to their voters.”
Thanks very much to Carina for talking to us — we love to hear about this type of informed activism based on our climate data and services, and especially when they’re underpinning such a well co-ordinated campaign. | <urn:uuid:10dd67ea-9b63-4ad8-9049-d23a6b2f7484> | CC-MAIN-2023-23 | https://www.mysociety.org/2022/12/07/how-the-commitment-uses-climate-scorecards-to-inform-political-engagement/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00515.warc.gz | en | 0.955901 | 988 | 2.6875 | 3 | The extract demonstrates a good understanding of teamwork, communication, and problem-solving skills, particularly in the context of environmental activism. It highlights the importance of informed conversations, research, and data-driven decision-making. The Commitment's approach to engaging with local councillors and encouraging individuals to make a pledge showcases strategic thinking and community building. However, the extract lacks nuanced discussion of emotional intelligence, leadership challenges, and advanced problem-solving.
Educational score: 3 | 3 | 2 | 587,495 | 0 |
We are a group of students from the University of Virginia developing a device that can provide clean water and electricity to those who do not have access to either. Funds will go toward building supplies and materials.
We are Valdivia, a group creating a small, portable water filter that doubles as a hydroelectric power source for an entrepreneurship class here at UVA. The device will be able to be placed in streams, small rivers or have another water source hooked up to the top of the device to pump through contaminated water, where the water flow would then turn a turbine to provide DC power, which in turn could charge a battery or power another device. The end of this tubing would then be attached to a filter, resulting in clean water. In the long-term, we think this device could be used to provide both clean water and a renewable source of energy to those around the world without access to either.
Fundraising contributions will go toward the iterative process of research and development, working through multiple prototypes until we have a product that maximizes both energy production and efficiency.
Can’t donate? Please share. Even a quick share on Facebook can help.
The average share raises $97.
Looking to raise money? | <urn:uuid:9ba6e296-2a2a-4d14-b785-a53728b57768> | CC-MAIN-2020-05 | https://fundly.com/valdivia-hydroelectric-water-filter?ft_src=search_campaign_card | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00268.warc.gz | en | 0.95279 | 249 | 2.609375 | 3 | The extract demonstrates a basic understanding of teamwork and communication, with a clear goal and plan. However, it lacks depth in emotional intelligence, leadership, and complex problem-solving. The scenario is straightforward, and cultural awareness and digital literacy are present but not fully explored.
Educational score: 2 | 2 | 1 | 301,045 | 0 |
We value learning that encourages experimentation, practice and production
Learners must have learning opportunities that encourage experimentation and production; they should be able to express their voice in the curriculum.
Design learning activities that go beyond watching, reading and listening. Students should be engaged in other forms of learning such as discussion, critique, reflection, production, investigation and evaluation
- Plan your lectures/workshops combining your lecturing with other activities such as question and answer, group discussions, finding a solution to a small problem, demonstration, simulation or role-play. For each minute of lecturing there should be at least 2 minutes of other activities
- Avoid delivering only theoretical sessions. Content should be delivered with its immediate application in a scenario. The more real the scenario is the more immersive the learning experience will become.
Encourage students to articulate their thinking openly in trusting and respectful environments
- From day one, you should explain the ground rules and make it clear that the classroom is a safe environment for everyone to ask questions and intervene -there are no stupid questions, only personal learning moments
- Try to be as collegial as possible and demonstrate that you can see the student’s point of view by complimenting a student’s response, even if it is not the correct one
- Ensure there is shared respect between yourself and the students and between themselves – the student-lecturer relationship should be one of mutual respect.
- Deliver to your students the ‘Improving Students Confidence’ guide, which has been developed to help your students build their confidence. Although this guide presents top tips to encourage students to boost their confidence and sense of belonging at the Universality, there is flexibility on how this guide can be implement into your session.
Provide opportunities for students to have an input into their learning journeys as partners
- Module Evaluation Surveys and staff students’ committees should be used effectively and when changes are made based on student’s feedback they should be clearly signposted so that students can see their voices make a difference
- Assessment criteria and assessment briefs should be discussed with students as well as what is intended from the assessment. If needed small changes in the wording can be made to clarify the assessment brief according to students’ suggestions. More extensive changes cannot be made in year, but students’ ideas can be made to improve it for following cohorts
- Enable students to find their own examples and learning materials provided they are addressing the intended learning outcomes and topics
- At level 6 and 7 let your students organize and present a seminar/workshop about a given topic to their peers and engage them in conversations about what they found and other ways of seeing the subject matter – An example of student-led workshops/seminars is the AIM (Achieve, Inspire, Motivate) Project, which aims to enhance student experience and sense of belonging via an authentic and inclusive learning environment.
Support students that are not yet aligned with student-centered or active learning approaches
- Provide a safer and closer environment for them to share their learning, i.e. in your office or after the lecture/workshop or in very small groups
- Recognise that some students may not want to share their learning in groups so may need to be quieter during discussions or may not want to answer your questions out loud. Allow them to do so through discussions on BB or during a personal tutorial
- Some students will find online discussions liberating because they have some ‘anonimity’. However, others, particularly those who are responsive to non-verbal communication may find it challenging and so, if using online discussions, you need to identify the ‘ghosts’ who do not contribute and communicate directly with them to check that they are engaging even if they are not contributing.
Develop strategies for sharing and generating knowledge
- Create discussion forums where students can share their understanding or their experiences around a given topic or a given question
- Develop activities where students can comment on their peers’ interactions by reflecting on, and comparing and contrasting the different responses. You should explain that in this way students are developing the critical thinking skills of analysis, interpretation and evaluation.
Encourage a positive attitude towards diversity and opportunities for students to voice differences in opinion and/or perspective
- Try to make groups as heterogeneous as possible and try to avoiding clustering in the classroom. The more diverse a group is the richer the learning experience will become
- From day one, you should explain the ground rules and make it clear that the classroom is a safe environment for everyone to ask questions and intervene
- Encourage those that want to share their difference of opinion to do so but emphasise that they must respect those who are not comfortable in doing so.
Tailor or target the curriculum for communities and/or target groups as it widens participation and promote retention
- Encourage the wider community of students to engage with problems affecting the underrepresented communities so that the former may appreciate the different realities and learn from being exposed to them, and can help to meet the needs of the underrepresented students and make them realise they are valued
- Enable choice in the scenarios or problems you are asking your students to resolve. The bigger the choice, the more likely that they will be relevant for each student’s characteristics and the more engaged they will become.
- Teaching in the classroom
- Guides for Success
- See reference to the student-lecturer relationship in the DiSA framework report produced by the University of Wolverhampton
Professional development opportunities | <urn:uuid:7bbd6598-b638-4e31-8521-8ae6ae30301c> | CC-MAIN-2020-05 | http://campuspress.uwl.ac.uk/teaching/curriculum-design/tielt/active-and-enables-expression/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607314.32/warc/CC-MAIN-20200122161553-20200122190553-00521.warc.gz | en | 0.950282 | 1,123 | 3.640625 | 4 | The extract demonstrates a comprehensive approach to learning, emphasizing experimentation, practice, and production, with a focus on student-centered and active learning. It promotes critical thinking, emotional intelligence, and cultural awareness, while encouraging student input and feedback. The material also acknowledges the importance of diverse perspectives and creates a safe environment for students to share their thoughts and opinions.
Educational score: 5 | 5 | 4 | 179,683 | 1 |
Going to an all-girls school, we're encouraged to believe we can do anything. But a report released on Tuesday shows that the moment we walk out of the school gates, we might not have the opportunities we've been promised.
The COAG report, Tracking equity: comparing outcomes for women and girls across Australia, is a wake-up call that there is still a lot more to do to achieve equality. The statistics show that it is likely that, when I grow up, I will be making significantly less money than I would if I were a man.
As a school student, I hear a lot about gender inequality. But I have to admit that, like others, I honestly thought that there really wasn't much of a problem any more. That, even though I appreciated the achievements of feminists before my time, there really wasn't a lot more to do. I was wrong. Sometimes you need to be confronted by the truth. This report does just that.
Some people still think that women are less capable. But this clearly isn't true. At school, girls consistently outperform boys in reading and writing, although boys still outperform girls in numeracy.
More girls complete year 12. When we do leave school, we're more likely to get higher-level qualifications. By their late 20s, 64.8 per cent of women have higher-level qualifications, compared with 62.7 per cent of men.
There shouldn't be gender differences when it comes to education. But, based on these statistics, you would think women would be paid the same amount as men, if not more. Yet, for bachelor degree graduates in their first full-time job, there's a $5000 difference in median starting salaries.
Some people say that the pay difference is because women choose low-paying jobs. This report shows that to be a lie. There are major pay differences within fields. In dentistry, there is a huge pay difference of $14,400 and male lawyers make $4300 more than female lawyers in their first year.
It's not just about the money, either. Women are massively under-represented in leadership roles. Less than 3 per cent of top companies are chaired by women and, while the majority of public servants are female, women hold just 39 per cent of senior executive roles.
If females do just as well, if not better, at school and are just as qualified, if not more, at uni, then why do they not receive the same pay as men? Why do they hold so few leadership roles?
For a nation that likes to think of itself as epitomising fairness and equality, we have a long way to go. I want to be able to grow up and know that, no matter what I do, my contribution will be recognised as much as anyone else's, regardless of my gender.
Mikaelewa Amberber is a 15-year-old year 10 student at Sydney Girls High School. | <urn:uuid:f0950871-925e-4441-9dac-0f09dfad9cf8> | CC-MAIN-2017-26 | http://www.smh.com.au/comment/gender-pay-gap-a-rude-awakening-for-girls-brought-up-to-think-they-can-do-anything-20131119-2xt91.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00673.warc.gz | en | 0.982379 | 607 | 2.53125 | 3 | The extract earns a high score for its thoughtful discussion of gender inequality and its impact on career opportunities and leadership roles. It presents realistic scenarios, integrates emotional intelligence, and encourages critical thinking about societal issues. The author, a 15-year-old student, demonstrates nuanced understanding and effective communication of complex problems.
Educational score: 4 | 4 | 3 | 32,059 | 1 |
A culture exchange is a way to share different aspects of one culture with another person. These experiences can take many forms and may involve anything from learning an instrument to discussing religion, politics, or day-to-day activities. You can also exchange information about food, sports, and special celebrations. The idea is to create an environment in which the two parties can get to know one another better. These experiences are rewarding and often lead to friendships and understanding.
Cultural events are an excellent way to engage in cross-cultural exchange. These activities allow participants to experience other cultures and gain a deeper appreciation for their own. These events also provide an opportunity to develop collaborative skills and improve written communication skills. Besides learning about another culture, these events can also help participants stay motivated while visiting a new country. For example, if your participants are interested in visiting the United States, you could organize a cultural event, such as watching a local football game. You could explain the rules and encourage them to go watch the game. You could also take them to a baseball game.
The centerpiece of a culture exchange program is the Indigenous Bridges Youth Ambassador Program. Developed by Tony Coolidge, this non-profit organization is an example of a cross-cultural exchange. Indigenous people from different tribes from around the world were invited to NYC by the founder of ATAYAL Organization, Tony Coolidge. The Seminole Tribe of Florida, for instance, invited an Indigenous delegation from Taiwan to perform on their reservation.
The students who participate in a cultural exchange become more aware of their own culture and the inner concerns of their host family, city, nation, or global community. They develop their leadership skills and become more sensitive to the subtleties of their host culture. The process is also great for personal growth, and can help you develop an appreciation for the diversity of cultures. It also helps build a deeper understanding of the human condition. When done right, a culture exchange can lead to many benefits for both you and your host family.
Getting involved in a cultural exchange is a great way to learn more about different cultures. Whether you are planning a family vacation or a career break, it is an excellent way to develop your language and cultural skills while living abroad. In addition to this, it will also help you become more aware of different perspectives, making you more open-minded and accepting of others. The process of cultural exchange will help you build confidence and independence. The benefits are worth the effort.
International cultural and educational cooperation is a great way to deepen our understanding of other cultures and strengthen international relationships. Cultural exchanges are also great for language learning, as they give us context to put our new language into. Learning about another culture will help us become better equipped to speak that language when we’re back home. It will also motivate you to continue learning a new language. If you’re interested in learning a new language, consider a cultural exchange.
Whether you’re a student or a faculty member, there is a cultural exchange program to meet your needs. There are a variety of programs available for different age groups. If you’re looking for a non-formal leadership role, a cultural exchange program could be a perfect fit. This program is a great way to learn new languages and get involved in global affairs. Once you’ve done that, you’ll be a valuable asset in a global community.
In addition to cultural exchanges, there are many ways to learn about a different culture. A cultural exchange can include a farm market outing, a pumpkin carving contest, and an educational tour. You can also use a speech balloon to introduce the host country. A cultural exchange can also include an icebreaker game like cultural bingo or a volunteer activity. These activities can make a cultural exchange more fun and educational for everyone. The best way to make a cultural exchange work for you is to get out of your comfort zone and start learning about your new friends.
Creating a meaningful culture exchange program is an excellent way to build relationships and promote cultural understanding. With a little effort, you can be on your way to developing a vibrant community. The Next Level program is one such initiative. It has hosted over 85 artists from around the world. These artists have been involved in successful exchange programs in countries like El Salvador, Brazil, India, Bangladesh, Morocco, and Bosnia and Herzegovina. They’ve also hosted mural artists from different cultures. | <urn:uuid:a6929657-e260-48ec-8155-c16080f89a01> | CC-MAIN-2023-23 | https://cagd-us.org/what-is-a-culture-exchange/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652235.2/warc/CC-MAIN-20230606045924-20230606075924-00430.warc.gz | en | 0.959156 | 902 | 2.90625 | 3 | The extract provides a comprehensive discussion of cultural exchange programs, highlighting their benefits for personal growth, leadership skills, and cultural understanding. It includes realistic scenarios and practical applications, such as organizing cultural events and participating in exchange programs. The text also emphasizes the importance of emotional intelligence, open-mindedness, and intercultural fluency.
Educational score: 4 | 4 | 3 | 537,206 | 1 |
Edmund Burke, a supporter of the American Revolution, criticized the French Revolution for its extremism and radicalism. He thought revolution was a dangerous way to secure rights. Moderation and gradual progress was best. (Note that the time between the Magna Carta and the Glorious Revolution was 650 years. Burke was really very patient.) Furthermore, he preferred rights based in tradition and property. The “abstract rights” advocated in the French Revolution would eventually lead a tyranny or democratic dictatorship. He was an old stick in the mud but let us not entirely reject his argument without reason. There is historical evidence to show that the pursuit of “equality” can create revolutionary dictatorships and eventually stronger, more odious states.
Part one of The Rights of Man addressed most of Burke’s questions about and attacks on the French Revolution. To provide a brief outline, Paine begins with a defense of the attack on the Bastille as a requirement in the struggle in the battle between “freedom and slavery.” “Mr. Burke has spoken a great deal about plots, but he has never once spoken of this plot against the National Assembly and the liberties of the nation.” (453) He then challenges Burke on his concept of rights. If, Paine asks, Burke accepts any rights, where did these come from, are they natural, and what acts should be taken in defense of those rights. In the context of this rights discussion, Paine makes a critique of classic social contract theory. “The fact therefore must be, that the individuals themselves, each in his own personal and sovereign right, entered into a compact with each other to produce a government: and this is the only mode in which governments have a right to arise, and the only principle on which they have a right to exist.” (467) This perhaps is the only definition of government that can be palatable to anarchists – that is the collection of individual solidarities and personal contracts between free individuals, instead of an abstract deal made between the “people” and the “state” in some legendary past that binds us in perpetuity, as is commonly imagined in classical social contract theory. In the second half of part one, Paine describes the French Constitution, provides a narrative of the revolution, and repeats the critique of hereditary monarchy. primogeniture and aristocracy that he originally presented in Common Sense. Part one ends with a vision of global revolution. Paine saw the French Revolution as a blow to absolute monarchy that could not shaken off. He was correct even if it took another century and a world war.
Part two of The Rights of Man is in my mind more politically interesting and bold. It is here that he goes beyond defending the actions of the French Revolutionaries to building a systematic argument for the origins of government, society, and rights. In a sense, this is where Paine presents his vision of the social contract (which as we have already seen is unique). He then spends around 75 pages suggesting an workable constitution, taxation system, and system of socially-provided poor relief and public education. We come away with a strong case for economic equality (although he is clearly not a proto-communist – but there is much in his vision I find in Proudhon’s form of anarchism based on individual, independent producers). The heart of his tax scheme, presented in The Rights of Man, which is very similar to a progressive taxation system, is a maximum income – which protects society from a new aristocracy, with a significant portion of government revenues being used to ensure the personal independence of all.
Let me highlight three things in the second parts of The Rights of Man that struck me on this reading of it. First, Paine attacked the bicameral model of government reflected in the English “constitution” and the American Constitution. This is an arbitrary division of the people’s will. The upper house is not necessarily more sober, wise, or mature, as is commonly suggested by supporters of an “upper house.” It also opens up the possibility that the minority can trump the majority or even in some cases, rule the majority. Paine here is suggesting a system more democratic than what would emerge in the U.S. (although with direct election of senators we certainly have a more democratic Senate in the U.S. than the upper house Paine was worried about). His only concession to a splitting of the legislature is that it might be wise to subdivide the single house so that legislation would be slowed down through 2 or 3 debates, before becoming law. As an anti-statist, I guess I do not have a strong feeling either way, and for every time that an “upper house” slowed down laws I would support, it likely stopped the government from pursuing tyrannical rule of the majority.
Second, The Rights of Man makes a strong case for the necessity of equality. We see this not only in Paine’s criticism of inherited wealth and his plan for a maximum income, but also in his plan to keep the leaders of government close to the people with salary limitations. Now, likely Paine was more worried about the elite seizing government or people using government posts to enrich themselves. This is not our concern now, where any decent MBA can earn salaries that make the President of the U.S. look like a pauper. Paine’s plan for a progressive income tax, dedicated to defense, the functions of government and an elaborate scheme for social equality – an 18th century war on poverty. He envisioned annuities for all poor families and the elderly, employment for the poor, funding for poor people’s funeral expenses, annuities for disbanded soldiers and sailors, and tax relief for widows.
Third, Paine envisioned the injustice of the criminalization of poverty. I was struck when re-reading The Rights of Man how modern his concerns sound. “When, in countries that are called civilized, we see age going to the workhouse and youth to the gallows, something must be wrong in the system of government. It would seem, by the exterior of appearances of such countries, that all was happiness; but there lies hidden from the eye of common observation, a mass of wretchedness that has scarcely any other chance, than to expire in poverty or infamy. . . . Civil government does not consist in executions; but in making that provision for the instruction of youth, and the support of age, as to exclude, as much as possible, profligacy from the one, and despair from the other.” (604) His solution, of course, was the creation of a social safety net based on some basic human solidarity. “By the operation of this plan, the poor laws, those instruments of civil torture, will be superseded, and the wasteful expense of litigation prevented. The hearts of the humane will not be shocked by ragged and hungry children, and persons of seventy and eighty years of age begging for bread.” (633) It is little surprise that working class agitators since the 1790s have found an ally in Thomas Paine. While most anarchists may find him a little too married to government or limited in seeing government as the major way we as a society can come together as brothers and sisters, his commitment to equality, justice, and solidarity is remarkable and not at all stale.
Next, The Age of Reason and the memory of Thomas Paine.
Oh, and here is Christopher Hitchens on Paine. Part 1 of 4. | <urn:uuid:eb4e4fee-4daa-4004-adbe-1ba4b5f87ebd> | CC-MAIN-2017-34 | https://tashqueedagg.wordpress.com/2012/11/19/thomas-paine-the-rights-of-man-1791-1792/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886112539.18/warc/CC-MAIN-20170822181825-20170822201825-00301.warc.gz | en | 0.968433 | 1,553 | 3.65625 | 4 | The extract provides in-depth analysis of Thomas Paine's work, particularly "The Rights of Man", discussing his views on government, rights, and social equality. It showcases critical thinking, analytical skills, and cultural awareness, but lacks direct application to soft skills development, such as teamwork, leadership, or communication scenarios.
Educational score: 3 | 3 | 2 | 881,201 | 0 |
In the previous posts about Trust I outlined how things that are designed to help you with your security can sometimes hinder that very security that you are trying to achieve. Today I will take that even further and outline how the whole concept of security can, in some cases, make you even less secure.
The problem I am talking about is caused by being overly confident in the system provided thus leading to a false sense of security. Much like how the captain of the Titanic felt the puny iceberg was no match for his state of the art ship, so some people feel about being compromised after they implement the latest in security measures.
Lately we had some examples of this due to the high profile assassination in Dubai. As the news has been reporting over and over again the assassins entered the country using forged passports. The passports in question were biometric passports. Biometric passports are hailed as the ultimate in security. Confidence is so high in their security that the Netherlands has even been trialing an automated passport scanning system, which a pair of ethical hackers managed to fool by getting a fake biometric passport in the name of Elvis Presley registered in a fake country approved. I am not aware of any country that has gone fully automated; however, even just testing out such automated systems is, in my opinion, a sign of the danger that security can be to itself. Simply considering automating such a critical security system means that there are some people who have huge faith in how infallible the system is and this in itself is a threat to security. One should never have such a strong belief that a security system is infallible because, no matter how good it is, it still can, and will, be broken.
The issue isn’t limited exclusively to passports. This type of over confidence is present in more mundane situations. Time and time again I have been asked by a friend to help clean their machine from malware and when I ask them whether they had clicked on dubious attachments in emails they usually would have with the conviction that it was okay. Even if it were to be malicious they believed their antivirus software would protect them from any possible infection.
Companies are not immune to this way of thinking either. Deploying antivirus and patch management mechanisms are at times considered to be enough. Additional tools such as vulnerability scanning, log management and perimeter security might be considered an unnecessary expense because they are regarded as a second layer of security, where the risk is already being mitigated though virus scanning and patch management. This is true to a point; however, you can never have blind faith that any antivirus software will detect every form of malware and you can never be totally sure that every vulnerability will be patched, and on time.
Going back to the title, Security is the enemy of Security, what does that mean exactly? I am obviously not suggesting that removing security measures will make everyone more secure. What I am trying to say is that no matter how much security one puts into place he should still work under the assumption that they will all fail. Don’t allow security to make you lazy. Anything suspicious, be it a link or an attachment, will still require the same diligence as if one had no antivirus / link scanner in place because if it’s malicious your security system might still fail to detect it.
Always remember that security is not the first line of defense, the user is. Security mechanisms are in place to protect the system when the user fails; they are not a magical filter that knows all good from bad. There is also a third line of defense which protects the system in the event of the security mechanism itself failing, and that is the Administrator who monitors the system for intrusions and suspicious behavior. If a security system fails, the best you can hope for at that point is that the administrator detects the intrusion in a timely manner and takes corrective action before the damage spreads. These three tiers need to work in tandem. Security will be the enemy of itself if the user relaxes and takes risks under the assumption and ‘peace of mind’ that the security system will take care of any slipups caused by his actions. Security will also be its own enemy when the administrator feels s/he can neglect monitoring duties, confident that the policies in place which users follow and the security infrastructure will prevent any intrusions and malware from ever infiltrating the network. | <urn:uuid:6bb9720d-3ced-4386-9cb9-75639dd538e0> | CC-MAIN-2023-14 | https://techtalk.gfi.com/trust-security-enemy-security/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945144.17/warc/CC-MAIN-20230323100829-20230323130829-00320.warc.gz | en | 0.970382 | 885 | 2.53125 | 3 | The extract earns a score of 4 due to its in-depth discussion of security concepts, highlighting the importance of critical thinking and vigilance in the face of potential threats. It presents complex scenarios, such as the limitations of biometric passports and antivirus software, and emphasizes the need for a multi-layered approach to security, including user diligence and administrative monitoring.
Educational score: 4 | 4 | 3 | 353,320 | 1 |
I've read it several places that the apparent retrograde motion of planets (during which they seem, as viewed from Earth, to move in the opposite sense of their normal "direct" orbital motion against background stars at infinite distance) occurs between the two quadrature points (at which the planet-Earth-Sun angle is 90°). I have always assumed that "between" is an approximation, since, at quadrature, though the Earth's motion is contributing nothing to the planet's apparent motion (since it is moving directly along the line of sight to the planet), the planet's true motion is providing apparent "direct motion", so that retrograde motion, though bounded by the quadrature points, does not begin or end there.
I've never been able to prove this to my satisfaction, and often come across descriptions that make me wonder whether I've had it wrong all along.
Some of these sources would seem to be quite authoritative, such as a translator's footnote to Copernicus, in which it is stated that the angular extent of a superior planet's retrograde motion observed from Earth is defined by the tangents to the Earth's orbit that pass through the planet:
While these tangents certainly bound the angular extent of retrograde motion — in fact, they define the retrograde (and direct) motion of an unmoving planet (since they correspond to the maximum parallax for the planet seen from Earth) — isn't the actual extent of retrograde motion smaller, for the reasons stated above?
How can it demonstrated geometrically (assuming circular orbits with common centers and uniform angular velocities, and given periods and radii for those orbits for Earth and the Planet) what the rate of change of the apparent angular position of an orbiting planet is as a function of the planet-Earth-Sun angle? | <urn:uuid:dcc1e275-155e-4aef-874d-f06769698ec6> | CC-MAIN-2013-20 | http://math.stackexchange.com/questions/200853/does-apparent-retrograde-motion-of-planets-begin-and-end-at-quadrature?answertab=votes | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696382185/warc/CC-MAIN-20130516092622-00098-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.95372 | 374 | 3.390625 | 3 | The extract lacks discussion of soft skills, focusing on a complex astronomical concept. It demonstrates critical thinking and problem-solving but doesn't address teamwork, communication, or cultural awareness.
Educational score: 1 | 1 | 0 | 122,475 | 0 |
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What is privacy, why can’t we agree about it, and why is data a particular problem?
Design informatics research seminars
The concept of privacy has divided lawyers, scholars and policymakers for decades, not only in terms of whether it is a good or bad thing, but even what it is. Some say it is a human right, some that it is a prerequisite for democracy; others note that individuals are prone to breaching their own privacy and are remarkably relaxed about it, and have described various privacy paradoxes or other common inconsistencies in attitude – all of which make it extremely problematic to determine when privacy, or its breach, is in the interests of individuals or society. The divisions have become more pressing since the growth of digital technologies, the development of the legal concept of data protection, and the ubiquitous collection of big data.
There are two reasons for this disarray. First, different privacy discourses are going on simultaneously, talking past each other and cheerfully engendering various category errors. Certain discourses, for example in law or cybersecurity, even have a hegemonic tendency to assume that they ‘own’ the concept of privacy. Secondly, this is compounded by technological change that is forcing constant conceptual revision and changes in social attitudes. This talk sets out a series of seven types of privacy discussion, which are distinct but relatable to each other, as a first step towards clearing up the confusion, and argues that there must be a strong firewall between conceptual definitions of privacy, and debates about its value.
Kieron O’Hara is an associate professor and principal research fellow in electronics and computer science at the University of Southampton, with an interest in the social and political impact of technology, particularly the World Wide Web. His particular interests are in privacy, trust and ethics, and is the author of several books, including ‘The Spy in the Coffee Machine’ (with Nigel Shadbolt). His report, ‘Transparent Government, Not Transparent Citizens’, on open data and privacy, was published by the Cabinet Office in 2011, and he advised the Home Office and the Ministry of Justice on open data released from 2011-15. He is one of the leads of the UKAN network of anonymization professionals.
Design Informations T room, 1.09 Evolution House, 78 West Port, Edinburgh, EH1 | <urn:uuid:650ed0aa-e358-47c5-9fd8-d7d1cc86837d> | CC-MAIN-2020-05 | https://www.designinformatics.org/event/what-is-privacy-why-cant-we-agree-about-it-and-why-is-data-a-particular-problem/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00064.warc.gz | en | 0.944108 | 491 | 2.796875 | 3 | The extract discusses complex concepts of privacy, data, and technology, requiring critical thinking and nuanced understanding. It touches on interdisciplinary approaches, cultural context, and the impact of technological change, demonstrating some elements of advanced communication and problem-solving. However, it lacks explicit discussion of soft skills and practical application, limiting its score.
Educational score: 3 | 3 | 2 | 252,716 | 0 |
Now that you are starting college there is some college classroom etiquette that you need to be aware of. College is not like previous school experiences, and the environment is more casual and open to ideas and opinions. This does not mean that common courtesy and respect can be disregarded however. Each student in class is paying money to receive an education, so you need to be respectful of everyone.
Behavior in class which is rude, that is in poor taste and not conducive to learning, or that is otherwise unacceptable may affect your final grade, and the way your fellow students feel about you. Below are some tips on college classroom etiquette that can help you understand what is acceptable, and what is not.
Cell Phones - Cell phones have become a necessity to college students, but this does not mean they are welcome in class. Either turn the phone off or leave it at home. Answering a call during class is rude to the instructor and distracting to the other students.
Addressing the professor in a casual manner or getting personal - College is much less formal than high school, and many professors encourage a casual relationship in class. Do not take this too far however, and always show respect when addressing the professor or discussing anything in class. Keep your questions and comments to class and course material, and do not get personal.
Frequently arriving late or leaving early - If a class interferes with your work or sleep schedule do not take it. Some students will take a class and then need to arrive late or leave early on a regular basis. Not only does this disrupt the class and irritate the instructor but you also miss out on valuable resources and discussions. Instead take the class at a time which is convenient for you and does not conflict with your schedule.
Dominating or interrupting discussions - Some students are enthusiastic, and that is a good thing. Class discussions should allow all class members to participate though, so do not try to dominate discussions or interrupt the instructor or other students.
Food and drinks in class – Each professor and college has rules in place concerning whether or not students can bring food and beverages into the classroom. If these items are prohibited then do not bring them. If your professor does allow you to eat and drink in class use courtesy and common sense. Prevent spills, and avoid any foods which are messy or have a strong odor. Other students do not want to gag on garlic or smell your tuna and onion sandwich all through class. Avoid foods which are noisy as well to prevent distracting other students.
Be prepared - When you arrive for class make sure you come prepared. Look over your syllabus before class, to make sure you have all the necessary materials and work and that you have actually read any required material for class discussion that day. Bring writing utensils, required textbooks and other class materials, and a mind that is alert and ready to learn. | <urn:uuid:4335bf64-a5a9-4f21-810e-707a0ec28fd7> | CC-MAIN-2014-10 | http://www.college-connecting.com/blog/college-classroom-etiquette/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394011207526/warc/CC-MAIN-20140305092007-00016-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.95701 | 582 | 2.8125 | 3 | The extract provides basic guidance on college classroom etiquette, covering topics such as respect, cell phone use, and preparation. It touches on communication and teamwork concepts, but lacks depth and practical application. The discussion is straightforward, with limited nuance and no complex problem-solving opportunities. Cultural awareness and digital literacy are not explicitly addressed.
Educational score: 2 | 2 | 1 | 710,353 | 0 |
THEORY OF THE CHEESE
SOME THOUGHTS ON THE ORIGIN OF THE NAME "CALLAWAY"
(Copyright: Dr Bruce Callaway)
In the search for the origins of a name it must constantly be born in mind that the name is a survivor. We exist, the name exists and it has there been handed down through the centuries. Although a truism, this is important because when research discourages, we must remember that you would not have had the name if someone had not given it to you. This truism (like other truisms) only holds good up to a point, and it is at that point that research must centre viz. the first recorded, unequivocal record of the name, accepting that transitions and alternatives can occur with translation.
In England, family names were first introduced by the Norman Barons. Thus whilst bynames both English and Scandinavian are found in England before the Conquest, old English personal names were rapidly superseded by new Christian names introduced by the Normans.
It was not until the development of the Feudal system in England post-conquest, that it became important for individuals to have a distinguishing label. Only then did it become essential that the King should know exactly what services each Knight owed, and payments to the Exchequer required that debtors and creditors be particularised. The lawyers required that parties to transfers to land or those concerned in criminal proceedings could be definitely identified. Monasteries drew up surveys with details of tenants of all classes, and their services. Later the net was thrown wider in the lists of those assessed in the Subsidy Rolls.
Up to 1200, the Peasants had no fixed surnames. There are signs of development in 1225 and they were in general use 100 years later.
The Welsh as matter of interest, had no hereditary surnames until as late as the 16th century. They clung tenaciously to their ancient system by which a man’s name gave his pedigree for several generations eg (from Reaney) “Morgan ap Llewelyn ap Jevan ap Jenkins” (1454). The Registrar General in 1853 reports that hereditary surnames were not in use even amongst the gentry of Wales until the time Henry VIII. It is fair to say that Welsh surnames appear in the border counties from the 12th Century but their surnames were patronymics from ancient Welsh personal names.
From research it becomes clear that there are no CALLAWAY’s in Viking History and there are no CALLAWAY’s in the Domesday Book. The earliest resembling name is that of one Philip de CHAILEWAI recorded in the Pipe Rolls of Gloucestershire in 1165 (At this time it was customary not to write a single “C” but rather “CHA” having the same pronunciation as the former.)
Harrison in his “Surnames of U.K.” (1969) improbably, having found one Walter CALEWEY in the Hundreds Rolls presumed that the name originated from the Anglo Saxon “CALWIG” (Wig = war, battles). He went on to more accurately dissociate Callaway from GALLOWAY (The land of the Stranger Gaels). The Stranger Gaels were actually Galls or foreigners (from the new Latin GALWETH).
This has been detailed to show that GALLOWAY was originally pronounced “GAWL” whereas a distinct group of names were prefixed CAL as in “Shall”. Galloway incidentally is a locality near Kirkcudbright and it is thus that Barber in his “British Family Names” dismisses the origin of Callaway.
Clues to the origin of the surname come from the Penguin Dictionary of Surnames thus: (Local name) ‘CAILLOUET’ (= pebbly place) an old French place in Eure. This is confirmed by P.H. Reaney one of the most authoritative of the many authors on the origin of English names. As Reaney points out, after the Norman Conquest there were difficulties in communication between Normans who knew no English and Englishmen who were ignorant of French. Consistently the scribes translated what they heard of what they thought they heard phonetically, and as the parson was frequently dealing with illiterates, and there was no previous spelling of the name to guide him, it is easy to see how one Philip de Caillouet became Philip de Chailewai.
The clear evidence arising from Reaneys genealogical researches which linked Norman names into the English name system is beautifically expanded in his book “The Origin of English Surnames” published by Routledge & Kagan Paul LONDON.
To find out why ancestor Philip was in Gloucestershire in the middle 12th century, 100 years after the Conquest, it is necessary to examine the history of Eure. The village of Caillouet still exists.
The medieval province of Eure originally belonged to France, but was gifted to ROLLO the Viking who occupied Normandy in 960 AD. The gift was from Charles the Simple, the King of France, to entice Rollo from his marauding ways and to effect his conversion to Christianity. It is reliably recorded that at the hand over ceremony following the custom of the day, Rollo was to kiss the foot of the King, but this strapping Viking in his enthusiasm lifted the King’s foot high in the air and the unfortunate Monarch took a very heavy fall. Rollo of course became the first Duke of Normandy and was the ancestor of the Sixth Duke William who 100 years later was to become William the Conqueror of all England on that fateful day in 1066.
Eure, the Province, now Eure the Department of France lies North of Paris and stretches to the English Channel as it did in medieval times. Its capital is Evreux and is drained by the lower Seine. It is remembered that it was severely damaged during the German sweep across France (1940) and after the allied Normandy invasion (1944).
Whilst there was commerce with Britain by the Normans prior to the Conquest in the time of Edward the Confessor and indeed Normans were resident in London at Court, they were traders, and property holders and were thus reasonably well recorded. It was not until much later in the 12th & 13th century that travel between Middle France and Britain became easily possible, and then only for a relatively short time. (Rise & fall of the Plantagenet's)
If one accepts that there is a high probability that our ancestor therefore originated from Normandy it is possible to fairly accurately assess his arrival date from the following facts.
It must be remembered that in his invasion across the Channel, William took amongst his 7,000 troops mainly residents of the original Normandy (including Eure), Bretons from Brittany and some residents of Flanders. Although Harold and his troops were decimated at Hastings, William lost more than half of his troops. The rewards for the invaders, including the fresh arrivals from Normandy find their way into Domesday Book, a Record notable for the absence, as has been said, for any name resembling Callaway.
A peaceful invasion by the Industrial and Trading classes of Normandy followed quickly on the conquest of the Norman soldiers. As Greens History of the English People puts it. ‘Every Norman Noble as he quartered himself upon English land, every Norman abbot as he entered his English Cloister, gathered French artists or French domestics around his new Castle or his new Church.’
Thus we have a period from around 1070 until Philip was recorded into existence 95 years later. Many questions arise. Was he a descendant of an earlier arrival from Caillouet, was this his first visit to England. The answers would narrow that 95 years considerably. The answers must await further research.
Once again accepting that Caillouet is the origin of the name, what then is the origin of the former? Here we must turn to A. Dauzat’s authoritative DICTIONNAIRE ETYMOLOGIQUE DES NOMS DE FAMILLES ET PRENOMS DE FRANCE (Paris 1951) ‘CAILLOUET the diminutive of CAILLOU (X) which in Normandy/Picardy refers to flint, pebble or stone. Hence the place of the Little Flint etc.
However Philip was in England under the reign of Henry II (1154-1189) who married Eleanor of Aquitaine and commerce and travel was equally brisk between the South of France and England in these 35 years.
Dauzat indicates that the name CALLAVET in the South of France (a place in the Department of GERS ca. 40km west of Toulouse), could have a similar origin from “CAILLOU” (broken pebbles or stones) or alternatively “CAILLOUTEAUX” (to curd or clot).
Most French names beginning with CAIL are considered to derive from “LAIT-CAILLE” (milk curds) and hence, with its variations became the surname of the milkman or the cheese maker.
Further research now being undertaken may prove or disprove if our Philip was indeed a common medieval ancestor to the Callaway Family of the world. Still to be resolved then would be the interesting question was he Philip of the Pebbly Place or Philip the Cheese Maker. | <urn:uuid:b25dc0d6-b8dc-4a69-ae48-a195f44e2a5c> | CC-MAIN-2014-10 | http://www.callawayfamily.org/document/theoryofthecheese.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394011163856/warc/CC-MAIN-20140305091923-00000-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.97612 | 1,973 | 2.890625 | 3 | The extract lacks discussion of soft skills, focusing on historical research and etymology of the surname "Callaway". It does not provide opportunities for developing communication, teamwork, or problem-solving skills. The content is informative but limited to theoretical knowledge without practical application.
Educational score: 1 | 1 | 0 | 855,297 | 0 |
PHOENIX — The days of sitting at a desk and taking notes all day are over for students at one Phoenix-area school.
The STEAM curriculum at Gateway Polytechnic Academy, near Ray and Signal Butte roads in Mesa, is designed so kids can truly understand the subjects they’re learning and, more importantly, retain it.
“STEAM is science, technology, art, and mathematics,” Sarah-Beth Belvado, STEAM coordinator at the school, said.
“You can read from a book,” Belvado continued. “But you’re not going to make the connection. You’re not going to remember it.”
In the classrooms, teachers tie in real world problems so kids can learn by tackling concrete issues. Each quarter, the school decides a theme that every class will focus on. For example, one quarter was all about astronomy, while another was about agriculture.
Each grade is assigned a certain aspect of the theme.
“Our preschoolers learned the parts of the plant,” Belvado said. “Our kindergarteners learned all about pollinators. First grade did decomposers.”
Other grades looked at everything from technology in agriculture to hydroponics. The topics were woven into all subjects, including reading, writing and math.
Jill DeVorkin, a kindergarten teacher at the school, uses a “four C’s” method — critical thinking, communication, collaboration and creativity — to encourage her students to be curious and ask questions. Building structures is a big part of their studies.
“We have their centers where they’re building ABCs,” DeVorkin said, pointing out the various tables.
Kindergarteners were gathered around them — some stamping letters into sand, others are using brightly colored plastic pieces to form their ABC’s and some building structures with blocks using picture-based instructions.
“It’s nice. They can follow the blueprint or they can do their own,” DeVorkin said.
That emphasis on construction and thinking through problems creatively flows through all the grades.
Julie MacDonald, a sixth and seventh grade science teacher, said her classes are learning about the brain. She said she likes to get the kids up and moving and physically interacting.
“I give them questions and say, ‘Hey, we’re learning about the brain. My friend says this. What do you think about that?’ And I always have them justify their answers.” | <urn:uuid:6ebfeaa3-c99f-484f-a301-4c81de4e7503> | CC-MAIN-2017-34 | http://ktar.com/story/1232111/phoenix-area-school-using-real-world-problems-to-educate-students/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105455.37/warc/CC-MAIN-20170819143637-20170819163637-00293.warc.gz | en | 0.960723 | 541 | 2.875 | 3 | The extract showcases a STEAM curriculum that incorporates real-world problems, critical thinking, and collaboration, promoting soft skills development. It highlights the "four C's" method, emphasizing critical thinking, communication, collaboration, and creativity. The hands-on approach and emphasis on problem-solving demonstrate a strong focus on practical application and nuanced interaction.
Educational score: 4 | 4 | 3 | 953,116 | 1 |
When your child starts at Larkmead, the following equipment is essential;
- a reasonably large and firm bag in which to carry their books
- a pen
- a pencil
- a rubber
- a 30cm ruler
- coloured pencils
- a book in which they can make rough notes
- a separate bag in which to carry their P.E. kit
We suggest you do not buy Maths instruments or a calculator until your child has talked to their Maths teacher, as you could find that you have bought expensive equipment which is not required.
We know that some students tend to carry all their equipment around with them every day. Only bringing in books and equipment needed for the day is a useful habit for students to develop, reducing the weight of their bag considerably. | <urn:uuid:c35573cb-f728-43ab-aceb-861296e296f5> | CC-MAIN-2020-05 | http://www.larkmead-school.com/equipment/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00189.warc.gz | en | 0.987306 | 163 | 2.546875 | 3 | The extract lacks discussion of soft skills, focusing on basic school equipment and organizational tips. It provides no opportunities for emotional intelligence, leadership, or critical thinking, and does not address cultural awareness or digital literacy.
Educational score: 1 | 1 | 0 | 253,208 | 0 |
The street theatre was founded in the late 1960s in Germany to protest against the politics at that time and was closely linked to strikes and demonstrations. However, you may also organise a street theatre to make people in your town aware of the problems that your river or streams encounter.
A street theatre differs a lot from a traditional theatre in that it does not take place in a confined space in front of paying spectators but tries to directly interfere with reality. Therefore, actors approach spectators in the street and try to pass on specific messages – by playing scenes and by involving the audience in activities and discussions.
Special conditions apply to outdoor performances:
Be prepared for reactions from spectators such as boredom or aggressiveness or other disturbing behaviour. You will learn how to react adequately and improvise by role playing.
The noise in the street and other factors will disturb the spectators. The texts have to take this into account – e.g. slogans with just a few words and clear messages. Do not use a stage play for outdoor performance.
Several actors mutually reciting the same text will increase the volume (screaming harms your vocal cords).
Signboards and panels with short messages can be useful.
You will succeed at theatrical work through practice: try to reduce inhibitions and to improvise, exercise making facial expressions, gestures, train your voice (breathing exercises) and learn how to employ your body. Ask your music teacher or your sports teacher for help.
Ideas on the content of the play will be found for example by brainstorming. Create humorous and ironicl slogans – e.g. on account of those people who make business by damaging our environment or who do not undertake any actions against environmental destruction even though it is their duty.
Example: ‘A trout’s story’: A trout talks about its experiences on a journey through your river:
- The trout starts in the cool, clear natural waters far up in the mountains. Many other types of animals and plants live in this area with shingle banks and a diverse waterfront with many places to hide.
- The river is straightened, i.e. canalised, the waterfront is covered with concrete and a dike or a hydraulic power station is built. The water flows faster but it is also harder to travel through it. Hideouts are missing and it is no longer possible to navigate.
Now include the problems encountered in your town.
- Free the river and help the trout: Concrete walls disappear in favour of shingle banks, trees, driftwood or a nature reserve. More trout and a beaver or a frog appear on the site.
Discuss arguments for and against setting free a river with the audience.
When representing an animal you have to be familiar with its movements and you should know the characteristics of its body and the sounds it makes. You can make animals talk by altering your voice, for example, so that it fits their characteristics. Examples:
Frog: Find out the centre of gravity, typical movements and exercise imitating a wide frogmouth. Costume: goggles, green clothes, fins, bathing cap and a green coloured face for instance.
Fish: Try to imitate the movements of its body, head and fins; a fish is not a seal. Costume: a bag with scales and fins sewn to it (pad it in order to make disappear the contours of the body), mouth and cap made out of scales.
You may also represent wind, rain, plants, stones or regulated riversides and make them alive. There are no limits to costumes and props. Reflect on how you can move in a huge, heavy costume for example. Materials you could use are often found at flea markets, or maybe your parents could help you out. | <urn:uuid:ecabfa03-558e-4778-b6d1-c81529316f7d> | CC-MAIN-2013-48 | http://www.freeyourriver.net/index.php?design=fyrcom1_final&url=community&cid=6589&modul=10&folder=50834 | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163996785/warc/CC-MAIN-20131204133316-00019-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.954588 | 766 | 3.09375 | 3 | The extract scores high for its comprehensive coverage of street theatre as a means of communication and awareness-raising, incorporating elements of teamwork, creativity, and problem-solving. It provides practical tips and scenarios for engaging audiences, handling challenging situations, and developing performance skills. The content promotes critical thinking, emotional intelligence, and cultural awareness, particularly in the context of environmental issues.
Educational score: 5 | 5 | 4 | 336,355 | 1 |
End Of Story
Wednesday, December 28, 2011
Parable of the Pipe-line
By Burke Hedges
Once upon a time long, long ago, two ambitious young cousins named Pablo and Bruno lived side by side in a small Italian village. The young men were best buddies, and big dreamers. They would talk endlessly about how someday, someway, they would become the richest men in the village. They were both bright and hard working. All they needed was an opportunity.
One day that opportunity arrived. The village decided to hire two men to carry water from a nearby river to a cistern in the town square. The job went to Pablo and Bruno. Each man grabbed two buckets and headed to the river. By the end of the day, they had filled the town cistern to the brim. The village elder paid them one penny for each bucket of water. "This is our dream come true! shouted Bruno. "I can't believe our good fortune." But Pablo wasn't so sure.
His back ached and his hands were blistered from carrying the heavy buckets. He dreaded getting up and going to work the next morning. He vowed to think of a better way to get the water from the river to the village. "Bruno, I have a plan," Pablo said, ‘’ instead of lugging buckets back and forth for pennies a day, let's build a pipeline from the village to the river."
Bruno stopped dead in his tracks."A pipeline!” Whoever heard of such a thing?" Bruno shouted. "We've got a great job, Pablo. I can carry 100 buckets a day. At a penny a bucket that's a dollar a day! I'm rich!. By the end of the week, I can buy a new pair of shoes. By the end of the month a cow. By the end of six months I can buy a new hut. We have the best job in town. We have weekends off and two weeks paid vacation every year. We're set for life! Get out of here with your pipeline."
But Pablo was not easily discouraged. He patiently explained the pipeline plan to his best friend. Pablo would work part of the day carrying buckets, and part of the day and weekends building his pipeline. He knew it would be hard work digging a ditch in the rocky soil. Because he was paid by the bucket he knew his income would drop. He also knew it might take a year or two before his pipeline would pay off. But Pablo believed in his dream and he went to work.
Bruno and the rest of the villagers began mocking Pablo, calling him "Pablo the Pipeline Man." Bruno, who was earning almost twice the money as Pablo, flaunted his new purchases. He bought a donkey outfitted with a new leather saddle, which he kept parked outside his new two-story hut. He bought flashy clothes and fancy meals at the inn. The villagers called him Mr. Bruno, and they cheered when he bought rounds at the tavern and laughed loudly at his jokes.
While Bruno lay in his hammock on evenings and weekends, Pablo kept digging his pipeline. The first few months Pablo didn't have much to show for his efforts. The work was hard, even harder than Bruno's because Pablo was working evenings and weekends too. But Pablo kept reminding himself that tomorrow's dreams are built on today's sacrifices. Day by day he dug, inch by inch. Inches turned into one foot, then ten feet, then 20, then 100. "Short-term pain equals long-term gain," he reminded himself as he stumbled into his hut after another exhausting day's work. "In time my reward will exceed my efforts," he thought. "Keep your eyes on the prize," he kept thinking as he drifted off to sleep with the sounds of laughter from the village tavern in the background.
Days turned into months. One day Pablo realized his pipeline was half-way finished, which meant he only had to walk half as far to fill his buckets! Pablo used the extra time to work on his pipeline. During his rest breaks, Pablo watched his old friend Bruno lug buckets. Bruno's shoulders were more stooped than ever. He was hunched in pain, his steps slowed by the daily grind. Bruno was angry and sullen, resenting the fact that he was doomed to carry buckets, day in, day out, for the rest of his life. He began to spend less time in his hammock and more time in the tavern. When the tavern's patrons saw Bruno coming they'd whisper, "Here comes Bruno the Bucket Man", and they giggle when the town drunk mimicked Bruno's stooped posture and shuffling gait. Bruno didn't buy rounds or tell jokes anymore, preferring to sit alone in a dark corner surrounded by empty bottles.
Finally Pablo's big day arrived, his pipeline was complete! The villagers crowded around as the water gushed from the pipeline into the village cistern! Now that the village had a steady supply of fresh water, people from around the countryside moved into the village and the village prospered. Once the pipeline was complete, Pablo didn't have to carry buckets anymore. The water flowed whether he worked or not. It flowed while he ate. It flowed while he slept. It flowed on weekends while he played. The more the water flowed into the village, the more money flowed into Pablo's pockets! Pablo the Pipeline Man became known as Pablo the Miracle Maker. But Pablo understood what he did wasn't a miracle. It was merely the first stage of a big, big dream. You see, Pablo had bigger plans. Pablo planned on building pipelines all over the world! The pipeline drove "Bruno the Bucket Man" out of business, and it pained Pablo to see his old friend begging for drinks at the tavern. So, Pablo arranged a meeting with his old friend.
"Bruno, I've come here to ask you for your help." Bruno straightened his stooped shoulders, and
his dark eyes narrowed to a squint. "Don't mock me," Bruno hissed. "I haven't come here to gloat," said Pablo. "I've come here to offer you a great business opportunity. It took me more than two years before my first pipeline was complete. But I've learned a lot during those two years. I know what tools to use now, and where to dig. I know where to lay the pipe. I kept notes as I went along so now I have a system that will allow me to build another pipeline in less time, then another, then another. I could build a pipeline a year by myself, but what I plan on doing is teach you how to build a pipeline, and then have you teach others and have them teach others. "Just think, we could make a small percentage of every gallon of water that goes through those pipelines."
Bruno finally saw the big picture. They shook hands and hugged like old friends. Years passed. Their world pipelines were pumping millions of dollars into their bank accounts. Sometimes on their trips through the countryside, Pablo and Bruno would pass villagers from other villages carrying buckets. The friends would pull over and tell them their story and offer to help them build a pipeline. But sadly, most bucket carriers would hastily dismiss the notion."I don't have the time." "My friend told me he knew a friend who's uncle's best friend tried to build a pipeline and failed." "Only the ones who get in early make money on a pipeline." "I've carried buckets my whole life, I’ll stick to what I know." "I know people who lost money in a pipeline scam."
Both men resigned themselves to the fact they lived in a world with a bucket-carrying mentality and only a very small percentage of people would ever see the vision.
End Of Story
WE LIVE IN A BUCKET-CARRYING WORLD, who are you? A bucket-carrier or a pipeline builder? Do you get paid only when you show up for work like Bruno the Bucket Carrier? Or do you do the work once and get paid over and over again like Pablo the Pipeline Builder?
If you're like most people, you're working the bucket-carrying plan. It's the time-for-money- trap. The problem with bucket carrying is that the money stops when the bucket-carrying stops. Which means the concept of a "secure job" or "dream job" is an illusion. The inherent danger of carrying buckets is that the income is temporary instead of ongoing. If Bruno woke up one morning with a stiff back and couldn't get out of bed, how much money would he earn that day? ZERO! No Work-No Money! The same goes for any bucket-carrying job. Once bucket-carriers stop to carry buckets for any reason, they won't continue to get a paycheck.
There's no such thing as a secure bucket-carrying job no matter how great it seems. The problem with the time-for-money trap is that if you can no longer trade-the-time, you no longer get the money! Most people mistake bucket-carrying for pipeline building. We observe 99% of the people in the world are carrying buckets, so we assume bucket carrying is the way to get what we want in life. We grow up surrounded by bucket-carriers, so we figure that's the way-of-the-world. It reminds me of a bumper sticker I saw recently: 100,000 lemmings can't be wrong! People think the same way about bucket-carriers. 100 million bucket-carriers can't be wrong. Well yes they can! Let’s face it. There are a lot more bucket-carriers in this world than pipeline builders.
Because bucket-carrying is the model that our parents followed and the one that they taught us to follow. The bucket-carrying model tells you here's what you do to get ahead: Go to school and learn how to carry buckets. Work really hard. Earn the right to carry bigger buckets. (get promoted) Resign from "Bucket Company A" to work for "Bucket Company B" which lets you carry even bigger buckets. Work longer hours so you can carry more buckets. Put the kids through bucket-carrying college. Try to get promoted from carrying metal buckets to carrying plastic buckets to carrying digital buckets and dream of the day you can retire from bucket carrying after 30-40years.
It's Your Turn To Choose | <urn:uuid:eabdfc84-ce80-403f-8260-0f1afc5fbf9e> | CC-MAIN-2017-26 | http://mytorontocanadambastudentexperience.blogspot.com/2011/12/parable-of-pipe-line.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00136.warc.gz | en | 0.983716 | 2,170 | 2.53125 | 3 | The extract scores high for its discussion of soft skills, particularly in the areas of critical thinking, problem-solving, and leadership. The parable of the pipeline effectively illustrates the importance of innovative thinking, perseverance, and strategic planning. The story also touches on emotional intelligence, as Pablo empathizes with Bruno's struggles and offers him a chance to change his circumstances. The narrative promotes a growth mindset, encouraging readers to think beyond traditional models and strive for more. The extract seamlessly integrates these concepts, making it a valuable resource for developing soft skills.
Educational score: 5 | 5 | 4 | 7,882 | 1 |
Three Steps To Practice Mindfulness During Testing Season And Teach It To Your Students
By: Nautrie Jones
100% In-Person Learning.
If you are in any field relating to education, it is likely that both you and your students are quite familiar with one or all of these terms. This past year has been a challenge for us all. Students have been pushed and pulled in many different ways. Teachers have been stretched and stressed, and, at the same time, our society today is learning how to better listen and have empathy for one another. Whew!
Now add to that same challenging school year…a season of standardized testing. That is a lot for anyone.
You feel that?
According to Katara McCarty, “When we pull away from the busyness of the world and sit with ourselves, we have the opportunity to become more centered and grounded.” We need to do more of that.
I probably don’t have to tell you this, but pandemic teaching and learning is unlike anything we’ve seen before, and adding the layer for testing will require additional capacity to focus on what matters most and to complete the task ahead. It will require focus, resolve, and a set of actions that will support the wellness of students and teachers.
Laurie Grossman, who created the Mindful Schools organization said, “The focus on testing has become so intense that teachers feel enormous pressure. And students share that pressure to perform.” As a teacher myself, from the time I walk into the school building until I leave for the day, there is always something to do or think about. For students, when they wake up, their access to information and a push from the world around them to do and be more seems to be awaiting them each day. We feel all of that weight and pressure — on our bodies, minds, and emotions — and we carry it with us right into the testing room.
So, what’s the answer to managing this intense pressure? Mindfulness.
Mindfulness is focusing on being intensely aware of what you’re sensing and feeling in the moment, without interpretation or judgment. It’s simply letting yourself feel or think whatever you are feeling or thinking in the moment before trying to analyze it.
Imagine being afraid or feeling scared. We must first experience sensations in our bodies that let us know what those feelings are, and then we can work to manage our emotions and protect ourselves. This is true for both students and teachers.
“The good news is that mindfulness helps calm everyone down about the process of testing. Instead of worrying about tests, being present for them enhances students’ chances for success,” Grossman said.
Incorporating mindful practices as part of your daily routine can truly help teachers and students. So, how do we do this? Here are three steps to practice this and teach it to our students:
1. Notice and name
Research shows that teachers’ feelings and attitudes can shape the way they view and interact with their students.
Teachers: Make a habit of checking in with yourself. Notice: Ask yourself how you are doing. Name: Try to identify why you might be feeling the way you’re feeling. If you can identify that you’re frustrated and why you might be frustrated, it could help you to figure out what next steps might need to be taken. If you can’t get to any action just yet, that’s ok. The important thing is to notice and name it.
Students: Share your thoughts or reflections with your students, and encourage them to use the process on their own by making space for these conversations one-on-one, in small groups, or in whole groups.
2. Talk to trusted friends or journal
Mindfulness allows us to get reacquainted with the truest, most authentic version of ourselves and know who we are in this season of life.
Teachers: In my own life, I found that I was able to teach because I had trusted colleagues who pushed me to bring the best version of myself each day — well…most days. Find that person or group of people for you. This unique group will allow you to be who you are, and they will link arms with you and ask, “So, now what? What will we do about this? How will we navigate this together?” Sometimes finding these groups can be tough, so perhaps you’d rather share your most inner thoughts and vulnerabilities through writing. That works too.
Students: Similar to the first tip, you can share and model this strategy with students. Invite them to jot down their thoughts using a prompt, drawing, coloring, or free writing. Incorporate guided discussions in your classrooms that create space for students to learn more about themselves and others so that they can possibly find a peer group that they can trust.
3. Take tangible steps
Mindfulness is not an event that needs to be blocked out on your calendar, but moments taken throughout the day to commit to yourself.
Teachers: Define it for yourself. Mindfulness requires us to actively engage regularly. Make a commitment to be mindful and gentle with yourself and your students as you enter, engage or wrap up testing season.
Students: Invite students to do the same. Define what mindfulness will look like together, and challenge one another to take small daily steps.
Testing season is here. Students are here. Teachers are here. We have to be whole. Like Laurie Grossman said, “When we practice mindfulness, we grow to see how our emotional and physical well-being are tied together.” Let’s keep this in mind as we help students navigate this stressful testing season.
Book Nautrie to come to your school campus! | <urn:uuid:d29021a7-8834-4c7c-9c2e-9b1eebe32c4a> | CC-MAIN-2023-23 | https://foundersnewshubb.com/2023/02/13/three-steps-to-practice-mindfulness-during-testing-season-and-teach-it-to-your-students/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224645810.57/warc/CC-MAIN-20230530131531-20230530161531-00100.warc.gz | en | 0.95884 | 1,236 | 2.78125 | 3 | The extract discusses mindfulness in the context of education, providing practical steps for teachers and students to manage stress during testing season. It touches on emotional intelligence, self-awareness, and interpersonal connections, demonstrating a good understanding of soft skills. The inclusion of real-world scenarios, expert opinions, and actionable advice earns it a higher score.
Educational score: 4 | 4 | 3 | 726,095 | 1 |
The Student Research Project is an annual project which will be completed by Prep, ninth and tenth grade students over the course of the academic year. Students are advised and given feedback by their advisors via the ManageBac platform. First, students select their topics, then they meet with their advisors over the course of the year. At the end of the research process, there is an exhibition where students have the chance to share their Project with the wider school community. The Student Research Project’s assessment criteria is based on the IB learner profile and IB Internal Assesment criteria.
The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper.
What Is The Significance Of The Extended Essay?
The extended essay provides:
- Practical preparation for undergraduate research
- An opportunity for students to investigate a topic of special interest to them, which is also related to one of the student’s six DP subjects.
Through the research process for the extended essay, students develop skills in:
- Formulating an appropriate research question
- Engaging in a personal exploration of the topic
- Communicating ideas
- Developing an argument.
Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.
An extended essay can also be undertaken in world studies, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines. | <urn:uuid:bac540e5-972a-49a7-bfe6-4025d13c1c43> | CC-MAIN-2020-05 | https://www.enka.k12.tr/istanbul/our-schools/high-school/research-projects/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00122.warc.gz | en | 0.932341 | 302 | 2.90625 | 3 | The extract earns a moderate score due to its coverage of soft skills development, including communication, research, and critical thinking. It mentions the development of skills in formulating research questions, communicating ideas, and analyzing knowledge. However, the extract lacks depth in discussing nuanced interaction, complex problem-solving, and intercultural fluency.
Educational score: 3 | 3 | 2 | 206,385 | 0 |
At the Green Free School in Copenhagen, students learn how to read and write and they study math and science. But the curriculum centers on sustainability.
Students are taught how to garden and grow their own food. They make projects out of repurposed materials. They compost, collect rainwater and recycle. There are no rows of desks, no blackboards and no tests.
The goal of the school is to prepare the students — about 200 of them, ranging in age from 6 to 15 — for the green "transition." That's the transformation toward a sustainable society.
"To me it was important to make a school that would address the green transition that we were going through," Danish filmmaker Phie Ambo, who founded the school in 2014, tells MNN. She came up with the idea along with co-founder American translator Karen MacLean, who stepped away from the school about a year ago. Ambo remains as chairman of the board.
A filmmaker who works in the biodynamic world, Ambo says she has always learned how to be around the world in a respectful way. Yet, she never saw that respect taught to children in Danish schools.
"So we founded a school where sustainable learning was the focus," she says.
Sustainability from the ground up
The Green Free School (Den Gronne Friskole) was not difficult to open — in theory. Anyone can set up a private school in Denmark with the state covering about three-quarters of the cost. Tuition is 2,600 kroners (about $400) a month.
The problem was finding a facility.
"The first year, we were just hanging out in scout cabins and tents," Ambo says, until they found an old industrial paint building. "There were really toxic things going on. We decided we needed to transform the history of the ground from toxic to green."
Working from the bottom up, they cleaned the site and then completely rebuilt the interior using all sustainable materials. Everything is compostable with no chemicals.
"A lot of kids growing up in the city need to figure out how do we make a city green even though there's a lot of sins hidden in the ground?" Ambo says. "In this way, this matches the story of our school ... it's now probably the most sustainable building in Copenhagen."
A green education
The school's syllabus is modeled on systems thinking and project learning. Systems thinking is a way of learning that looks at how the pieces of a puzzle are related, instead of just looking at one small part. For example, how is a tree interconnected with other living things and what happens if part of the connection breaks along the way?
Students also focus on project learning and hands-on thinking. They grow vegetables in the garden or forage for wild mushrooms, draw pictures of them, then learn how to cook and eat them. Then do experiments on fibers and clothing, learning how much heat it takes to melt a piece of thread and what's the difference between polyester and wool and how long they last.
"They learn at any early age how to make your own data and be critical and curious about what kind of data you are presented," Ambo says.
"It's important to work with materials and build things. It's not an iPad and you have to be very patient when you learn to make a bird out of a piece of wood. Crafts nurture the ability to keep doing what you’re doing even if it's boring and you're getting blisters on your fingers."
They learn urban farming in an organic garden that is a 10-minute walk from the school. Starting this spring, their gardening classes will take a new turn as they study seven or eight different ways of gardening in experimental plots that they'll design themselves.
They also take classes in greenwashing, which is learning how to see through misleading claims about whether a company or a product is truly sustainable or environmentally sound.
"You can see through when someone tells you that we are a green, sustainable company. You can ask so where do your materials come from? Are the people that make them paid well? Are they recyclable?" Ambo explains. "It doesn't always mean anything. They need to be able to go deeper into these market strategies. We don't have time to go into the wrong direction in this green transition."
In between the science and the gardening and trips to the beach to study marine life, there are regular moments of quiet reflection with mediation and yoga for students of all ages.
"It's also important to work with your emotional well-being," Ambo says. "Not only is it about learning the basic skills like science and math, it's also about learning to be a flexible human being and how to calm yourself in a time when there’s going to be a lot of things going on and I think that’s probably key to the whole thing."
Who chooses a sustainable school?
There are different reasons parents choose to enroll their children in the Green Free School.
"Some parents come because of the green transition thing," Ambo says. "Some come because it's a small school and they want a closer relation to the whole school society. In Denmark we have these super schools with thousands of children and a lot of people aren't comfortable with this."
Although traditional education is still important at the school, students don't have tests or exams. Those parents who choose the school just because of its smaller size sometimes don't stay very long, Ambo says.
"You need to choose it because you want to be part of the green transition and want to take responsibility to help. It really takes some power to do this."
The school has a wait list and also works to serve those who can't afford to pay tuition.
Although sustainability and environmentalism are the key focus, the school works to include everyone without being too strict. They serve plant-based foods exclusively, but allow kids to bring whatever they want to eat. They serve an all-organic and vegan meal once a month and invite everyone.
"It's to show our kids that making this whole green transition can be fun and cozy and nice and it's not about NOT doing things," Ambo says. "We always say 'don't eat meat' and 'don't fly' but we try not to be too rigid because all the parents are not on their journey yet. You can participate at all stages. As long as you have the will, it's completely fine. We don't want to exclude anyone. We're all taking the first steps and learning from each other." | <urn:uuid:bab01e06-bf95-46c6-811e-3abc7cc727c0> | CC-MAIN-2020-16 | https://www.mnn.com/lifestyle/responsible-living/stories/green-school-denmark-sustainable-future | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371612531.68/warc/CC-MAIN-20200406004220-20200406034720-00346.warc.gz | en | 0.978294 | 1,359 | 2.75 | 3 | The extract scores high for its emphasis on practical, hands-on learning, emotional intelligence, and critical thinking. It highlights a school that integrates sustainability, systems thinking, and project-based learning, promoting a holistic approach to education. The school's focus on emotional well-being, meditation, and yoga also demonstrates an understanding of the importance of mental health and flexibility.
Educational score: 4 | 4 | 3 | 840,051 | 1 |
6.4 Environmental Factors Affecting Creativity and Innovation
Creativity, invention, and innovation are driven by a series of little ahas.Sawyer (2006). When the little ahas are stitched together, they lead to innovative products, services, and business processes. Creative ideas are built on a tapestry of other ideas and the little ahas are the basis for both incremental and radical innovation.
Although innovation and creativity can emerge in a variety of settings and situations, some environments are more conducive to the creative process. In one large study, it was found that having a vision, being task-oriented, and engaging in external communication had a strong relationship to creativity and innovation.Cf. Hülsheger et al. (2009). The following section presents the environmental factors that encourage the creative process. They are drawn from a variety of sources including Sawyer,Sawyer (2006). Amabile, Hadley, and Kramer,Amabile, Hadley, and Kramer (2002). Goldenberg and Mazursky,Goldenberg and Mazursky (2002). and Nalebuff and Ayres,Nalebuff and Ayres (2003). and Michalko.Michalko (2006). The following environmental factors can facilitate the creativity and innovation in individuals, departments, and organizations:
Need a shared mission that is focused on a single goal. Creative and intellectual energy is not unlimited. If an individual or a group is working on too many projects, then it is difficult to focus on one particular problem. If the group has a shared mission, this will also lead to group cohesion and further contribution to solving a problem.
Create an atmosphere that facilitates one-on-one collaboration. Group meetings can sometimes provide focus and insight, and assist in bringing focus to the team. It, however, is the one-on-one collaboration that is most effective in fostering the little ahas and individual creativity. It is like reciprocal tutoring. Through discussion and dialog, both individuals, the tutor and student, are better able to understand and grasp their particular problem. This is true even when one individual has more knowledge than the other. The teacher often learns more than the student during discussions.
Promote risk-taking and permit failure. There are many paths in life that can lead one astray. Sometimes we can avoid them by gathering additional information, but many times we cannot know that a path is a dead end or is too roundabout until we travel the path. Risk-taking should be encouraged even when the risks are daunting. The road less traveled may be the right path. The idea of learning by making mistakes is the essential part of the learn-by-doing approach. Consider Steve Jobs. He is the prototypical example of failure leading to success. The path to success was fraught with disappointments including the Apple Lisa, the Power Mac G4 Cube, NeXT computers, and perhaps Apple TV. Counter these failures with the iPad one of the most successful technologies ever released.
Experimentation not only invariably involves some level of failure, but also leads to understanding and insight into what works. As illustrated in a later chapter, investing in a variety of projects diversifies risk and provides opportunities for the future. Making the right investment decision on the right projects and the right products is a combination of having the right information, intuition, and luck by learning-by-doing. Steve Jobs (Apple) and Jeff Bezos (Amazon) intuitively or explicitly invested in real options by exploring the applicability of emerging technologies to create unique products and services.
Allocate quiet time and solitude in order to help individuals think inside the box. There are some creative people who have a special place to go when they want to solve a problem. Quiet time and solitude are essential for the creative process and generating the little ahas. Quiet time can be in an office, in a special room, inside a refrigerator box, during an evening run, on the treadmill, in bed, or in the shower. Isolation and quiet time facilitate the creative process. The first thing solitude does is to help us focus on the problem. Even if you are not focused on the problem during quiet time, the mind works in the background reorganizing knowledge and ideas to help solve a problem. For many people, the best time for solitude and creative work is during the first 2 or 3 hours in the morning. I call these hours the Golden Hours. The mind has spent the previous 8 hours organizing knowledge and is primed for problem solving and insight. There is some evidence that artists have their Golden Hours after 10 pm.Wang and Chern (2008). These so-called Night Owl Learners seek the cover of night and solitude to produce their creative endeavors.
Make things by developing prototypes and experimenting. A prototypeA real, workable, and quasi-usable system built economically and quickly with the intention of being modified. The original or mode on which something is based or formed. is a real, workable, and quasi-usable system built economically and quickly with the intention of being modified. As noted earlier, a key strategy for sparking creative activity is the learn-by-doing process. Learning by doing means that you make and build things, try experiments, and construct prototypes. Prototypes can be built for products and services, including software. A prototype is essential for learning about what you are trying to invent and also for illustrating proof of concept. The prototype is part of a continuous ongoing process of experimentation and review. If you need to write something or develop something that is artistically creative, then the same advice applies. The initial writing, photograph, painting, or sculpture is the prototype. The mantra of those involved in creative pursuits should be Prototype or Perish or Build or Bust.
Anyone can be creative. Half of the battle of being creative is convincing yourself and others that anyone can be creative. I sometimes hear friends and students say that they are not creative. Anyone can be creative; it just involves applying all of the following strategies:
- Have a mission and focusing on a single goal
- Need one-on-one collaboration
- Take risks and permit failure
- Need quiet time and solitude
- Need to prototype and experiment
- Work hard
In an ideal world, management would be responsible for creating an environment that is conducive to creativity. In reality, it is the individual’s responsibility to create such an environment by balancing time at work, at play, and at home that will match the desired level of creative activity. Everyone needs a bit of aha in his or her life. | <urn:uuid:f324807b-5735-444d-87fe-604e032aab14> | CC-MAIN-2013-48 | http://catalog.flatworldknowledge.com/bookhub/reader/5574?e=sanders_1.0-ch06_s05 | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163998145/warc/CC-MAIN-20131204133318-00073-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.956356 | 1,337 | 3.09375 | 3 | The extract discusses environmental factors that facilitate creativity and innovation, including shared mission, one-on-one collaboration, risk-taking, quiet time, and prototyping. It provides practical advice and real-world examples, such as Steve Jobs' experiences, to illustrate the importance of these factors. The text also emphasizes individual responsibility in creating a conducive environment for creativity.
Educational score: 4 | 4 | 3 | 519,924 | 1 |
It would be tempting to look at a few photos from the Depression Era Project and write them off, "Ah, more crisis photos..." Six years on from the 2008 financial crisis that rocked the global economy, perhaps we are collectively tired of this word, this concept, this state of being. Can't things just get better already?
But look a little deeper at the photos above. Learn a bit more about the projects. Spend some time with this collective. Visit the exhibition that is ongoing in Athens right now. Although the Depression Era's offerings initially sound an alarming note about Greek society, Greek civic space, the Greek family structure, within these disquieting sounds, a careful listener will hear the rumblings of change.
To be sure, the Depression Era inhabits the urban and social landscapes of crisis. Because there is no doubt that much of the country is still gripped by this word. But the concept of crisis, especially one so long running, also has the idea of a turning point. Actually, look up crisis in the dictionary (note the ancient Greek origin). Crisis comes from the idea of choice or judgment. A crisis is not only a difficult time — but also a decisive moment, a time of change.
The Depression Era project, drawing not only on photographs but also writings, research and sociological work, attempts to understand and convey all the meanings of crisis then: the entropy, disaster, uncertainty and insolvency as well as the fundamentally related notions of progress, growth and change. Every grim look at the present contains an uplifting reflex of looking forward. The make-up of the project itself, which draws together 36 artists, photographers, writers, curators, designers and researchers into an NGO/artistic collective (titled KOLEKTIV8) inspires with visions of collectivity, cooperation and cross-fertilization.
In short, the Depression Era project seeks to stand outside the media montage and white noise of current public discourse by creating its own mosaic of images and texts. A new story of crisis. It aims to act, to design spaces, digital platforms and publications that dynamically explore this mosaic. For example, the project is working on an "anti-screen" as well as a "sidewalk museum" — gestures and interventions that aim to project an alternative, informal record of contemporary history. Although this opening will be hosted at a "conventional" museum, the exhibition aims to nurture new projects and allow for the expression of a new identity that will last well beyond this current "Depression Era."
In the end, what is perhaps most fascinating about this project for the non-Greek viewer is the ways in which the Depression Era understands its images and texts as not Greek, but European (and I would extend that to Western, even). The viewpoints it offers, whether through image or text, give us all an idea of the shape of things to come. And they also show ways of overcoming the limiting, nationalized lines of crisis and thinking of crisis as a global state of being, a universal, collective turning point.
Editor's Note: The Depression Era Project will be exhibited at the Benaki Museum Pireos Street Annex from November 6 to January 11, 2015. The exhibition was generously sponsored by Stavros Niarchos foundation and the printed catalogue by the NEON foundation. | <urn:uuid:db2ec137-5d0f-4d57-a8b2-87c96ec5d22a> | CC-MAIN-2017-26 | https://www.lensculture.com/articles/depression-era-project-greece-today-the-world-of-tomorrow-the-depression-era-exhibition | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320995.93/warc/CC-MAIN-20170627050500-20170627070500-00227.warc.gz | en | 0.944784 | 677 | 2.71875 | 3 | The extract scores high for its thoughtful discussion of complex social issues, emotional intelligence, and collective problem-solving. It promotes critical thinking, cultural awareness, and digital literacy, while highlighting the importance of cooperation and cross-fertilization. The project's aim to create a new narrative and provide alternative perspectives on crisis demonstrates advanced communication and strategic thinking.
Educational score: 5 | 5 | 4 | 268,414 | 1 |
Right from the beginning I picked up the habit of adding [square brackets] round unclear or illegible words / letters in transcriptions and < angle brackets > round words / letters that I added myself to make the transcript clearer. However, I am totally unclear where I got this idea from and I have never found anyone else advocating this standard.
As I wish to continue to distinguish the two cases, I intend to carry on doing it and will explain my convention in a note to the transcript. But I'd like to justify it if I can - so can anyone point me to a standard that distinguishes the two? Or justify why I shouldn't do so?
Example for clarity: I would transcribe a will with an unclear signature from the testator thus:
"This is the Last Will and Testament of ... ... ... < signed > John [Dee]" The word "< signed >" is not present in the original text, it simply indicates that the name following is a signature. "[Dee]" represents text that is unclear so it could be our old friend John Doe.
Many books would transcribe this as "This is the Last Will and Testament of ... ... ... [signed] John [Dee]" This would leave me to query whether the word "signed" is present in the original text (as it could be if I were transcribing what is already a transcription).
Grateful for any thought on this distinction. | <urn:uuid:c1dc565f-d43a-464a-8a8c-f64c9453abd5> | CC-MAIN-2023-23 | https://genealogy.stackexchange.com/questions/1713/is-there-a-transcription-standard-that-separates-unclear-words-from-added-words | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649348.41/warc/CC-MAIN-20230603233121-20230604023121-00645.warc.gz | en | 0.952312 | 291 | 2.734375 | 3 | The extract demonstrates a basic understanding of communication and transcription conventions, but lacks depth in soft skills development. It shows straightforward communication and a desire for clarity, but doesn't integrate complex problem-solving or nuanced interaction.
Educational score: 2 | 2 | 1 | 823,082 | 0 |
One of the most important things a child takes with her on that first morning of school isn't visible at all: her home languages.
Teaching toddlers involves careful planning that focuses on their physical, social, cognitive, and emotional development while helping them build their communication skills and even discover their personalities, mostly through play.
In response to stagnating wages and high unemployment among non-college educated populations, several states and localities have embraced career pathways as a workforce development tool.
Children are more than busy when they're playing. When your children play with you, they are also learning that they are loved and important and that they are fun to be around.
It's clear the arts are meaningful to parents and kids. But what also matters to young artists is just how we respond to their artistic work.
A growing body of science and research continues to demonstrate the need to begin supports for children as early as possible to promote their healthy growth and development.
Whether it's listening to music, singing or playing an instrument - music has a way of striking a chord (pun intended) in all of us! But, its role in early childhood development is especially beneficial.
Toddlerhood provides a valuable window of opportunity for kids to learn and develop the skills they need to succeed in life.
Learn the when, why, and how of modeling inspiration in preschool.
Adopting the creative process in your classroom provides children an opportunity for self-expression, while sparking their imagination. This will ultimately enrich their experience when it comes to the arts. | <urn:uuid:7d2b6207-2304-41f2-b96c-2282ceee1811> | CC-MAIN-2020-10 | http://azearlychildhood.org/resources/articles/page/4/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875141806.26/warc/CC-MAIN-20200217085334-20200217115334-00157.warc.gz | en | 0.977139 | 313 | 3.21875 | 3 | The extract touches on early childhood development, emphasizing the importance of play, communication, and emotional growth. While it mentions social and cognitive development, it lacks depth in discussing soft skills like leadership, problem-solving, and critical thinking. The content is more focused on foundational aspects of child development, with some basic references to communication and emotional intelligence.
Educational score: 2 | 2 | 1 | 673,223 | 0 |
The semester is almost over and I am treating myself to reading a book on African history. I’m about two-thirds the way through Martin Meredith’s The Fortunes of Africa: A 5,000-Year History of Wealth, Greed and Endeavour. It’s quite good. But why must books on African history be so long!
In any event, I just read Meredith’s account of how Afrikaner nationalism emerged in the context of Britain’s imperial ambitions in Southern Africa. In the late 19th century the British annexed Basutoland and the Transvaal which stimulated old grievances among the Boer community in the Orange Free State and caused them to fear for their own independence.
To be honest, I’m not one for trying to learn the lessons of history. I read history to learn what happened in the past. And, I am happy to say, that Meredith generally steers clear of moralizing about the past. Nonetheless, I suspect there are lessons to be drawn from Meredith’s account of the origins of Afrikaner nationalism.
Here’s the passage. I’d love to know your thoughts on the relationship between empire and nationalism.
In the Cape, it [Britain’s annexation of territories] gave a huge boost to a nascent cultural and political movement led by Afrikaner intellectuals aggrieved by the growing cultural dominance of the British colonial regime, in particular the use of English. English was the only official language of the colony and the language of commerce, law and administration. In 1875, a Dutch Reformed Church minister, Stephanus du Toit, joined several associates to found a society named Die Grenootskap Van Regte Afrikaners – the Fellowship of True Afrikaners – dedicated to promoting the use of Afrikaans. Du Toit’s aim was to develop Afrikaans as a landstaad – a national language. Hitherto, Afrikaans had been commonly used only between masters and servants and among the poorer sections of the Boer community. Upper and middle-class Afrikaners, particularly those living in the western Cape, tended to speak ‘High Dutch’, the language of the Church and the Bible, and regarded the Zuid-Afrikaansche taal with disdain, dismissing it as Hotnotstaaal, a ‘Hottentot’ language, or a kombuistaal – a kitchen language. They also used English to a considerable extent.
As part of his campaign, in 1876 du Toit launched Di Afrikaans Patriot, the first newspaper to use an early form of Afrikaans. The following year he was the main author of a history entitled Die Geskiedenis van Ons Land in die Taal van Ons Volk – ‘The History of Our Land in the Language of Our People’. It was the first book to treat all Afrikaners, dispersed as they were among British colonies and independent republics, as a distinct people, occupying a distinct fatherland; and it linked them to a common destiny said to be endowed by God: to rule over southern Africa and civilize its heathen inhabitants.
The book marked the beginning of a new historiography that would eventually take hold of Afrikanerdom, portraying Afrikaners as a valiant nation wrongfully oppressed by decades of British rule. In what would become a standard interpretation of Afrikaner history, one episode after another from the past was cited as evidence of British oppression, starting from the moment the British took possession of the Cape in 1806. The exodus of emigrant farmers from the Cape in the 1830s now became known as the Great Trek, a defiant gesture against imperial Britain on behalf of the Boer nation. The emigrants were now called voortrekkers, pioneers endowed with heroic qualities, steadfast in their determination to protect Afrikaner freedom and solidarity, guided by a deeply religious sense of purpose, courageously heading into the unknown interior only to find the British in relentless pursuit. In their quest for supremacy, the British had annexed the first Boer state, the Republic of Natalia, then they had seized the diamond fields of the Free State.
Britain’s annexation of the Transvaal, riding roughshod over the pleas of the Boer inhabitants, seemed to confirm the validity of these ideas and give them new impetus. ‘The annexation of the Transvaal has had its good side’ wrote Jan Hofmeyr, a leading Cape Afrikaner editor. ‘It has taught the people of South Africa that blood is thicker than water. It has filled the Africanders, otherwise groveling in the mud of materialism, with a national glow of sympathy for their brothers across the Vaal, which we look upon as one of the most hopeful signs of the future’.
What the British action had set in motion was the stirrings of a nationalist movement. | <urn:uuid:2fb48cab-6bfe-458e-8ac1-63d2a7b9409a> | CC-MAIN-2020-10 | https://amyandjoegotoafrica.com/2019/11/26/empire-and-nationalism/?shared=email&msg=fail | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146127.10/warc/CC-MAIN-20200225172036-20200225202036-00094.warc.gz | en | 0.944837 | 1,037 | 2.609375 | 3 | The extract lacks direct discussion of soft skills, focusing on historical events and cultural context. However, it indirectly promotes critical thinking, cultural awareness, and analytical skills through its narrative. The text encourages readers to think about the relationship between empire and nationalism, fostering a deeper understanding of historical complexities.
Educational score: 2 | 2 | 1 | 443,785 | 0 |
Very few of us can avoid stereotyping others. …But the very fact that we can try to avoid it suggests that there’s something more to racial stereotypes than a “stereotype center” in the brain. If stereotyping was completely automatic, we’d be no more able to resist stereotypes than we are able to stop seeing.
So if we can try to resist stereotyping, why doesn’t resisting always work? The article I just linked points to a study showing that people — even police officers — are more likely to mistakenly “shoot” a black person holding a harmless object instead of a weapon, compared to a white person.
…Non-black viewers appear to implicitly associate black faces with negative words and weapons.
… During the weapons identification task, viewers are more likely to erroneously identify a harmless object as a weapon if it was preceded by a black face compared to a white face. They are also more accurate identifying weapons after seeing black faces compared with white faces.
Payne argues these results demonstrate that executive control — the
ability to control our impulses, both in terms of stereotyping and in
other realms — is a separate process from automatic bias. Automatic
biases, Payne argues, are task-specific. So stereotyping blacks as more
likely to be carrying a weapon, for example, might be separate from
other stereotypes. Controlling whether to act based on those
stereotypes, however, is a general ability. | <urn:uuid:af9f5613-9d9b-4d74-a71c-defd1786fed7> | CC-MAIN-2017-30 | https://kartyush.wordpress.com/2006/12/15/im-not-a-racist-but-or-why-automatic-stereotyping-happens/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424079.84/warc/CC-MAIN-20170722142728-20170722162728-00543.warc.gz | en | 0.944111 | 305 | 3.15625 | 3 | The extract discusses racial stereotypes, implicit bias, and the complexities of resisting stereotypes, touching on emotional intelligence and critical thinking. It presents realistic scenarios and research findings, incorporating cultural awareness and nuanced interaction. However, it lacks comprehensive coverage of multiple soft skills and practical application across various contexts.
Educational score: 3 | 3 | 2 | 527,576 | 0 |
Scholia Reviews ns 18 (2009) 18.
Niall McKeown, The Invention of Ancient Slavery? Duckworth Classical Essays. London: Duckworth, 2007. Pp. 174. ISBN 978-0-7156-3185-0. UK£12.99.
J. L. Hilton
Classics, University of KwaZulu-Natal, Durban, South Africa
The Duckworth Classical Essays series under the editorship of Thomas Harrison offers lively and thought- provoking studies of the ancient world. The present book provides a good example of this. It consists of a short, readable survey of the scholarship on ancient slavery, that is all the more valuable because many of the original works are difficult to obtain. McKeown is rather equivocal about his own approach to writing history (‘I am not necessarily a postmodernist’, p. 9), but he has nevertheless reflected with care on the process. He uses the analogy of the cinema to explain the object of his inquiry -- just as a film consists of a number of still photographs that give an impression of movement when shown in sequence, so the historians of ancient slavery make use of ‘professional sleight of hand to produce a narrative’ (p. 10).
McKeown begins in Chapter 1, ‘The Changing Face of Roman Slavery’ (pp. 11-29), with the views of Tenney Frank, Mary Gordon, Reginald Barrow, and Arnold Duff, that the orientalization of Roman society as a result of immigration from the East and the manumission of slaves from Asia Minor led to the decline of Roman Civilisation. This is clearly a hot topic, especially in view of the current debate on immigration and xenophobia in Europe, the United States, and, indeed, South Africa. It is easy to criticise this theory as racist, but more recent studies (such as those of Wallace-Hadrill and Sandra Joshel) stress the positive aspects of this demographic shift, without which, it should be noted, Christianity would not have had such favourable conditions in which to grow.[] McKeown argues (pp. 28-29) that these different emphases exemplify the problem of historical interpretation and show that ‘when we explore it [the past], we tend to find what we are looking for’ (p. 29). This conclusion seems self-evident, but it is grounded on a thorough discussion of the difficulties of using epigraphic evidence, in which, for various reasons, freedmen appear to be over-represented. McKeown also touches very briefly on the inverse formulation of the argument of Frank, Gordon, Barrow, and Duff, namely the process of Romanisation, that must always have been a preliminary condition for the manumission of foreign slaves. At the same time, however, McKeown avoids discussion of the reasons for the legislation of Augustus that restricted the manumission of slaves. Some mention of this controversy would clearly have added to his case.
In Chapter 2, ‘Ancient Slavery and Modern Geography’ (pp. 30-51), McKeown tackles the Mainz Academy’s Forschungen zur antiken Sklaverei, exemplified by Fridolph Kudlien’s book on slavery in oracular responses, and the Groupe internationale de recherche sur l’esclavage dans l’antiquité, represented by Garrido-Hory’s studies of slavery in the works of Juvenal and Martial.[] The selection of these two exemplars of the work of these schools exaggerates the differences between them -- Kudlien emphasises the positive side of ancient slavery, whereas Garrido-Hory stresses the cruelty of slave-owners to their slaves. Here too there are omissions: a central issue in the question of the emotional bonds between slave-owners and their slaves is the fact that many slaves were the children of their owners (the vernae). The importance of this group of slaves has long been recognised and deserves more discussion.[] On the other hand, there are clearly problems with using rhetorical and literary texts such as Juvenal and Martial as evidence for the anxieties of Roman slave-owners towards their slaves.
Marxist theories of ancient Roman slavery, especially that of Shtaerman et al., are the subject of Chapter 3, ‘Struggling with Class: Shtaerman, Trofimova and a Marxist View of Roman Slavery and Agriculture’ (pp. 52-76).[] This work argues that the change from a slave-based agricultural economy in the Roman empire to one worked by serfs (coloni) was the result of a ‘class struggle’ in which slaves increasingly resisted the power of their owners, who tried to suppress this resistance through terror and violence, until a point was reached at which it was more profitable for the master class to co-opt the labour of free tenants. McKeown critically interrogates the assumptions on which Shtaerman et al. base their argument, especially with regard to the supposed crisis of rural slavery and the alleged deterioration of relationships between slave and free in the Roman empire, which, according to Shtaerman’s school, forced the passing of more liberal legislation concerning slaves. In my view, the key argument here has more to do with the theory that the relative cessation of warfare within the Roman empire led to a decline in the supply of slaves, which deserves to be given rather more of an airing than McKeown allows.[]
Keith Bradley’s work on slave resistance to oppression in ancient Rome forms the subject of Chapter 4, ‘Keith Bradley: Passionate about Slavery’ (pp. 77-96). Bradley argues that evidence from Roman Law indicates that acts of theft and sabotage to the property of the slave-owner constituted resistance. Mckeown points out the difficulties with this interpretation: the acts of slaves in these cases are often indistinguishable from those of the free, there is no telling how systematic such pilfering was, the actual motives for the cases mentioned are irrecoverable, and so on. Here, as elsewhere in the book, McKeown adopts a neutral stance (‘I have actually no brief to argue in favour of one side or the other of this debate’, p. 88). He points out on the favourable side of ancient Roman slavery that there ‘obviously was some debate about the limits of ill-treatment’ (p. 91), and that the comparative argument -- that Atlantic slavery showed signs of slave resistance, for example -- is vitiated by counter-examples -- in Africa slavery was supposedly far more integrated into the socio-economic structure. McKeown’s object is to show that Bradley’s approach was polemical (p. 95) and that the evidence is open to a different line of interpretation.
The scope of Chapter 5, ‘”I too want to tell a story . . .”: Some Modern Literary Scholars and Ancient Slavery’ (pp. 97-123), is very broad -- it covers literary interpretations of slave presences in Horace, Martial, the Life of Aesop, Tacitus, Pliny the Elder, Plautus, Apuleius, amongst other authors. Inevitably in such a wide-ranging chapter there are omissions, but in a book devoted mainly to Roman slavery it is surprising to find the Life of Aesop included and Phaedrus excluded. However, the central question in the chapter is clear: Can literary texts (‘the soft evidence’, p. 102) tell us anything of value about ancient slavery, especially when these texts are open to a variety of different interpretations? It is answered by the number of insightful observations by slaves and slave surrogates in these works. In trying to recover slave testimony about their experiences, which is otherwise absent from the historical record, all the available evidence needs to be considered, even if it is filtered through the authorisation of a slave-owner.
The demographic debate on the number and sources of slaves in the Roman Empire promises to provide more reliable information, but reads very much like fiction also (Chapter 6, ‘A Scientific Approach to Ancient Slavery’ (pp. 124-140). Much of the discussion here centres on the number of slaves that accrued from breeding. Surprisingly, little use is made of the evidence from Roman Law, which is of crucial importance (cf., e.g., Dig. 5.3.27 pr. quia non temere ancillae eius rei causa comparantur ut pariant).[] The rate of manumission in Roman Society is another variable among many that demand resolution before the demographic overview can be thought convincing.
The final chapter, ‘The Greeks Do It (a Bit) Better’ (pp. 141-58), comes as a surprise as it deals, proteron husteron so to speak, with Greek slavery. McKeown reprises the problem of recovering a history of Greek slavery from the evidence of the Athenian law courts of the fifth and fourth centuries, investigates possible reasons for the omission of slaves from historical narratives (especially that of Thucydides), and critiques the attempt of DuBois to write slaves back in to Greek history as a rewriting of the ‘orthodox Anglophone view of slavery’ (p. 154). Throughout the chapter McKeown tries to uncover the hidden assumptions in these recent studies of Greek slavery.[] He concludes that, while Greek historians have shown more concern for the gaps in the historical record of slavery in Classical Greece than have Roman historians, they are culpable of a similar tendency to interpret the evidence in accordance with their own ideological outlook.
Overall, McKeown shows concern about the fact that the evidence for ancient slavery can be used to support the views of scholars with very different views of the world. He claims, in contradiction with the rather facile title of the book, that he is not charging scholars with inventing slavery, but rather with not being sufficiently aware of the possibility of there being many different interpretations of the evidence (p. 163). However, after reading this book, one is left with the feeling that such ideological polarisation is inevitable, given that writing history cannot be anything other than a subjective act, especially in such a contentious and political a field of investigation. One also wonders what McKeown’s own approach to the problem would be -- the present book is really an analytical survey of the scholarship on ancient slavery in the twentieth and early twenty-first centuries.[] As such, however, it is extremely valuable and an important introduction to the scholarship on ancient slavery.[]
[] Tenney Frank, 'Race Mixture in the Roman Empire', American Historical Review 21 (1916) 689-708; Mary L. Gordon, 'The Nationality of Slaves under the Early Roman Empire', JRS 14 (1924) 93-111; Reginald Haynes Barrow, Slavery in the Roman Empire (London 1928); Arnold Mackay Duff, Freedmen in the Early Roman Empire (Oxford 1928); Sandra R. Joshel, Work, Identity, and Legal Status at Rome : A Study of the Occupational Inscriptions (Norman and London 1992); A Wallace-Hadrill, 'Rome's Cultural Revolution', JRS 79 (198) 157-164.
[] F. Kudlien, Sklaven-mentalität im Spiegel antiker Wahrsagerei (Stuttgart 1991); M. Garrido-Hory, Martial et l’esclavage (Paris 1981); M. Garrido- Hory, Juvénal: esclaves et affranchis à Rome (Besançon 1998).
[] See, for example, the excellent inaugural lecture of André Hugo, The Cape Vernacular (Cape Town 1970) 18, and, in much greater detail, Elisabeth Herrmann-Otto, Ex Ancilla Natus: Untersuchungen zu den "Hausgeborenen" Sklaven und Sklavinnen im Westen des Romischen Kaiserreiches (Stuttgart 1994).
[] E. M. Shtaerman and Mariana Kazimirovna Trofimova, La schiavitú nell'Italia imperiale : I-III secolo (Roma 1975). In addition to this Italian translation of the original Russian text, there is also a German edition: E. M. Shtaerman et al., Die Sklaverei in den westlichen Provinzen des römischen Reiches im 1.-3. Jahrhundert (Stuttgart 1987).
[] See, for example, Keith R. Bradley, 'On the Roman Slave Supply and Slavebreeding', Slavery & Abolition 8.1 (1987) 42-64; idem, Slavery and Rebellion in the Roman World: 140 B.C.-70 B.C. (Bloomington and Indianapolis 1989) 20-26.
[] See now the important discussion of this text in Alan Rodger, 'A Very Good Reason for Buying a Slave Woman?' The Law Quarterly Review 123 (2007) 446- 454, and Herrman-Otto (above n. 3).
[] Page Dubois, Slaves and Other Objects (Chicago and London 2003). One might have expected some reference in this chapter to Y. Garlan (tr. Janet Lloyd), Slavery in Ancient Greece (New York 1988); Rachel Zelnick-Abramowitz, Not Wholly Free. The Concept of Manumission and the Status of Manumitted Slaves in the Ancient Greek World (Leiden 2005); see also the forthcoming issue of The European Review of History 16.3 (2009).
[] McKeown is most notably a contributor to Keith Bradley and Paul Cartledge (ed.), The Cambridge World History of Slavery (Cambridge, forthcoming).
[] Note the following typos: ‘they their criticisms’ for ‘that their criticisms’ (p. 22); double full-stop (p. 88); ‘Olympidorus’ for ‘Olympiodorus’ (p. 143); ‘Neara’ for ‘Neaera’ (p. 143); ‘that’ should be ‘than’ (p. 155, line 2). | <urn:uuid:4309db4a-cb8e-4cad-91bd-4720dbb27113> | CC-MAIN-2020-10 | http://www.casa-kvsa.org.za/ScholiaUpdate/2009/09-18mck.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145260.40/warc/CC-MAIN-20200220162309-20200220192309-00362.warc.gz | en | 0.908143 | 3,011 | 2.625 | 3 | The extract lacks discussion of soft skills, focusing on historical analysis and academic critique. It demonstrates superficial coverage of communication and teamwork concepts, with limited practical application and no nuanced interaction or complex problem-solving opportunities.
Educational score: 1 | 1 | 0 | 602,338 | 0 |
Check out this article by the University of Massachussettes Lowell about a recent study involving sexting and recommendations to avoid risky digital behavior.
Research by Assoc. Prof Andrew Harris and Assoc. Prof. Judith Davidson provides concrete data and recommendations related to the use of technology in young adult romantic relationships. Dubbed “sexting” by media outlets, the term involves sharing suggestive photos or messages, mostly by phone. Their paper, “Building a Prevention Framework to Address Teen ‘Sexting’ Behaviors,” details results from their research and provides insights from teens, the group least often consulted about youth behavior and motivations.
“There have been other studies about ‘sexting’ and related behaviors, but they didn’t try to understand what the kids are feeling and how their values influence their actions,” says Harris, who is also the associate dean of Research and Graduate Programs for the College of Fine Arts, Humanities and Social Sciences. “Much of the conversation has been based on limited data and knee-jerk reactions. We found that it is difficult to define ‘sexting’ behaviors and motivations in social context.”
Their report gathers data from a mixed-method, 18-month study in which youths, parents and educators in Massachusetts, Ohio and South Carolina discussed their perceptions of teen sexting. The research was funded by the Office of Juvenile Justice and Delinquency Prevention in the U.S. Department of Justice.
The teens interviewed said that they, like most youths, value their friends’ judgments highly, to the point that peer pressure can encourage questionable behavior. Harris says digital courtship can go smoothly as teens explore intimate relationships. When these interactions get uncomfortable or dangerous, teens avoided going to their parents, whom they view as digitally inept.
“People think youths’ use of technology to communicate is a social problem, but that is a lack of understanding of kids’ social world. Digital communication complements social interactions for teens, but it’s not a substitute,” says Harris. “This digital courtship isn’t inherently bad, it’s normative adolescent behavior. Unfortunately it sometimes happens without grounding in respect and a lack of education about relationships and boundaries.”
Recommendations for Helping Teens and Authorities
Harris and Davidson – along with their co-investigators from Johns Hopkins University, Miami University, Ohio and the University of Hartford – presented their findings to groups of teens, parents, administrators and legal professionals working with youths. After discussion among themselves, each group shared their thoughts and recommendations to help teens avoid or negotiate trouble under the sexting label.
“We found that the issue isn’t about phones or technology,” says Harris. “Its root is social and emotional development, and it can be reduced by teaching respect and acceptable relationship boundaries very early on in kids’ education.”
While earlier education was the main recommendation to avoid such situations, schools and policymakers often get involved after teens have become involved in questionable activities.
Recommendations for educators include having transparent, realistic conversations with teens about intimate relationships using technology as a facilitator, providing peer-driven guidance and helping youths with underlying social and developmental needs. The Social Emotional Learning approach, which targets core competencies like self-awareness, self-management, social awareness, relationship skills and responsible decision-making shows promising results.
The biggest legal considerations in sexting cases are child pornography and age-related laws. Among other suggestions, the stakeholders said that youths in sexting cases should retain privacy in any way possible, the social context of behaviors should be considered by the legal system and policymakers should support health education in schools.
Read the full report and recommendations through the National Criminal Justice Resource Service. | <urn:uuid:ae1a8d00-e25e-42e7-8cdd-d4d27576578a> | CC-MAIN-2017-26 | http://resources.uknowkids.com/blog/bid/333543/Teens-and-Adults-Agree-Education-Diminishes-Sexting-Dangers | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321025.86/warc/CC-MAIN-20170627064714-20170627084714-00017.warc.gz | en | 0.944054 | 791 | 3.03125 | 3 | The extract earns a score of 3 due to its discussion of soft skills such as emotional intelligence, leadership challenges, and critical thinking opportunities in the context of digital literacy and relationships. It provides realistic scenarios and practical applications, incorporating cultural awareness and modern digital literacy skills, but lacks complex, sophisticated communication and strategic thinking across multiple contexts.
Educational score: 3 | 3 | 2 | 78,705 | 0 |
As the 26th UN Climate Change Conference takes place in Glasgow, Maryruth Belsey Priebe and Tevvi Bullock ask is there adequate attention to gender in urban-climate-conflict discussions, pledges, and policies? Their blog is evidence of why the gender-climate-security nexus is critical for countries to be better prepared to deal with climate change.
The recent 2021 Intergovernmental Panel on Climate Change report has categorically declared that scientists are observing changes across the entire climate system, and in every region of the world. We know that, on balance, women and girls face disproportionately higher levels of insecurity when exposed to the impacts of climate change and natural disasters; they are under-represented in climate negotiations; we see sexual and gender-based violence (SGBV) spikes in post-conflict and post-disaster situations; and “conflicts and situations of instability exacerbate pre-existing patterns of discrimination against women and girls.”
We also know cities are at the epicentre of climate risks: by 2050, cities will generate over 70 per cent of CO2 emissions, 70 per cent of the global population will be living in urban areas, 970+ cities could be subject to extreme heat, 1,600+ cities may suffer from food insecurity, and 570+ cities may be impacted by sea level rise. Urban environments are also incredibly gendered spaces and can be sites of further empowerment or disadvantage for women and girls. So, we must ask, where is the urban environment in climate-security-gender discussions?
Systemically, socio-culturally, and (infra-)structurally, cities are discriminatory and often dangerously gendered spaces, and frequently see increased rates of harassment, discrimination, and SGBV, with 78 per cent of global experts across 22 cities identifying sexual harassment as a high or extremely high risk for women and girls in urban environments. Within urban environments, patriarchal structures and laws limit women’s access to affordable housing, basic services, financial systems, and public transportation, and, as evident with COVID-19, crises can exacerbate these pre-existing inequalities.
Moreover, climate-related disasters can create acute crises for cities, unique in their scale, such as malfunctions in sewage systems, interruption of waste removal, power and internet blackouts, road closures, and water shortages. When grievances over such disruptions emerge within densely-packed cities, tensions, protests or violence may erupt, further amplifying SGBV risks and gendered inequities. Climate disasters within urban environments may also create opportunities for, “previously unseen combinations of ideologies, actors and urban theatres”, making way for malign actors to engage in crimes such as theft, land seizure, kidnapping, and terrorism, any of which could trigger further urban political instabilities and threaten women’s wellbeing.
Within urban environments, patriarchal structures and laws limit women’s access to affordable housing, basic services, financial systems, and public transportation, and, as evident with COVID-19, crises can exacerbate these pre-existing inequalities.
Beyond acute climate disaster pressures, the ways in which climate change will slowly transform local economies, natural resources, environmental conditions, community composition, and infrastructure will all have implications for political stability, and critically, for gendered human security.
Cities will likely receive the vast majority of climate refugees, creating conditions for cultural and economic clashes as ethnic, religious and class diversity increases, and competition for jobs and resources accelerates. The UN estimates 80 per cent of those displaced by climate change are women, with many settling in peri-urban areas and slums, leaving them particularly vulnerable to natural disasters. As the impacts of climate change destabilise built urban environments, spurring increasing numbers of displaced and migrating peoples, and thereby heightening the risk of urban crises, it is morally and environmentally imperative – and politically and economically just – not only that women’s and girls’ human rights are promoted and upheld, but that they lead and participate fully, equally, and meaningfully in urban climate adaptation, mitigation, decision-making, peace-building and humanitarian action.
Despite the growing visibility of the intersections between climate change, human insecurity, political instability, and urban environments, gender-responsive policies lag. The UN Sustainable Development Goals of Gender Equality (#5) and Peace, Justice and Strong Institutions (#16) aren’t consistently linked with Sustainable Cities and Communities (#11) and Climate Action (#13). The interlinkages of climate change and women’s security were only formally recognised through the Women, Peace and Security (WPS) Agenda in UNSCR 2242 in 2015. Keina Yoshida has argued that failing to address climate change as one of the greatest challenges of our time demonstrates “a narrow framing of peace and security by the Security Council” one we argue must be addressed.
It is morally and environmentally imperative - and politically and economically just - not only that women’s and girls’ human rights are promoted and upheld, but that they lead and participate fully, equally, and meaningfully in urban climate adaptation, mitigation, decision-making, peace-building and humanitarian action.
Yet whilst important new research is emerging, including in key UN reports such as ‘Gender, Climate and Security‘ (2020), IUCN/USAID’s ‘Advancing Gender in the Environment’ (2020), and particularly in ‘Women Building Resilient Cities’ (2020), which draws lessons from Freetown, Sierra Leone, the urban environment as a distinct site arguably remains understudied in WPS-climate scholarship. There is a need for more robust gender-disaggregated data on emerging urban dimensions of the gender-climate-security nexus. Furthermore, greater recognition is needed in WPS policies, including WPS National Action Plans, of urban environments as complex, evolving sites where the security, empowerment, and leadership on climate change and climate-related conflicts of diverse groups of women and girls is inextricable from peace.
So, as the world turns to Glasgow for COP26, is there adequate attention on gender in urban-climate-conflict discussions, pledges, and policies? The UN Framework Convention on Climate Change (UNFCCC) Adaptation Knowledge Portal houses hundreds of action pledges, case studies, tools, peer-reviewed papers, policy briefs, and multimedia materials, yet currently contains an insufficient examination of gender, insecurity, and conflict in urban environments. The UNFCCC’s Climate Action Pathways offer a set of visions for achieving a 1.5°C resilient world by 2050. One pathway – Human Settlements – recognises cities’ outsized greenhouse gas emissions, and the imperative of ensuring urban environments are liveable within the bounds of a 1.5°C increase, yet gender is not engaged with substantively, including within the impact area of ‘social equity’.
Indeed, in the most recent COP25 report (2019), references to the urban environment are minimal, with state parties merely instructed to address commercial and residential building stock and urban structures with regards to “greenhouse gas emissions and removals”. It is positive that the enhanced five-year Lima work programme on gender and its Gender Action Plan (GAP) was adopted by the state parties, yet addressing the under-representation of women on COP state party delegations remains critical – at COP25 only 39 per cent of state party delegates were women, with just 21 per cent delegation heads.
greater recognition is needed in WPS policies, including WPS National Action Plans, of urban environments as complex, evolving sites where the security, empowerment, and leadership on climate change and climate-related conflicts of diverse groups of women and girls is inextricable from peace
Although key global frameworks and policies are lacking in the full and meaningful integration of gender in urban-climate-security discussions, local non-state-actors and transnational networks are stepping up to lead. Evidence shows women are actively contributing to building resilient cities, and carving paths to inclusion across multiple levels of urban governance, thus helping communities become safer and more prepared to cope with disasters. C40Cities, a network of the world’s megacities committed to addressing climate change, has argued only gender-inclusive and gender-responsive efforts to tackle climate change in cities will be successful, highlighting progressive approaches by cities such as Barcelona, with its city Plan for Gender Justice.
Civil society organisations are also driving key initiatives. Germany-based Gender CC Women for Climate Justice’s ‘Gender into Urban Climate Change Initiative’ brings a critical gender lens to citizen empowerment and participation in urban planning and implementation, with pilot cities in South Africa, India, and Indonesia. Meanwhile, UN Habitat has launched #HerCity, aimed at engaging girls in building more sustainable, equal, and inclusive cities. Whilst these plans and initiatives underscore important progress towards integrating gender-climate-urban issues, the conflict and insecurity angles require additional attention, and WPS scholarship is well-placed to play a leading role.
As the 2021 WPS Index by the Georgetown Institute for Women, Peace and Security has shown, countries which promote women’s inclusion, justice, and security are also generally better prepared to deal with the increasing threats of climate change. To ensure our responses to two of the greatest global threats – climate change and gender inequality – are inclusive, transformative and sustainable, it is important we pay more nuanced attention to the gender-climate-security nexus, and equitably address the root causes of the climate crisis in our world’s diverse urban environments. | <urn:uuid:856b9316-6168-471b-a177-03ee60996549> | CC-MAIN-2023-14 | https://blogs.lse.ac.uk/wps/2021/11/03/global-cities-will-be-epicentres-of-gendered-climate-insecurity-why-we-must-foreground-women-in-urban-climate-security-policy/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945472.93/warc/CC-MAIN-20230326111045-20230326141045-00379.warc.gz | en | 0.934175 | 1,968 | 3.234375 | 3 | The extract discusses the critical intersection of gender, climate change, and urban environments, highlighting the disproportionate impact of climate-related disasters on women and girls. It emphasizes the need for gender-responsive policies and meaningful participation of women in urban climate adaptation and decision-making. The text demonstrates a nuanced understanding of complex issues, integrating emotional intelligence, leadership challenges, and critical thinking opportunities. However, it primarily focuses on raising awareness and advocating for policy changes rather than providing practical applications or sophisticated communication scenarios.
Educational score: 3 | 3 | 2 | 19,896 | 0 |
CRC of an Arbitrary Length Buffer
The basic approach to performing the CRC of an arbitrary-length buffer is to divide up the input into a series of fixed-sized buffers, then process each such buffer in a manner similar to the aforementioned example. The size of the fixed-size buffer can be selected to optimize the performance of the range of buffer lengths in a specific usage model. In one specific example, 1920 bytes of the input are iteratively processed until the size of the remaining bytes is less than 1920. We then process 960 bytes, 480 bytes, and/or 240 bytes, depending on how many bytes remain after each step. Finally, the remaining bytes (fewer than 240) are processed in a straightforward linear manner.
The processing for each buffer is handled in a manner similar to processing the 1024-byte fixed-size buffer, except that there is no "final Qword" (because 1920 is divisible by 3). Instead, the processing of the third (least-significant) portion of the input (i.e., the processing that results in crc2) stops one Qword short. Then the recombination becomes identical to that of the 1024-byte fixed-size buffer.
One further optimization is to note that the tables are defined by the distance the partial CRC value needs to be shifted down. This is basically 1/3 or 2/3 of the buffer size minus the 8 bytes to reflect that we are stopping one Qword early. So, for the 240-byte buffer, we need tables that shift by 72 and 152 bytes. For the 480-byte buffer, we need tables that shift by 152 and 312 bytes, and so on. The second table for a given buffer size is the same as the first table for the next larger buffer. That means that for four sizes of buffers, we only need five tables (rather than eight). The use of a small number of fixed buffer sizes is needed to keep the number of tables reasonable. Refer to the aforementioned whitepaper for the detailed description, code, and performance of methods to perform CRC on arbitrary-length buffers.
Performance- CRC of a 1024-Byte Buffer
The performance was measured on the Intel Core i7 Processor and represents the performance on a single core running a single thread. For each run, we compute the CRC of the same data buffer 350,000 times. The CRC output of one calculation is used as the initial CRC for the next calculation to serialize them. The rdtsc instruction is used to sample the processors timestamp clock before and after the run, to get the number of timestamps per run. We then perform 256 runs, discarding the 64 fastest and 64 slowest times, and use the mean of the remaining 128 values. This number is then adjusted to reflect that the timestamp clock may not run at the same rate as the processor core clock due to turbo mode and/or power saving features. Our CRC implementation designed for the fixed-size of 1024 bytes performs at the rate of ~ 1.17 cycles/Qword.
We described optimized algorithms and code for computing the iSCSI CRC, which unleashes the full potential of the CRC32 instruction introduced in the Intel Core i7 processor. The performance of these methods tend towards 1.17 cycles/Qword for large/fixed buffers.
The authors would like to thank Erdinc Ozturk, Gil Wolrich, and Deniz Karakoyunlu for their contributions to the development and optimization of the implementation.
Intel 64 and IA-32 Architectures Software Developer's Manual Volume 2A: Instruction Set Reference, A-M http://www.intel.com/products/processor/manuals/
Fast CRC Computation for iSCSI Polynomial Using CRC32 Instruction http://download.intel.com/design/intarch/papers/323405.pdf
__cpuid, __cpuidex http://msdn.microsoft.com/en-us/library/hskdteyh.aspx
"Determining a Message Residue," Gopal et al. United States Patent 7,886,214
"Determining a Message Residue," Gueron et al. United States Patent Application 20090019342
"Determining a Message Residue," Gopal et al. United States Patent Application 20090158132
"A Tutorial on CRC Computations", Ramabadran et al., Micro, IEEE, IEEE Computer Society, Aug. 1988, pp. 62-75.
"High-Speed CRC Design for 10 Gbps applications," Lin et al., lSCAS 2006, IEEE, pp. 3177-3180.
"Cyclic Redundancy Code (CRC) Polynomial Selection for Embedded Networks," Koopman et al., The International Conference on Dependable Systems and Networks, DSN- 2004, pp. 1-10.
"Parallel CRC Realization," Campobello et al., IEEE Transactions on Computers, vol. 52, No. 10, IEEE Computer Society, Oct. 2003, pp. 1312-1319.
"A Systematic Approach to Building High Performance Software-based CRC Generators," Kounavis et al., Proceedings of the 10th IEEE Symposium on Computers and Communications, ISCC 2005; pp. 855-862.
Vinodh Gopal, Jim Guilford, Martin Dixon, and Wajdi Feghali are IA Architects with the IAG Group at Intel Corporation. | <urn:uuid:fea32f23-7054-4379-8fba-a06ca65fd90e> | CC-MAIN-2017-34 | http://www.drdobbs.com/parallel/fast-parallelized-crc-computation-using/229401411?pgno=2 | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886102891.30/warc/CC-MAIN-20170817032523-20170817052523-00033.warc.gz | en | 0.860346 | 1,134 | 2.671875 | 3 | The extract lacks discussion of soft skills, focusing solely on technical details of CRC computation. It provides complex scenarios but only in the context of algorithm optimization, without integrating emotional intelligence, leadership, or critical thinking opportunities.
Educational score: 1 | 1 | 0 | 715,092 | 0 |
ObjectivesTable Games | Party Games | Riddles
Several pieces of silverware or short wooden sticks (e.g. matchsticks)
Tell members of the group that you are going to use sticks/silverware/etc. to recreate an ancient number system. It is their goal to figure out how the system works. Place several sticks or pieces of silverware in a formation on the table. Unknown to the participants, the number will always be the number of fingers you have placed discretely on the table. If a participant thinks he or she knows the pattern, ask him of her or to give an example rather than stating the answer so that other participants can continue to play. | <urn:uuid:559685d2-9d14-4541-8923-89a6ccc3daa6> | CC-MAIN-2014-10 | http://www.teampedia.net/wiki/index.php?title=Ancient_Number | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394021365169/warc/CC-MAIN-20140305120925-00049-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.907328 | 138 | 2.984375 | 3 | This extract scores 3 points because it features a realistic scenario that integrates critical thinking, problem-solving, and teamwork opportunities. The activity encourages participants to work together, think creatively, and communicate effectively to figure out the pattern. The extract also promotes practical application and incorporates basic elements of cultural awareness, such as understanding an ancient number system.
Educational score: 3 | 3 | 2 | 851,373 | 0 |
This is a series of provocations designed to provide resources for students to inquire into the UN’s Sustainable Development Goals, or SDGs. For more, click here.
The purpose for the SDG of Quality Education is to “Ensure inclusive & equitable education & promote lifelong learning opportunities for all.”
While this goal focuses largely on developing countries, rooting out educational disparities anywhere will aid in this effort. This week’s provocation is designed to get kids thinking about why disparities exist and how progress might be made.
Resource #1: The work of Matiullah Wesa (great article on GlobalCitizen, and his Twitter account is packed with documentation of their efforts).
This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.
Anyone who works with kids knows that much of that effort is a balancing act. And when it comes to balance, commitment involves quite a lot of that balance. Think about it–we want kids to develop the skills to stick with things even when it’s hard, but we also want them to learn to recognize and honor when specific pursuits no longer work for them (ie, notion of abandoning books that aren’t doing it for you, trading soccer for theater, etc). Inviting kids into the conversation about how to build commitment while honoring autonomy is key. So as you take a look at these incredible examples of commitment, you might consider how to invite dialogue on this element of balance as well!.
In the video below (recently shared by AJ Juliani in my PLN — thanks, AJ!), Todd Rose shares the following story (starting at 22:07).
In the 1960’s scientists were puzzled why the infant reflex to “walk” disappears after around 2 months, later returning when they are ready to walk at around a year old. Based on a method of averages, they determined it had to do with the fact that our brains mature and therefore suppress that reflex. This belief ended up in pediatrics books, which landed babies getting checked for developmental brain delays and remediation if their reflex didn’t go away by 2 months. Fortunately, Esther Thelen later proved this false; by looking at individuals rather than averages, and by varying the contexts with each of these babies, she discovered that at 2 months of age, infants’ thighs simply get chubbier, rendering their legs too heavy to lift that way.
“So here we have this really complicated story about brain maturation that we’re sending kids off to remediation off of, when it turns out it has nothing to do with that, just by taking context seriously.”
As an educator, the phrase, “taking context seriously” jumps out to me. We know we are in the business of working with people. We know learning is a messy process. We know that we need to see our students as individuals first.
Yet all these truths seem to take a back seat when it comes to testing, GPAs, and report cards.
Why? Because we consistently sweep away that context of the individual in favor of finding and measuring up against that ever-supreme average.
Fortunately, research like Todd Rose’s is finally shedding light on just how misleading the average is when we are looking at the individual (he makes the point that it can still be very valuable when looking at large groups, but that when it comes to individuals, average does not exist). Though the longstanding belief has been that we use the “average” because it matches the largest number of people, the truth is that we are so complex that the average actually ends up matching virtually no one.
So in education, it’s when we “take context seriously” that we find out where a learner really is on their journey.
We take into account all the nuances and complexities of the individual to not only analyze just how far they’ve come (ie, taking into account poverty, developmental delays, etc) but to identify their strengths that will help them work toward mastery.
As Rose says later in the talk,
“Empower students with self-knowledge to make choices on their own behalf.”
We have the tools in our 21st century world to help our students understand their own contexts and leverage that knowledge to take ownership over their own learning process. We need to resist the idea that certain skills and knowledge need to be attained by certain, average benchmarks in time because these averages, in fact, apply to so few people.
Our individual contexts are just too unique to be lumped into the average.
Note, at the end of the Google Talk, Rose addressed some excellent audience questions, including how we measure success in the education system in lieu of the average. Rose shares two fascinating possibilities I also wanted to share here:
1. As tech is giving us greater opportunities for individualized learning, we’ll soon see a shift, especially in higher-ed, toward “Micro-credentials and competency based measurements” instead of the traditional semesters/grades system.
2. We need to use clearly defined, competency-based outcomes to measure success. To know how well an individual is doing, we need benchmark them against their own progression in that competency, and you don’t have to look at anyone else’s progress to know that. (“A diploma with a 3.2 vs. “I have these competencies.””)
“They’re so unprepared for college studying, like organizing lecture notes.”
“Those high school teachers are letting my kids retake tests, and it’s making them lazy.”
These were a few sentiments I heard among a few other parents (one of whom was a college professor) while waiting to pick up our kids. That teachers just aren’t sufficiently preparing students for the next level.
This has had me asking myself tough questions ever since. A lot of them.
Like this one: Amid all my soap-box preaching about student ownership, what if, after all we do to teach our children to own their learning, they find that somewhere down the line, ownership is impossible?
When we try to focus more on powerful learning & less on “doing school,” are we doing our students a disservice for later expectations?
Where’s the line between building our kids up for what’s coming, and focusing on all their developmental needs now?
Or even, if I want my 1st grader to someday get into the university of her dreams, shouldn’t I do all I can to help her get “ahead of the curve” starting now?
I see articles like this that suggest that kids who wait to start kindergarten for a year have fewer problems with ADHD & hyperactivity. Which makes me think (especially since kindergarten is the new first grade) that all this prep for the next level is perhaps taking its toll already.
And I see posts like Taryn Bond-Clegg’s sharing her dream of a system that supports rather than hinders a culture of student agency. Which makes me think that every action that focuses more on the here-&-now of our student’s needs helps us move closer toward a better system.
And then I see articles like this that remind us all that best practices are always the bottom line for the present:
We do not sacrifice good instruction because those in upper levels are not there yet. Instead, we employ what we know works, and we spend time mentoring those above us in what we do.
An inquiry provocation is meant to help us stretch our thinking beyond what we normally consider. It’s designed to plant the kind of seed that, as it grows, inspires us to continue reconsidering and rethinking the world around us. We learn to ask more thoughtful questions, make connections to existing understandings, and develop consideration and empathy for others.
Thus, this week’s provocation on how people get their food isn’t just about food. It’s about getting us to consider broader concepts (including, but not limited to, PYP units of inquiry such as How the World Works, How We Organize Ourselves, and Who We Are). I would love to hear if/how you use these resources with your class!
#1 of 3: Atlas of Beauty image
Mihaela Noroc is a Romanian photographer who travels the world with the goal to capture beauty in all countries. Below is a recent photo of a woman doing her grocery shopping in Myanmar.
#2 of 3: What I Eat, Around the World in 80 Diets
Photojournalist Peter Menzel documented what individuals around the world eat each day. See here for several of his photos along with the fascinating stories of each person.
#3 of 3: Amazon Go Concept
Amazon has developed a smart store that allows shoppers to grab their groceries and go without standing in line for payment. According to Futurism, “The store is powered by sensors, deep learning artificial intelligence (AI), and computer vision, which allows it to detect which items a customer has selected and even when products are returned to shelves.”
How do people eat differently?
Why do people eat differently?
What do people’s eating habits tell us about their lives?
How is the way people get their food changing over time? Why?
Why is it important for us to consider how people eat differently around the world?
Last month, I followed Pernille Ripp’s 7th grade English class’ progress through a project on refugees. I even pointed to it in a recent post as an example of Twitter’s potential for learning. And on Tuesday, Microsoft shared a beautiful Youtube video of their experience:
After witnessing how all this learning and growing has unfolded, I was saddened to encounter the following comment on the Youtube video:
It’s not the first time we’ve heard this kind of rhetoric, nor will it be the last. The “reading, writing, ‘rithmatic” camp is still alive and well.
However, what those who are of this mindset still don’t understand is that this is English in today’s world.
A world in which current events no longer sit quietly in the morning paper, and instead are loudly debated at all times from the devices in our pockets.
A world in which the negative is amplified and distorted truths go viral.
So when the standards instruct us to “engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly” (CCSS.ELA-LITERACY.SL.7.1), is it beyond English instruction to tackle an issue that is very much a part of their lives?
Or when we’re to teach students to “Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence” (CCSS.ELA-LITERACY.SL.7.3), is it beyond English instruction to seek out civility and compassion to help bring clarity to current events fraught with misinformation?
The truth is, we can’t just direct our students to the encyclopedia anymore. The volume and quality of the information our students receive every day from the Internet is staggering, and we simply cannot pretend that it does not shape their learning process. Especially since with greater global access comes greater global citizenship. Thus, dramatic is the difference between asking a student from 1990 vs. 2016 to “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims” (CCSS.ELA-LITERACY.RI.7.8).
In the complexity of teaching and learning today, 21st century educators know that we are tasked to teach our students how to think, not what to think.
Or, as Pernille put it so well herself at the onset of this project,
“My job is not to make you think a certain way, my job is to make you think. So whatever your opinion may be, all I ask of you is to have one based on fact, rather than what others believe. Keep your ears open and ask a lot of questions. That is the least you can do as the future of this country.”
Keep up the great work, Pernille, and all other teachers dedicated to helping their students make sense of this dynamic and exponentially shifting world! | <urn:uuid:07475e12-9f6d-4f90-b868-b151c85a3094> | CC-MAIN-2020-05 | https://www.honorsgradu.com/tag/education/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00129.warc.gz | en | 0.959122 | 2,650 | 3.046875 | 3 | The extract discusses various educational topics, including student agency, inquiry-based learning, and the importance of considering individual contexts. It promotes critical thinking, empathy, and effective communication, and highlights the need for educators to adapt to the complexities of the 21st century. The text encourages readers to think deeply about their own practices and the impact on students, demonstrating a high level of sophistication in its discussion of soft skills.
Educational score: 5 | 5 | 4 | 207,045 | 1 |
Teach Seminary Students How to Preach to Workplace ChristiansSeminary Curriculum / Produced by TOW Project
Work with Contentment - Lessons from Ecclesiastes
When teaching seminary students to preach, it is key that future pastors learn to speak directly to the workplace Christians in their congregations. These assignments teach seminary students how to do just that.
INTERPRETING AND PREACHING THE MEANING OF A TEXT – ECCLESIASTES 2 and 3. IS WORK MEANINGFUL OR FUTILE?
TWO DIFFERENT WAYS OF DEALING WITH THIS TOPIC AS AN ASSIGNED TASK
Both of these assignments assume that the biblical text of these chapters will be read and examined. Also that the TOW Commentary on Ecclesiastes will be read and whatever other commentaries and biblical resources the teacher chooses to make available.
1. CLASS DEBATE – IS WORK MEANINGFUL OR FUTILE?
The whole class is divided into two teams, one pro-meaningful and one pro-futile. The case for each side has to be built solely around their reading and interpretation of Ecclesiastes Chapters 2 and 3. Everyone is to be involved in examining Ecclesiastes 2 and 3 to see how their case might be argued. Each side appoints 2 speakers to argue their case, with speakers from each side taking turns for a maximum of 5 minutes each. Then a third speaker from each side is given the chance to offer reinforcement or rebuttals of what other speakers have said. After the last speaker, class members vote on who offered the most convincing case.
2. WRITE A SERMON ON “IS WORK MEANINGFUL OR FUTILE?”.
This exercise could be done by all class members following the previous “Class Debate” exercise or completely separate from that exercise.
Your text is Ecclesiastes 2. Your sermon is to be only 15 minutes long. You must try to make it helpful for those who love their work, those who struggle with their work, and those who don’t have paid jobs. Before you finish preparing this sermon, talk with at least one representative from each of these categories and ask for their personal answer to the question in the title “Do you think work is meaningful or futile?” Try to incorporate or at least acknowledge their observations into your sermon in an appropriate way. Assume that they are listening to you preach.
Other ideas for preachers can be found in the How to Read the Bible with Workplace Eyes resource. | <urn:uuid:1f9380c6-f06b-4b49-9a83-9b2a06e2e440> | CC-MAIN-2023-14 | https://www.theologyofwork.org/teach-seminary-students-how-to-preach-to-workplace-christians | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00719.warc.gz | en | 0.947719 | 543 | 2.515625 | 3 | The extract earns a score of 4 due to its comprehensive coverage of soft skills, including communication, teamwork, and problem-solving. It presents realistic scenarios that integrate emotional intelligence, leadership challenges, and critical thinking opportunities, such as the class debate and sermon writing exercises. These activities promote practical application, cultural awareness, and digital literacy, with a strong emphasis on intercultural fluency and technological adaptation.
Educational score: 4 | 4 | 3 | 234,755 | 1 |
Positive Discipline for an Aggressive Toddler
Toddlerhood is often a tumultuous time for both toddlers and their parents as they navigate the shift from infancy to childhood. Despite improvements in their communication and thinking skills, toddlers are still being ruled primarily by emotions. When your toddler is overwhelmed by his emotions, he may respond aggressively. Hitting themselves or others is a common way for some toddlers to express that they are frustrated, angry or otherwise unhappy about something. Luckily, with the right approach, you can help guide your toddler toward more positive forms of self-expression.
Manage Your Own Emotions First
It can be hard to keep your cool when your toddler just sucker-punched the dog, hit her baby brother or landed an unexpected blow on your cheek. While your initial impulse may be to lash out in anger by yelling or maybe even hitting her back, giving in to that urge is counterproductive. The first step in getting your toddler to stop hitting is to model the kind of behavior you would like to see. Allowing yourself to get angry will only reinforce negative behaviors. Instead, maintain your cool and calmly explain to your toddler that while it’s OK to feel angry or frustrated, it’s never acceptable to hit.
Physically Stop Your Toddler From Hitting
Most toddlers hit when they’re flooded with negative emotions. Maybe your toddler got jealous of the attention you were giving his sister; perhaps he got angry that another child took the toy he was playing with; or he was frustrated that he didn’t get his way. You know your toddler, so you can probably spot a potential trigger before it happens. If you think that your toddler might start hitting, remove him from the situation, or stay nearby and be ready to physically block his hand from coming into contact with the person or animal he tries to hit. Once you block his hand, tell him “no” with a calm, but firm, tone.
Give Your Toddler an Alternative to Hitting
Your toddler is hitting because she does not know a better way to express her negative emotions. You can transform incidents of hitting into teachable moments by explicitly teaching your toddler a better way to handle those types of situations. Show your child how to use her words to express what she is feeling in an appropriate way. For example, if she hits another child who is bothering her, you can teach her how to say “stop” and to walk away from the child instead of hitting.
Praise Positive Behaviors
Make an effort to notice when your toddler expresses himself in appropriate ways and then praise him enthusiastically for doing so. For example, if your toddler gently touches his sister to get her attention, give him immediate and specific feedback by saying, “Great job touching your sister softly!” The more you reinforce your toddler’s positive behaviors, the more likely he is to engage in them. | <urn:uuid:2ad6e543-2f92-49c0-a80c-7701fa1f9f32> | CC-MAIN-2020-10 | https://www.workingmother.com/momlife/13707668/how-to-get-toddler-to-stop-hitting/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875143373.18/warc/CC-MAIN-20200217205657-20200217235657-00374.warc.gz | en | 0.96859 | 594 | 3.28125 | 3 | This extract scores high for its practical application of emotional intelligence, leadership, and communication skills in a real-world context. It provides nuanced scenarios and strategies for managing aggressive behavior in toddlers, emphasizing the importance of modeling positive behavior, teaching alternative expressions of emotion, and reinforcing positive actions.
Educational score: 4 | 4 | 3 | 489,317 | 1 |
The birth place of Henry David Thoreau in Concord, Massachusetts was in very poor condition, though it did retain many early 18th century elements as well as later Federal and Georgian upgrades. The intent was to turn it into a museum, one that reasonably approximated that building, at that time, but not to deceive the public into thinking they are viewing an original when they are not. For example, the window sash were putty glazed with modern clear glass. From old photographs and existing architectural elements, preservation architect Larry Sorli produced plans for architectural reproduction of the plank window frames, window sash and a new front entrance. He conducted a study of the exterior, documented the existing work and helped to develop a plan for restoration. Architectural Components, Inc. of Montague, Massachusetts reproduced the missing sash, window frames and door entrance, as well as some missing interior moldings and panelling. Several of the original mortise and tenon plank window frames were still in the building and these served for guidance.
List of Architectural Conservators.
List of Window Restoration Specialists. | <urn:uuid:9ca14ba7-f7e9-45a9-8f55-5b2fdac45b38> | CC-MAIN-2017-30 | https://buildingartisansguild.com/2015/09/30/recreating-thoreaus-eighteenth-century-birthplace-piece-by-piece/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00616.warc.gz | en | 0.971335 | 223 | 2.84375 | 3 | The extract lacks discussion of soft skills, focusing on historical preservation and architectural restoration. It provides technical information without opportunities for communication, teamwork, or problem-solving.
Educational score: 1 | 1 | 0 | 455,896 | 0 |
By Terry Helwig ©2007
The purple cloth Hope Materializing, woven in the aftermath of 9/11, celebrates the power and promise of hope. The buttons, created by clay artist Susan Ryles, are imprinted with the word hope in more than a dozen languages. Mayan weavers in Guatemala wove part of the cloth on a back-strap loom, using a technique thousands of years old; the panel later hung in the United Nations as part of the 2006 Indigenous Exhibit.
The Thread Project: One World, One Cloth
The metaphor tapestry of life encompasses the broad spectrum of life as we know it on planet earth; but, if life’s tapestry were actually a textile, it might well resemble the woven threads of The Thread Project: One World, One Cloth. This international exhibit, the brainchild of founder Terry Helwig, strives to build bridges of understanding and tolerance among viewers of all ages and economic and cultural backgrounds. It is not art for the sake of commerce, but vernacular art that celebrates diversity, tolerance and compassionate community; art that seeks to deepen a viewer’s experience of the interplay between the individual and the world.
For five years, textile and indigenous artists, along with other weavers, threaded forty-nine looms erected world-wide; the sites included a hillside in Israel, a Greek village, a studio in Australia and a school in Ghana. Tens of thousands of threads were woven into panels cloth, buttoned in such a way as to create seven unique and differently colored textiles—one for each continent. Just as the seven colors of the color spectrum create one light, and the seven continents create one world, the seven textiles create one world cloth.
The individual threads, representing more than seventy countries, were pulled from the fabric of people’s every-day lives. They include a strip of fabric from one of Mother Teresa’s leper colonies outside Calcutta, a tattered remnant from the Killing Fields in Cambodia, threads from several 9/11 families, and fur shed from an otter on an oyster farm in Alaska. Every continent is represented, even Antarctica. The threads are as diverse as the people who sent them—as diverse as life itself.
The exhibit juxtaposes a single thread’s insignificance with its quiet archetypal power. Many cultures link thread with life and creation. The goddesses Spider Woman, Frigga, Ix Chel, Amaterasu and Neith were variously credited with weaving portions of the heavens and earth. The Greek fates spun, measured and cut the thread of life; and some paintings of the Virgin Mary depict her spinning thread. Today, the imagery and language of thread surface in science and medicine. The String Theory of physics suggests that everything in the universe is comprised of tiny vibrating strings; DNA is called the thread of life; and each of us slips into this world, tethered to our mother.
These threads help weave our collective identity, and make a powerful statement of unity, whenever the cloths are viewed. The cloths have been exhibited at the United Nations; St. Paul’s Chapel, across from Ground Zero, for the 5-year anniversary of 9/ll; and, most recently, in Charleston, SC where 19 of the 49 weavers traveled to meet each other for the first time. The weavers watched the debut of a one-act play called The Thread Narratives: Real Threads and True Stories, written by founder Terry Helwig and actress Carol Anderson. The play brings to life many of the threads running through the textiles, and, when performed in the presence of the cloths, allows viewers to recognize that behind every thread is a name, a person who personifies the complex dimensions of life on our planet. As one recent viewer wrote: This exhibit is a celebration of our common humanity, a vision of ourselves as we ought to be and may yet become.
A permanent home is being sought for the exhibit; one that has international exposure and is committed to teaching tolerance and promoting compassionate community. | <urn:uuid:79833878-19ec-4f7c-a204-9fa1b889d867> | CC-MAIN-2020-05 | https://www.metanexus.net/hope-materializing-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610004.56/warc/CC-MAIN-20200123101110-20200123130110-00100.warc.gz | en | 0.950624 | 841 | 2.703125 | 3 | The extract promotes cultural awareness, tolerance, and compassionate community through a unique textile project. It highlights diversity, unity, and the interconnectedness of people worldwide, fostering empathy and understanding. The project's global scope and involvement of artists from various backgrounds demonstrate a high level of intercultural fluency.
Educational score: 5 | 5 | 4 | 155,196 | 1 |
- Apr 27, 2007
- Locating and Inserting Clip Art
- Inserting a Picture
- Adding a Quick Style to a Picture
- Applying a Shape to a Picture
- Applying a Border to a Picture
- Applying Picture Effects
- Modifying Picture Size
- Compressing a Picture
- Modifying Picture Brightness and Contrast
- Recoloring a Picture
- Cropping and Rotating a Picture
- Scanning and Imaging Documents
- Managing Pictures
- Creating WordArt Text
- Formatting WordArt Text
- Applying WordArt Text Effects
- Modifying WordArt Text Position
- Creating SmartArt Graphics
- Formatting a SmartArt Graphic
- Modifying a SmartArt Graphic
- Creating an Organization Chart
- Modifying an Organization Chart
- Inserting and Creating a Chart
- Changing a Chart Type
- Changing a Chart Layout and Style
- Changing Chart Titles
- Changing Chart Labels
- Formatting Line and Bar Charts
- Editing Chart Data
- Saving a Chart Template
Modifying WordArt Text Position
You can apply a number of text effects to your WordArt objects that determine alignment and direction. The effects of some of the adjustments you make are more pronounced for certain WordArt styles than others. Some of these effects make the text unreadable for certain styles, so apply these effects carefully. You can apply effects to a shape by using the Format Shape dialog box for custom results. You can also use the free rotate handle (green circle) at the top of the selected text box to rotate your WordArt text.
Change WordArt Text Direction
Right-click the WordArt object you want to change, and then click Format Shape or Format WordArt.
If necessary, click Text Box in the left pane.
Click the Vertical alignment or Horizontal alignment list arrow, and then select an option: Top, Middle, Bottom, Top Center, Middle Center, or Bottom Center.
Click the Text Direction list arrow, and then select an option: Horizontal, Rotate all text 90°, Rotate all text 270°, or Stacked.
Rotate WordArt Text
Click the WordArt object you want to change.
Drag the free rotate handle (green circle) to rotate the object in any direction you want.
When you’re done, release the mouse button.
Click outside the object to deselect it. | <urn:uuid:e04dfb60-9f85-4f74-bcc8-3b68d269f1e5> | CC-MAIN-2013-48 | http://www.informit.com/articles/article.aspx?p=687924&seqNum=18 | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163048447/warc/CC-MAIN-20131204131728-00009-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.733219 | 500 | 2.796875 | 3 | The extract focuses on technical skills related to Microsoft Word, specifically formatting and editing graphics and text. It lacks discussion of soft skills, emotional intelligence, leadership, and critical thinking. The content is limited to step-by-step instructions for tasks, without practical application or real-world context.
Educational score: 1 | 1 | 0 | 522,683 | 0 |
At a time when we notice increasing and alarming threats to media freedom around the world, World Press Freedom Day (WPFD) is more pertinent today than ever before. We therefore can’t afford to celebrate this important day without both considering the damage done to the free press over the past year and intensifying our efforts to protect journalists and the future of journalism around the world.
To ensure that we can continue to celebrate the media’s vital role in democracies in the future, we must tackle the increasing number of Internet shutdowns around the world and find better ways to secure the safety of journalists.
Let’s start with the latter. The surveillance of journalists, in particular, has profound implications for democratic institutions, including freedom of the press. It threatens journalists’ ability to confidently and confidentially work with sources and to unlock information about controversial issues. It therefore hinders their ability to play their roles as watchdogs in democratic or undemocratic, developed or developing societies alike. But reports indicate that more and more journalists are at risk of facing state or societal surveillance.
Encryption offers a vital and relatively simple defense for such intrusions. Building on last year’s agreement, the 2018 Accra declaration again emphasizes the importance of training journalists in digital safety and security. Organizations like the Committee for the Protection of Journalists, Reporters Without Borders, and the Electronic Frontier Foundation offer security toolkits and guidance on how to encrypt devices and communications. The Internet technical community is also playing an essential role in supporting encryption on the Internet for everyone. But before we can train journalists in securing their work and selves, we have to ensure that the right tools are first in place.
For this reason, it is worrying that there have been more and more incidences of blocking secure and encrypted messaging apps like Telegram and Signal. Governments need to support strong encryption tools, not block them. Not only do network interferences amount to violations of universally protected human rights, but they have also been shown to have costly consequences for countries’ economies. One study indicated that Internet shutdowns in ten African countries cost Sub-Saharan Africa up to USD 237 million between 2015 and 2017, for example.
To prevent such negative consequences in regions that can scarce afford it, we strongly encourage governments to adopt the SecureTheInternet principles and to support strong encryption. This will not only to ensure the safety of journalists, but also the technology that already allows us to do our banking, conduct local and global business, run our power grids, operate communications networks, and therefore bolster our economies worldwide.
While these may seem like difficult tasks, working together will enable us to better tackle these issues in a comprehensive way. This includes not just governments and journalists, but also the readers and users who rely on the news to make informed decisions and to understand their societies, and the Internet companies that provide platforms for publishing news or that give governments the capability of restricting their citizen’s access to information. The Declaration similarly recognizes the importance of a multistakeholder approach to safeguard journalists’ work. Together, we can ensure that next year we can celebrate and not commiserate journalists’ role in our changing societies. | <urn:uuid:33d3ba2f-5a47-472c-a8b7-33c7efb3671f> | CC-MAIN-2020-10 | https://www.fourthestate.org/articles/encryption-is-key-to-safety-of-journalists/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146160.21/warc/CC-MAIN-20200225202625-20200225232625-00271.warc.gz | en | 0.928386 | 644 | 2.8125 | 3 | The extract discusses the importance of protecting media freedom and journalists' safety, highlighting the role of encryption and digital security. It promotes a multistakeholder approach, encouraging collaboration among governments, journalists, and internet companies. The text demonstrates awareness of cultural and digital literacy, emphasizing the need for strong encryption and secure communication. However, it lacks nuanced interaction, complex problem-solving, and advanced communication scenarios.
Educational score: 3 | 3 | 2 | 348,819 | 0 |
There are millions of visitors who visit District of Columbia, the nation’s capital. What I did not realize that today on this date, July 16, 1790 when DC was picked as nation’s capital while the first American president, George Washington signed The Residence Act that made a city.
There are indeed still consequences in today’s Deaf community. The fracturing of the social media takes a larger scope and understands that it is not OK to attack Deaf community.
District of Columbia’s motto: Justia Omnibus, which means Justice for All. When President Abraham Lincoln signed the bill to create higher education for Deaf people: National Deaf Mute College (Now Gallaudet University) in Washington, DC; Deaf people have the right to carry rightful justice that they have every aspect of human right to use sign language for communication, knowledge, and information. That was the main topic. Simple.
The creation of the university was built by many stories you cannot imagine how much it meant to them. DC was only 74 years old city when Gallaudet University founded. As Alexander Graham Bell was 17 years old living in Scotland that time, did you ever think what would AGBell think about that day, 8th April, 1864? Did his father or grandfather tell him the news? Did AGBell have a plan to destroy “all for justice” policy and erase sign language in favor for oralism? Was it the plan to preserve Bell family’s name and legacy to destroy an American motto at what highest cost possibly be?
Exactly 100 years after the founding of nation’s capital, AGBell had the nerve to set up American Association to Promote the Teaching of Speech to the Deaf now known as Volta Bureau, AGBell’s headquarters in the same city. AGBell challenged Edward Miner Gallaudet on the sacred ground of Gallaudet University that can be found in a book, Never the Twain Shall Meet by Richard Winefield. Help ourselves understand. The American democracy is not easily misunderstood.
Justia Omnibus, is an American motto, which means NO ONE CAN TAKE THAT AWAY FROM DEAF PEOPLE in 1880 and the next 100 years today. AGBell do not have the authority to prioritize and revoke all for justice in Deaf community’s favor of ASL.
The District of Columbia gave Deaf people a life to grow and teaches that justice for all to overcome Audism at Gallaudet University. Why cannot the Board of Trustees [BoTs] flesh out all the connections between AGBell’s headquarters and the university for dirty money? Make it ASL/Deaf-centered, ASL/Deaf-controlled, and ASL/Deaf-oriented. What’s wrong with that? Today, we will stand by human rights to use ASL—Justice for All! Justia Omnibus! ASL wins!
Happy birthday, DC! ASL JUSTICE FOR ALL.
Copyright © 2017 Jason Tozier
This text may be freely copied in its entirely only, including this copyright message. | <urn:uuid:ee185118-14e2-4b4d-8105-654469068c45> | CC-MAIN-2017-30 | https://audismnegatsurdi.com/2017/07/17/asl-the-meaning-of-justice-for-all/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423808.34/warc/CC-MAIN-20170721182450-20170721202450-00354.warc.gz | en | 0.955487 | 647 | 3.03125 | 3 | The extract discusses the history of District of Columbia and its significance to the Deaf community, highlighting the establishment of Gallaudet University and the struggles against audism. It promotes justice, equality, and the use of American Sign Language (ASL). The text demonstrates emotional intelligence, critical thinking, and cultural awareness, but lacks nuanced interaction, complex problem-solving, and comprehensive professional development opportunities.
Educational score: 3 | 3 | 2 | 368,346 | 0 |
|Kenneth Hansen Ph.D|
I URGE you to read and share the link on social Media
BIA stifles tribal self-determination, leads to disenrollment
Many of us have been trying to determine the root causes of tribal disenrollment for many years. Our online friend Emilio Reyes is on to something when he says that the Bureau of Indian Affairs (BIA) is greatly responsible for the lack of recognition (of both tribes and individuals). Federal acknowledgement processes are as byzantine as one can possibly imagine. Renee Cramer (2007) discusses how there are no less than 30 different standards for recognizing who is Indian in the eyes of the US federal government. The acknowledgement process, despite recent attempts at reform, still takes over 30 years.
Why is it that the BIA is unable to resolve intra-tribal conflicts that might eventually lead to disenrollment or banishment of rival factions? One possible explanation is bureaucratic rigidity. In the field of Public Administration, we regularly discuss Merton’s (1957) bureaucratic pathologies, which include such scary-sounding things as the rigidity cycle, trained incapacity, and goal displacement. What seems to have happened to the BIA (from the outside looking in) is that as an organization, they have no sense of their place in history.
Rigid bureaucratic thinking does not allow for that. Historically, when tribal communities were divided, one or both factions might decide to move to a different place and establish a new village. A new tribe would be born. Let me give a couple of examples.
George Harwood Phillips (1996) describes how in 1776 California, the Quechan people were divided over how to deal with the Spanish invasion of their territory, having been among the first to be incarcerated in Fr. Serra’s despicable mission system. One leader, Salvador Palma, attempted to be an ally to the Spanish. His brother Ygnacio saw the Spanish for what they were, and attempted to move out of their reach. Ygancio had many followers who left with him over this dispute. Eventually, Salvador tired of being treated as a vassal. He saw the Spanish taking the best land and water resources, and fumed about them reneging on presents and trade agreements. Salvador and Ygnacio eventually reunited their peoples in 1781 to fight a battle against the Spanish pueblos near present-day Yuma, which cut off the land route from Mexico to California. As an aside, I always thought this plot line would make a great script for a movie.
I was told a similar story by a former student from Natchitoches (pronounced “Nacodish”), Louisiana, about the founding of the sister town of Nacadoches, Texas. Again, it was two brothers who split their people, with one group leaving Natchitoches to start a new village within the Caddo Confederacy. Eventually during colonization, one town ended up in the possession of the French, and the other in the possession of the Spanish. Both examples, one from Southern California, the other from the Texas-Louisiana border, shows how tribes break apart and sometimes get back together in a relatively organic way.
Since it seems to be at least an occasional occurrence that tribal communities fracture or sunder, one might think that there would be a government plan for such contingencies, but there’s not. The BIA treats tribal societies—reservations, rancherias, and pueblos—as static, sedentary communities, when historically and pre-historically the reverse was true. Indigenous peoples frequently moved, split apart, and came together again, depending on desire or circumstance. No longer free peoples, American Indians are confined to lands that are often not our historic territories, or banished to urban settings through practices like termination.
Though we allegedly live in the era of self-determination (which might be coming to a close given recent events, but that’s another subject), the BIA still behaves like a colonial agency. When tribes have irreconcilable internal political differences, such as with the Chukchansi legitimacy crisis, there should be a mechanism for an amicable divorce between factions. Current policy refuses to recognize such splits within tribal communities, because once a group has been recognized, they cannot be re-recognized in another form. In other words, if a faction of a tribe is disenrolled, banished, or exiled, even if they keep family allotments or are in possession of trust land, they cannot be recognized as a new tribe by the BIA. It is expressly prohibited. There is a process for re-recognizing terminated tribes. Perhaps something similar could be established for when factions become sundered from the parent group under certain conditions. If they need help, I’d be happy to write it up for them.
However, perhaps responding to the preferences of already-recognized tribes that do not care to share limited resources, or perhaps not wanting to share resources themselves,* BIA administrators choose to not acknowledge new tribes if they can possibly avoid it. An example is the recent decision to not recognize the North Fork Mono Tribe (not to be confused with neighboring North Fork Rancheria) despite the fact that the tribe has 15 family allotments that have been in their possession for several generations, under the auspices and regulation of the BIA. If they own tribal land, and the government recognizes that, how is the tribal government still not recognized? According to the Honorable Chairman Ron Goode of the North Fork Mono Tribe, the BIA doesn’t have a reasonable answer to that question. Indeed, the courts have been better at reestablishing terminated tribes, and the Congress has been better at recognizing tribes, than has the BIA in recent years.
I think it says something when the Congress—which is ponderously slow on most days—can act faster than a government agency staffed with professionals and tasked with overseeing the very process at which they seem to be increasingly inept. A bill was recently introduced to the House Natural Resources Committee, which oversees Indian affairs, to take the BIA’s recognition power away from them and leave it in the hands of the Congress. I don’t know about the chances of it passing, nor if it is even a good idea. At the very least, it would be appropriate for the relevant committees in both houses of Congress to oversee this paternalistic agency much more closely.
To conclude, the bureaucratic rigidity cycle at work in the BIA makes it a terribly unresponsive agency. While tribal communities tear themselves apart from the inside-out with disenrollment between rival factions, the BIA dithers. So much so that Congress may take back some of their powers. Other agencies, such as the National Park Service, make a great effort to be flexible in dealing with changing tribal demands. Can the BIA decolonize and become a partner instead of an overlord? That would be a pretty tall order at the present time. However, the federal government needs to create more flexibility when it comes to dealing with dispossessed Indians. This should include ways to recognize the disenrolled. As with many policy problems today, we have solutions, we just lack the political will to implement them.
*The late Senator John McCain once had the Senate Indian Affairs Committee research what the BIA did with their annual budgets. They found that the BIA kept 75 cents of every dollar allocated for Indian Country. | <urn:uuid:c711251c-5b36-4e0d-ac31-9fb3b2847222> | CC-MAIN-2020-05 | https://www.originalpechanga.com/2018/10/kenneth-hansen-bia-stifling-tribal-self.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00441.warc.gz | en | 0.968949 | 1,547 | 2.796875 | 3 | The extract discusses the Bureau of Indian Affairs' (BIA) role in tribal disenrollment and its limitations in addressing intra-tribal conflicts. It highlights the need for flexibility and decolonization in the BIA's approach. The text demonstrates advanced communication, critical thinking, and problem-solving skills, with nuanced discussion of historical and cultural contexts. It also showcases emotional intelligence, leadership challenges, and intercultural fluency.
Educational score: 5 | 5 | 4 | 108,428 | 1 |
“Marriage may be contracted in accordance with law by two persons without distinction as to their sex.”
On the 22nd of March 2015, the Irish people voted to change the wording of the constitution, so that this phrase replaced the old one, which implied that a marriage could only be between a man and a woman. This was a huge and exciting victory for Ireland and its LGBT+ citizens.
But this referendum was not won overnight. The holding of the referendum was the result of years and years of work by irish LGBT+ activists, many of whom worked to get homosexuality decriminalised in Ireland in the 70s. In the months leading up to the vote, the streets of Dublin were plastered with posters from both sides of the camaign, people were canvasing door to door, and businesses, schools, even the police, were all publicly showing support for marriage equality. Walking around Dublin, as a young gay person, the enthusiasm and passion of the “yes” campaign (those in favour of marriage equality) was to be seen everywhere, and it was incredible to see the shop windows, traffic lights, and postboxes all proudly bearing the phrase “Yes Equality”.
However, it was hard to overlook the “No” posters, which promoted the “traditional family” at the expense of single parent families and families with same sex parents. The determination of both sides led to a long and engaging nationwide debate. The entire country was having a discussion about marriage and families, and most of all, what it was like to be a member of the LGBT+ community in Ireland. This discussion quickly turned personal. People began to “come out”, including public figures like politician Leo Varadkar and journalist Ursula Halligan, in order to share their stories and encourage people to vote yes. It had become very emotional, and for the first time, the country was listening to a new narrative: that of LGBT+ people.
The campaign was also very different from previous referendums in its amount of youth involvement. It was very clear from the get go that the result was hugely dependent on the youth turnout in voting stations, as young people tend to be the most supportive of LGBT+ issues. A huge part of the Yes Campaign was devoted to highlighting the importance of registering to vote and voting. People were so moved by this issue and this campaign that many Irish emigrants living abroad flew home to vote yes, which resulted in the phenomenal hashtag #hometovote, where people blogged their journeys from other countries, continents to take part in the historic day. In a country where voting had become much less popular with young people as well as everyone else, this particular issue invigorated the population, resulting in a historically high voter turnout. Almost 66,000 people registered to vote for the first time, with a total of 1,935,907 people voting in total.
On the day of the results, thousands of people gathered in Dublin Castle, where the votes were being counted for the Dublin constituencies. People were draped in rainbow flags with brightly painted faces, and the atmosphere was electric. When the results officially came true, I heard a weak stream of the national anthem from the crowd. Little by little, we all joined in. For many of us, it was a moment of not just LGBT+ pride, but Irish pride. Irish Pride in a way we had never felt it before.
Many people do not take the issue of Marriage Equality seriously, because there are so many more serious obstacles facing the LGBT+ community, both in Europe and globally. But if you are seen as equal in the eyes of the law, you are ultimately more protected by your government. When I grow up, if I do have a family, I won’t have to worry about being treated differently or having less rights as a mother and a wife as anyone else in the country. It also showed a huge support for LGBT+ people. It told us that Ireland has changed, and that we do not have to hide anymore.
This is a huge and important change for our country, and I could not be more proud.
About the author:
Feargha Clear Keena (17) participated in the “My Europe” Workshop in Dublin in 2014. She goes to school at Mount Temple Comprehensive and enjoys playing music, writing songs, and learning foreign languages.
For me, Europe is…
…an amazing collection of art and culture and history that I’m lucky enough to be able to witness and be a part of. | <urn:uuid:277564df-5bdf-453a-98ef-cb9826443b51> | CC-MAIN-2020-16 | https://spotlighteurope.eu/tag/yes/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370497301.29/warc/CC-MAIN-20200330181842-20200330211842-00404.warc.gz | en | 0.986027 | 935 | 2.703125 | 3 | The extract scores high for its thoughtful discussion of a significant social issue, showcasing emotional intelligence, leadership, and critical thinking. It highlights the importance of equality, youth involvement, and community engagement, demonstrating a nuanced understanding of complex social dynamics. The author's personal perspective and reflection add depth to the narrative, illustrating the impact of the referendum on individuals and society.
Educational score: 5 | 5 | 4 | 700,551 | 1 |
Poor education, poor democracy
Worried about our cultural – and economic – decline? Take a look at the thrust of our educational system, says Martha C. Nussbaum, a professor of law and ethics at the University of Chicago. In “Not for Profit: Why Democracy Needs the Humanities,” recently released by Princeton University Press, Nussbaum argues that our nation suffers because the goal of our educational programs is to teach students how make money rather than how to think critically as knowledgeable and empathetic citizens. Focusing on profitable skills rather than the humanities has weakened literacy, factual knowledge, artistic sensibility and the regard for humanity itself, Nussbaum contends. Here, she explains how educational myopia weakens our democracy.
By Martha C. Nussbaum
Where is education headed in our country? This is no trivial question. Democracy stands or falls with its people and their habits of mind, and education produces those habits of mind. Nonetheless, we are seeing radical changes in both pedagogy and curricular content, and these changes have not been well thought through. Eager for economic growth, our nation, like many others, has begun to think of education in narrowly instrumental terms, as a set of useful skills that can generate short-term profit for industry. What is getting lost in the competitive flurry is the future of democracy.
As Socrates knew long ago, any democracy is a “noble but sluggish horse.” It needs lively watchful thought to keep it awake. This means that citizens need to cultivate the skill for which Socrates lost his life: the ability to criticize tradition and authority, to keep examining self and other, to accept no speech or proposal until one has tested it with one’s very own reasoning. By now psychological research confirms Socrates’ diagnosis: people have an alarming capacity to defer to authority and to peer pressure. Democracy can’t survive if we don’t limit these baneful tendencies, cultivating habits of inquisitive and critical thought.
Citizens also need historical knowledge, the basics of the major world religions, and how the global economy works. This historical teaching needs to include a Socratic element: students need to learn to evaluate evidence, to think for themselves about the different ways in which it can be put together, and brought to bear on current reality. (Imagine a jury system in which people have not learned such skills.)
Finally, they need to be able to imagine how the world looks to someone in a position very different from their own. That may sounds very “squishy,” but it too lies at the heart of our system of justice, which asks jurors to imagine what a “reasonable person” would think and feel in a wide range of situations. It also lies at the heart of good relations among citizens who differ by race, gender, religion, or sexual orientation: instead of seeing different people as “other,” and, all too often, as mere “things,” democracy requires us to learn to see those others as fully equal human beings, with aims and purposes of their own.
How do people learn that? We all come into the world with a rudimentary capacity for “positional thinking,” thinking from another’s viewpoint, but it typically operates narrowly, in the sphere of the familiar, and it needs deliberate cultivation -- through literature and the arts, taught along with a historical dialogue that is critical in the Socratic fashion.
And yet, all over the world, the humanities, the arts, and even history are being cut away to make room for profit-making skills. When such changes are made, business itself suffers, because healthy business cultures need creativity and critical thinking, as leading business educators have long stressed. Even were this not true, however, the liberal arts are essential for the type of government we have chosen and for the type of America we have long aspired to be.
Steven E. Levingston
August 13, 2010; 5:30 AM ET
Categories: Guest Blogger | Tags: American education; failures of american education;
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Posted by: LarryMac3 | August 13, 2010 11:11 AM | Report abuse | <urn:uuid:f3b76302-613d-46aa-8b85-cb5755335677> | CC-MAIN-2014-10 | http://voices.washingtonpost.com/political-bookworm/2010/08/poor_education_poor_democracy.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999675557/warc/CC-MAIN-20140305060755-00073-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.961341 | 886 | 2.578125 | 3 | The extract discusses the importance of humanities and critical thinking in education for a healthy democracy. It highlights the need for citizens to cultivate skills such as critical thought, empathy, and historical knowledge. The text promotes nuanced interaction, emotional intelligence, and leadership challenges, earning it a high score.
Educational score: 4 | 4 | 3 | 686,825 | 1 |
Although i do accept the premise that mandatory education acts as a demotivational force, destroying creativity, i have seen counterexamples where the demands of the educational system lift individuals to accomplish what lethargy and indolence otherwise prevent them from doing. It was mainly the idea of grades and being judged that served as a motivator, but for some, it only drove them to panic attacks and sleepless nights.
Last friday on the TED blog, the attention was devoted to education. Starting with the influential Sir Ken Robinson (without whom a post on education would be incomplete), a whole adventure in link maze opened up to the avid explorer. I couldn’t say it more eloquently than Robinson himself; the dominant culture of education is a bit analogous to dieting without losing/gaining weight. In other words, the purpose of teaching is lost when no learning occurs. Curiosity and imagination constitute the engine that drives learning, but if we’re all part of a manufactural process, forced onto a conveyor belt of testing and involuntary group projects, there’s no wonder that the spark of curiosity doesn’t ignite. If students are not treated as individuals, creativity diminishes. The problems of teaching and the stressful responsibilities of a teacher takes time and energy away from engaging with students. That fruitful feedback loop between teacher and student is forgotten in this mechanical process. As are the conditions under which people thrive. According to Robinson, this is a cultural problem prevalent throughout most of the world.
But what is that force that makes people flourish, what are the causes of creativity and what are its effects?
In psychology, the term ‘flow’ is used to describe the balance between challenge and automaticity that gives rise to a sense of devotion to a single task, often coupled with euphoric feelings and productivity. Since this state is dependent on the task being sufficiently challenging but not too difficult, the individual differences make a classroom learning style most likely an impossible means for achieving this effect in everyone. In other words, some are bound to fall behind, while others are bored to tears. Few or no one fits the narrow point of balance.
Sadly, students have little or nothing they can do to influence this, and at an early age it’s common to think the actual way is the only way possible. Or at least the only probable, since change is unlikely to come about. I still believe in this pessimistic outlook, even though my frustration drives me to write about it in an attempt to spread the dissatisfaction that i think many students share.
It’s quite clear that both under – and over-stimulation is harmful to creativity, but why is creativity so important in the first place? The reasons are both the subjective well-being it induces, the role as a basic need (as necessary as eating and sleeping in some individuals), and the practical contributions being produced because of an underlying creative desire.
Let me mention an inspirational person as an example of this, neuroanatomist Santiago Ramon y Cajal. By the end of the 17th century he hypothesized that neurons were individual components as opposed to the contemporary doctrine of a continuos neural mass as seen before the invention of electron microscopy. He illustrated this through a series of drawings and is also known for his artistic work. I’m biased to mention Cajal, as i am currently reading his book, Advice for a Young Investigator (which i would recommend to anyone interested in the processes of science and learning). Some of the quotes found there are mind-blowingly prescient and accurate still today. It’s interesting to find oneself guilty of many of the examples described as errors or “diseases of the will”. This quote for instance;
“I believe that excessive admiration for the work of great minds is one of the most unfortunate preoccupations of intellectual youth—along with a conviction that certain problems cannot be attacked, let alone solved, because of one’s relatively limited abilities.”
Maybe my own admiration for people with great minds (like Cajal himself) places this ingenuity as an unreachable ideal, and thus all efforts exerted in such a direction are perceived as futile. On a more encouraging note, however (the following is also taken from Advice for a Young Investigator);
“I continue to believe that there is always room for anyone with average intelligence and an eagerness for recognition to utilize his energy and tempt fate. Like the lottery, fate doesn’t always smile on the rich; from time to time it brings joy to the homes of the lowly. Instead, consider the possibility that any man could, if he were so inclined, be the sculptor of his own brain, and that even the least gifted may,like the poorest land that has been well cultivated and fertilized, produce an abundant harvest.”
Honestly, i don’t care much for this preoccupation with the results or recognition of ones labour, at least not yet. I believe the pursuit in itself not only has instrumental value, but also serves as a mechanism for individual and collective development, albeit subjectively.
This digression leads back to the intended subject of education, where the measurable results (grades, qualifications, report cards) shadow curiosity and devotion to the subject in terms of importance. I find this quite sad, not seeing how they need to be mutually exclusive.
A possible combination perhaps, could be achieved through learning at one’s own pace. Online education is in my opinion, a neat example of that. Ironically, the work of compulsory education takes much time away from an individual’s own pursuit of knowledge. Most people seem to only want to learn what they ‘have to’ learn, for a test to achieve the grades they strive for. Obviously i’m generalizing from personal experience, this might not be as common elsewhere (i live in Sweden by the way).
A final sub-topic i wanted to mention, is group work. It has been found that work efforts of individuals are often greater than those of groups, where productivity actually diminishes. This is due in part to the ‘free rider’ and ‘sucker’ effects, similar to the tragedy of the commons, but concerning the motivation of group members to collaborate on a mutual project. An individual can choose not too contribute at all to the group (the free rider) yet still enjoy the benefits of the others’ work, provided they don’t do the same. Or one person can do all the work for the rest of the group members (the sucker), and not get any extra credit. In both cases productivity is lost.
Furthermore, most introverted people i’ve heard from (myself included) have had bad experiences from group work. Unfortunately it still has a prevalent role in education, which i think is both disturbing and unnecessary. | <urn:uuid:9881a6d5-7593-40ed-996f-4f836a9793cc> | CC-MAIN-2013-48 | http://insigniff.wordpress.com/2013/05/17/thoughts-on-compulsory-education/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163052593/warc/CC-MAIN-20131204131732-00045-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.967149 | 1,414 | 2.59375 | 3 | The extract discusses the limitations of traditional education systems, emphasizing the importance of creativity, curiosity, and individualized learning. It touches on soft skills like critical thinking, problem-solving, and emotional intelligence, but lacks nuanced interaction and complex scenarios. The text provides some practical applications and cultural awareness, but its focus is more theoretical.
Educational score: 3 | 3 | 2 | 474,693 | 0 |
Entrepreneurship – do genes play a part?
Why are some of us entrepreneurs and others not? Is it only the environment we grow up in that matters or do our genes have a part to play as well?
Professor Scott Shane of Case Western Reserve University, is one scientist who claims that people with parents with certain genetic components are more likely to become entrepreneurs.
To what extent do genes matter?
In his genetic research on identical twins, who share 100 percent of their genes, and fraternal twins, who share 50 percent of their genes, professor Shane concluded that identical twins were more likely to share the genetic factors that enable entrepreneurship. His conclusion is that 30-40% of entrepreneurship is inherited.
“But even when a person has the entrepreneurial innate makeup that makes him/her more likely to be an entrepreneur, genes interact with environmental stimuli”, professor Shane says.
Combination of nature & environment
In other words having proved that genes play a part it is still difficult to determine to what extent they shape an individual to become an entrepreneur. Without the right environment the same person may not have become an entrepreneur? Growing up in an atmosphere adverse to risk taking, creativity and innovation the same person would probably never have become an entrepreneur.
My father was an entrepreneur and I don't know how many times my mother told me I'm just like him. But if they had raised me to believe new opportunities and developing projects was wrong would I still have had the mind of an entrepreneur? Or even worse if they had discouraged curiosity, vision and persistence.
According to Professor Shane genetic factors raise the odds of a person becoming an entrepreneur but environmental factors are more crucial, and I tend to agree with him. Not least since we are able to impact what and who we surround ourselves with. It is up to us to determine our future, regardless of what genes we have inherited. Entrepreneurial genes facilitate, but unless we really make an effort and are persistent we will never succeed no matter how excellent our genes are.
The difference between having an entrepreneurial mind and carrying out entrepreneurial activity
Anyone can learn how to carry out entrepreneurial activity. But how do you learn to have an entrepreneurial mind? Is it really possible to learn to risk everything you have in order to achieve something you passionately believe in? Because that's what having an entrepreneurial mind entails. One headhunter I know once said to me that when someone tells them he is an entrepreneur he asks him if he is prepared to risk losing his house and everything he ownes in order to succeed? If the answer is no, which it is in most cases, he hasn't got an entrepreneurial mind but is carrying out entrepreneurial activity which is different.
What your opinion? Do our genes have a part to play or can we learn to develop an entrepreneurial mind anyway? Learn to have the strength and courage to take risks which is crucial for an entrepreneur. What role do our genes play in this? Does a person need to be programed genetically to have the strength and courage to risk everything they have?
Photo: Flickr – Pacific Northwest National LaboratoryGoogle+ | <urn:uuid:5646a76b-4348-4320-b90f-c00b25745a94> | CC-MAIN-2013-20 | http://catarinasworld.com/entrepreneurship-do-genes-play-a-part/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708664942/warc/CC-MAIN-20130516125104-00035-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.96876 | 629 | 2.71875 | 3 | The extract touches on the concept of entrepreneurship and its relation to genetics and environment, but lacks depth in discussing soft skills. It superficially covers basic communication concepts and teamwork is not mentioned. The extract focuses on the debate between nature and nurture in entrepreneurship, with limited practical application and no nuanced interaction or complex problem-solving opportunities.
Educational score: 1 | 1 | 0 | 239,187 | 0 |
FUJIFILM & JEITA News Letter
What is the Storage Chosen
by One of the Greatest Research Institutes?
CERN (European Organization for Nuclear Research) is one of the greatest research institutes. It has two research districts in the region across the border of Switzerland and France. There is a large hadrons' collider (LHC) with a diameter of 27 km in the basement. Higgs particles were found in the institute. HTML, HTTP, and World Wide Web which is now indispensable were also invented here. The era of Internet, today’s Big Data, and future’s IoT have never existed without these inventions. They are undoubtedly great inventions of the century.
LHC generates 1petabyte per Second
CERN's LHC generates huge data as much as 1 petabyte per second. It is needed to record the data at high speed and to save it safely for a long term. Saving data with low energy and cost is more necessary. The data of the experiment in the past cannot be reproduced again because it takes huge cost to do it. What storages do they use?
What is the Best? and Why?
What they chose as a storage to store valuable data is magnetic tape. They appeared in 1951 which is more than 60 years ago, and are the first digital recording medium in the world. Why did they choose “old technology”, though the theme of their research is on the most advanced stage? CERN engineers tell four reasons as below.
1) Low Cost, Low Power Consumption
Magnetic tapes are totally cheap if considering not only the product cost but also electricity charges. When you do not use tapes, it takes no cost to keep them unlike the other medium. That is important topic for people who need to preserve a tremendous volume of data for a long time to keep costs down.
Large amounts of terabyte class data are lost if the disk is damaged. In the case of tapes, the lost data volume is limited to only some gigabytes even if a part of stored data cannot be read. Moreover, it is said that the tape can store data for more than 50 years. Unfortunately, it cannot be said that disks are suitable for storage to store data for a long term.
Most of the data losses in the world is said to occur due to operation mistakes, hacking, or manipulation by employees of organizations. It means that it cannot be prevented previously . However, it will take years to erase all of the large volume of data that CERN stores in tapes. On the other hand, it takes a few seconds if they store in disks.
4) High speed
Generally, since the tape is a sequential device, a lot of people misunderstand that the recording speed of tapes is slow. Yet, the opinion means not throughput (speed of actual transferring data) but latency (time to data access). Throughput is extremely fast. In addition, the tape uses a technology that heads checks the data immediately after the other head writes the data. You can check whether it was successful to be recorded or not in real time.
In this era of big data, it is said that there are large volume of digital data as much as 44ZB in 2020. How much volume is preserved for a long term? It is considered that a lot of original data, especially unstructured data, is preserved semipermanently. Data as a Service (DaaS) started up recently. Then, the impact is not limited to the public cloud service. Many companies may benefit from the situation and some of them can innovate or develop business with their own data. How far is the volume of data swelling? How about referring to the wisdom of the world's most intelligent people who have already succeeded in preserving hyper scale data at low cost, long term, and safety? | <urn:uuid:2f0af0a6-08c8-4b7f-b38c-0f01f0ca37bf> | CC-MAIN-2020-05 | http://www.tape-storage.net/en/column/01/index.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00010.warc.gz | en | 0.959389 | 783 | 3.421875 | 3 | The extract lacks discussion of soft skills, focusing on technical aspects of data storage. It provides some real-world context and practical application, but does not integrate emotional intelligence, leadership, or critical thinking opportunities.
Educational score: 1 | 1 | 0 | 303,271 | 0 |
No matter what we do, having a target in mind is essential. If we don’t know what we are trying to accomplish, nothing but sheer luck can bring our endeavor to a successful conclusion. In fact, without a target, we can’t even know what success is or how to recognize we have succeeded. This goes for both teachers and students. Both need to know what the target is, what progress has been made, and when success has been reached. Knowing how to write a good learning objective is key to having and communicating useful targets. A good learning objective has four traits. It is specific, measurable, clear, and related to a body of knowledge, skills and meaningful learning. Let’s take these traits one at a time to fully understand them.
First, a good learning objective is specific. Learning objectives are different from goals, which should give a general overview of what the student will learn and be able to do at the conclusion of instruction. Learning objectives are specific in that they hone in on a single thing that a student will be able to do. Making the objective specific allows the student to know exactly what is expected and why that expectation is being made. For example a good objective might go like this: “students will be able to identify the key of each work they are playing in band, and be able to play the ascending and descending scale of that key accurately in sixteenth notes at 60 bpm.” An example of a bad objective for the same expectation might be something like this: “Students will understand scales of pieces they play in band.” Whereas the first objective states precisely what the student will do to demonstrate understanding, the second objective doesn’t even give a clue what the student is expected to do. It does not indicate what is meant by “understand scales,” nor does it make clear what connection between scales and musical works the student is expected to make. Without specifying these things, the student is unlikely to know what he or she is supposed to do, and stands little chance of succeeding at whatever the teacher had in mind. There should be no mystery about the teacher’s intent. Both teacher and student must know exactly what the student is to do and learn.
Secondly, the objective must be measurable. It is a fairly simple matter to take the good objective and derive an assessment from it. The student indicates what key a piece is in, which is a knowledge question that can be answered aurally or in writing, and then the student plays the scale. The good objective includes only verbs that can be measured, identify and play, and that can easily be linked to Webb’s Depth of Knowledge. It also includes a description of what will be identified and what will we played. A rubric constructed for the purpose can be used to rate the tempo (60 b.p.m.), the rhythm used (sixteenth notes) and the accuracy of the pitches. By contrast, it is impossible to form an assessment from the bad objective, because there is no way of knowing exactly what the student is supposed to to do or what the student is supposed to learn from doing it.
Learning objectives are written for the teacher, student, observing administrator, and parents. These are all interested parties in the education of children. In the case of music, it is not uncommon for observing administrators to lack content knowledge, so objectives must be written plainly so they can be understood by the non-music specialist. Parents must also be able to understand learning objectives. They have an interest in understanding what is expected of their child in music class, and well written and widely understood objectives adds credibility to music as an academic and core subject. Taken together, learning objectives should present a very clear picture of purpose, and outline a set of actions that students can readily complete.
Finally, learning objectives must be related. They must clearly align with knowledge, skills and meaningful learning. A purposeful and logical order to the objectives must be apparent, with one objective building on another, addressing a single topic from multiple perspectives, or covering several elements or concepts that are part of an essential understanding. Taken together, good learning objectives will reveal a continuity of instruction, whereas bad learning objectives will appear to be random, haphazard, and poorly organized. Good objectives will lead learners through learning sequences and units of study, leaving them with the assurance that they are growing and making gains in their studies. | <urn:uuid:df8a2900-d849-415a-bdb2-c0167dc2f352> | CC-MAIN-2017-26 | https://mramusicplace.net/2015/09/28/more-on-learning-objectives/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128321458.47/warc/CC-MAIN-20170627152510-20170627172510-00506.warc.gz | en | 0.966844 | 902 | 4.28125 | 4 | The extract provides a detailed explanation of learning objectives, their importance, and characteristics. It covers specific, measurable, clear, and related traits of good learning objectives, offering examples and practical applications. Although it focuses on educational instruction, it indirectly promotes critical thinking, clear communication, and problem-solving skills. However, it lacks direct discussion of soft skills like teamwork, leadership, and intercultural fluency.
Educational score: 3 | 3 | 2 | 105,777 | 0 |
In 1986, Newsweek ran a now-infamous article declaring that single women over the age of 40 had a better chance of getting murdered by a terrorist than snagging a husband. It was an outrageous (and erroneous) comparison, but nevertheless telling. Whether it had intended to or not, Newsweek was framing singledom as a wretched fate, comparable to death by homicide.
That sort of thinking has defined attitudes towards unmarried women for much of history, but we may very well be living through the dawn of a new era. All the Single Ladies: Unmarried Women and the Rise of an Independent Nation, an invigorating and exhaustively researched book by journalist Rebecca Traister, paints America’s single women as a vibrant demographic that is bursting forth from the sidelines to change the landscape of our society and culture.
The book is part contemporary survey, part social history. Traister’s narrative traces the status of single women from the early colonial period—when unmarried women over the age of 23 were branded as spinsters and regarded with intense suspicion—to the 21st century, when radios happily blast the anthemic Beyoncé single that inspired the book’s title. Throughout, All the Single Ladies is a celebration of women who have bucked conservative norms, or simply embraced progressive ones, to lead self-determined lives.
Traister began working on the book in 2010, one year after the proportion of married women in America dropped below 50 percent for the first time in history. Women were marrying later, too: the number of unmarried adults under the age of 34 had shot up by 46 percent. In her introduction, Traister writes that she had at first intended for All the Single Ladies to be a work of contemporary journalism, “an account of how generations of single women living at the turn of the twenty-first century were, by delaying or abstaining from marriage, reshaping the nations’ politics and families.” But Traister soon discovered that this new movement of unmarried women follows in the footsteps of single ladies from centuries past, who devoted themselves to their work, to their art, to changing the nation.
The inaugural chapters of All the Single Ladies proffer lively anecdotes about history’s never-married women, such as Little Women author Louisa May Alcott (who argued that “liberty is a better husband than love to many of us”) and famed suffragette Susan B. Anthony. Traister pays particular attention to female reformers of centuries past, arguing convincingly that single women have been potent agents of the abolitionist, civil rights, gay rights, and of course, feminist movements. Without husbands and children, these single women had time to devote to social reform. Or as Traister puts it: “Women, perhaps especially those who have lived untethered from the energy-sucking and identity-sapping institution of marriage in its older forms, have helped to drive social progress of this country since its founding.”
The book asserts that the 21st century wave of unmarried women continues to be a galvanizing force. “Single women helped put Barack Obama in the White House,” Traister writes. “They voted for him 67 to 31 percent, while married women voted for Romney.” One of the central conceits of All the Single Ladies posits that as women continue to marry late or not at all, core policies that govern life in America—childcare, family leave, pay equity—will bend to accommodate them out of necessity. “We are a new republic, with a new category of citizen,” Traister writes. “If we are to flourish, we must make room for free women, must adjust our economic and social systems, the ones that are built around the presumption that no woman counts unless she is married.”
Though All The Single Ladies delights in these sweeping tides of change, much of the book is devoted to exalting the little joys of independent living. Remaining unmarried into adulthood, Traister argues, gives women time and opportunity to find fulfillment in their careers, make money, have sex with multiple partners, build meaningful relationships with female friends. One of the more charming threads of the book’s narrative follows the deeply involved friendship of two women named Amina and Ann. When Ann moves to a different city, Amina is devastated. “I went and got coffee at seven in the morning, and I was hysterical,” she says. “It was one of the hardest things I’ve ever done.” Now, Amina and Ann host a podcast about long-distance friendship.
An impressive range of voices are sprinkled throughout All the Single Ladies: Gloria Steinem, Anita Hill, Tina Fey, everyday women like Amina and Ann, even Elizabeth I of England. And yet, in spite of its breadth, the book can feel frustratingly narrow. The majority of Traister’s interviews were conducted with college-educated, reasonably well-off, city-dwelling women. The voices of women who do not share these life experiences are by and large confined to a single chapter at the end of the narrative.
This could have been a major failing, were it not for the fact that when Traister tackles topics of race and class, she does so with keen insight. “For many women, the pursuit of work and money has far less to do with fulfillment, excitement, or identity than it does with subsistence,” she writes. “And for many single women, scraping by is as hard as it has ever been.” Women earn, on average, 78 cents to men’s dollar. Living without a partner can mean getting by with less money, raising children on a single income, or having no choice but to work while sick.
And as Traister acutely notes, poor women of color have been working and remaining single long before doing so became an emblem of emancipation. These women took jobs because they needed the money, and did not marry because marriage conferred few benefits of wealth and status. White women who co-opted those behaviors were deemed pioneers. “[W]hen, in the mid-sixties, white women busted out of their domestic sarcophagi and marched back into workforces in which poor and black women have never stopped toiling … that was when the revolution of Second Wave feminism was upon us,” Traister writes.
Yet All the Single Ladies doesn’t dwell too long on the pratfalls of life as an unmarried woman. Traister’s assessment of the demographic is overwhelmingly celebratory, even giddy. And it’s hard not to share in her excitement, because the rise of America’s single ladies heralds a seismic shift for women in all walks of life. Women can now marry when they choose, live as they want. More than ever before, they are recognized as legitimate beings independent of their status as mothers and wives. “[T]he vast increase in the number of single women is to be celebrated not because singleness is in and of itself a better or more desirable state than coupledom,” Traister writes. “The revolution is in the expansion of options … Single female life is not a prescription, but its opposite: liberation.” | <urn:uuid:8f12eaee-413d-4fdb-892c-541bb4909376> | CC-MAIN-2017-26 | http://nytlive.nytimes.com/womenintheworld/2016/03/02/from-spinsters-to-single-ladies-the-revolution-of-unmarried-women/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319912.4/warc/CC-MAIN-20170622220117-20170623000117-00141.warc.gz | en | 0.966729 | 1,502 | 2.6875 | 3 | The extract scores 4 points for its discussion of soft skills, including emotional intelligence, leadership, and critical thinking. It presents complex scenarios of women's empowerment and independence, highlighting the importance of self-determination and autonomy. The text also demonstrates cultural awareness, acknowledging the experiences of women from different racial and socioeconomic backgrounds. However, it falls short of a perfect score due to its limited exploration of digital literacy and technological adaptation.
Educational score: 4 | 4 | 3 | 152,886 | 1 |
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The LEGO® Education WeDo Construction Set is an easy-to-use set that introduces young students to robotics when combined with the LEGO Education WeDo Software v.1.2 and Activity Pack. Students will be able to build LEGO models featuring working motors and sensors; program their models; and explore a series of cross-curricular, theme-based activities while developing their skills in science, technology, engineering, and mathematics as well as language, literacy, and social studies. The Construction Set comes with more than 150 elements including a motor, tilt sensor, motion sensor, and LEGO USB Hub.
The LEGO Education WeDo Construction set is a primary education resource developed for younger primary school students as an introduction to control technology and programming using robotics, LEGO Education WeDo provides the perfect foundation to progress to LEGO MINDSTORMS Education. This fantastic cross-curricular construction set can be used in Information and Control Technology, Science and Maths as well as Language and Literacy.
Working with theme-based activities, younger primary school students are able to build LEGO robotic models with working motors, gears, cams and tilt sensors before programming with the intuitive WeDo robotics software to bring them to life. The WeDo Construction Set enables the students to hook up the robots to their computer via the supplied USB hub allowing them to program the robots actions, sounds and responses.
LEGO® Education WeDo 2.0 makes your KS2 pupils’ introduction to computing fun and exciting. LEGO® Education WeDo 2.0 also comes with great teacher support, built-in assessment and lots of inspirational input to your lessons.
- Get started with basic programming
- Makes it easy for pupils to get to grips with science
- Pupils start learning to investigate, build and design
- Helps pupils to learn how to work together and talk about their
- Improves critical thinking and problem-solving abilities
[cherry_button url=”http://www.early.engineering/sessions/” style=”primary-light” icon_position=”right” icon=”icon: material-design-right244″ min_width=”30″ class=”arrowbutton”] | <urn:uuid:a39f3851-a840-4497-896e-1072ce3d0649> | CC-MAIN-2017-30 | http://www.early.engineering/wedo/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424721.74/warc/CC-MAIN-20170724042246-20170724062246-00471.warc.gz | en | 0.904501 | 496 | 2.859375 | 3 | The extract scores 3 points as it discusses soft skills such as teamwork, critical thinking, and problem-solving, and features realistic scenarios that integrate emotional intelligence and leadership challenges. The LEGO Education WeDo Construction Set provides practical applications with meaningful context, incorporating cultural awareness and modern digital literacy skills.
Educational score: 3 | 3 | 2 | 367,988 | 0 |
British values are an integral part of the GLPA curriculum. Every day, good British values are modelled not only by the staff but also by the children.
We agree that the main values we hold dear are:
Democracy Individual Liberty Tolerance of those of different faiths and beliefs Rule of Law Mutual Respect
However, this week, we have decided to celebrate these values, look more at people who promote those values and participate actively in those values.
There are special activities happening across the academy and by the end of the week, you can see what has happened in each class on their blogs.
As an academy, we agreed that we were going to do the following as well:
Academy Council Elections- The children will nominate, prepare speeches and vote on their class representatives. This is democracy in action!
Inspirational British Citizens across history! This is exciting and we are learning about everyone from Mr Tumble to Stephen Hawkings!
GLPA is a very charitable academy. So, a good, old fashioned Harvest Festival where we collect food and non-perishables is another important part of the week. All items donated will go to the needy in the community!
By practicing good British values, we become skilled in ensuring readiness to play a positive role in their community. | <urn:uuid:02fb30e6-4de5-46ed-a7ba-1b9489d1eda3> | CC-MAIN-2017-34 | http://glpa.primaryblogger.co.uk/school-news/celebrating-british-values/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105955.66/warc/CC-MAIN-20170819235943-20170820015943-00601.warc.gz | en | 0.958879 | 264 | 2.796875 | 3 | The extract promotes British values and community involvement, modeling democracy, mutual respect, and tolerance. It includes activities that encourage student participation, such as elections and charitable events, which develop teamwork and leadership skills. However, the discussion of soft skills is limited, and scenarios lack complexity.
Educational score: 2 | 2 | 1 | 909,072 | 0 |
What is critical writing
It is common for feedback on student writing to focus on the need to engage more critically with the source material. Typical comments from tutors are: ‘too descriptive’, or ‘not enough critical analysis’. This Study Guide gives ideas for how to improve the level of critical analysis you demonstrate in your writing. Other Study Guides you may find useful are: What is Critical Reading? Using Paragraphs and The Art of Editing.
What is critical writing?
The most characteristic features of critical writing are:
- a clear and confident refusal to accept the conclusions of other writers without evaluating the arguments and evidence that they provide;
- a balanced presentation of reasons why the conclusions of other writers may be accepted or may need to be treated with caution;
- a clear presentation of your own evidence and argument, leading to your conclusion; and
- a recognition of the limitations in your own evidence, argument, and conclusion.
What is descriptive writing?
The most characteristic features of descriptive writing are that it will describe something, but will not go beyond an account of what appears to be there. A certain amount of descriptive writing is needed to establish for example:
- the setting of the research;
- a general description of a piece of literature, or art;
- the list of measurements taken;
- the timing of the research;
- an account of the biographical details of a key figure in the discipline; or
- a brief summary of the history leading up to an event or decision.
The difference between descriptive writing and critical writing
With descriptive writing you are not developing argument; you are merely setting the background within which an argument can be developed. You are representing the situation as it stands, without presenting any analysis or discussion.
Descriptive writing is relatively simple. There is also the trap that it can be easy to use many, many words from your word limit, simply providing description.
In providing only description, you are presenting but not transforming information; you are reporting ideas but not taking them forward in any way. An assignment using only descriptive writing would therefore gain few marks.
With critical writing you are participating in the academic debate. This is more challenging and risky. You need to weigh up the evidence and arguments of others, and to contribute your own. You will need to:
- consider the quality of the evidence and argument you have read;
- identify key positive and negative aspects you can comment upon;
- assess their relevance and usefulness to the debate that you are engaging in for your assignment; and
- identify how best they can be woven into the argument that you are developing.
A much higher level of skill is clearly needed for critical writing than for descriptive writing, and this is reflected in the higher marks it is given.
Finding your academic voice
When you engage in critical writing you are developing your own academic voice within your subject. Wellington et al. (2005 p.84) offer some suggestions for distinguishing between the academic and the non-academic voice. They suggest that the academic voice will involve:
- “healthy scepticism … but not cynicism;
- confidence … but not ‘cockiness’ or arrogance;
- judgement which is critical … but not dismissive;
- opinions … without being opinionated;
- careful evaluation of published work … not serial shooting at random targets;
- being ‘fair’: assessing fairly the strengths and weaknesses of other people’s ideas and writing … without prejudice; and
- making judgements on the basis of considerable thought and all the available evidence … as opposed to assertions without reason.”
Wellington J., Bathmaker A., Hunt C., McCulloch G. and Sikes P. (2005). Succeeding with your doctorate. London: Sage.
Try to get into the habit of writing critically, by making sure that you read critically, and that you include critique in your writing.
Stringing together of quotes
It can be tempting to string together quotes to support an argument, feeling that the more quotes you include, the stronger your argument. It is important, however, to remember that you also need to interpret the quotes to the reader, and to explain their relevance, discuss their validity, and show how they relate to other evidence.
Strategic use of paragraphs
There are several ways in which you can use the paragraph to enhance your critical writing.
You can use paragraphs to make a clear and visual separation between descriptive writing and critical analysis, by switching to a new paragraph when you move from description to critical writing, and vice versa. This can help in:
- emphasising to the reader that you are including both description and critical analysis, by providing a visual representation of their separation; and
- pushing you to produce the necessary critical writing, especially if you find that your description paragraphs are always longer, or more frequent, than your critical analysis paragraphs.
A paragraph break can provide a brief pause for your readers within a longer argument; giving them the opportunity to make sure they are keeping up with your reasoning. Paragraphs that are overly long can require readers to hold too much in their mind at once, resulting in their having to re-read the material until they can identify the point you are making.
You can also use paragraphs to push yourself to include critical writing alongside descriptive writing or referencing, by considering each paragraph almost as an essay in miniature. Within each paragraph you would:
- introduce the point you want to make;
- make the point, with supporting evidence;
- reflect critically on the point.
If it’s worth including, it’s worth telling us why
A certain amount of descriptive writing is essential, particularly in the earlier parts of the essay or assignment or dissertation. Beyond that, however, there is a danger that too much descriptive writing will use up valuable words from your word limit, and reduce the space you have for the critical writing that will get you higher marks.
A useful habit to get into is to make sure that, if you describe some evidence relevant to your argument, you need then to explain to the reader why it is relevant. The logic of your explanation contributes to the critical component of your writing.
So, a sentence or two might describe and reference the evidence, but this is not enough in itself. The next few sentences need to explain what this evidence contributes to the argument you are making. This may feel like duplication at first, or that you are explaining something that is obvious, but it is your responsibility to ensure that the relevance of the evidence is explained to the reader; you should not simply assume that the reader will be following the same logic as you, or will just work out the relevance of the quote or data you have described.
Line of argument
So far this Study Guide has considered the detail of what you write. The other key element in critical writing is the overall structure of your piece of writing. For maximum effectiveness, your writing needs to have a line, or lines of argument running through it from the Introduction to the Conclusion.
Just as you have used paragraphs on a micro scale to present your critical writing, so you need to consider the ordering of those paragraphs within the overall structure. The aim is to lead your readers carefully through the thread of your argument, to a well-supported conclusion.
Example of effective critical writing
The text below is an example of good critical writing, and is based on essay material supplied by University of Leicester’s School of Psychology.
The author refers to the available evidence, but also evaluates the validity of that evidence, and assesses what contribution it can realistically make to the debate.
You can see how the author is considering the available evidence, but also the limitations on that evidence, and will be taking all of this into account in drawing conclusions.
Checklist for an overall review of your writing
It is always worth taking a critical look at your own writing before submitting it for assessment. The kinds of questions that might be useful to ask at that stage are:
What is the balance between descriptive and critical writing?
While a certain amount of description is necessary to set the context for your analysis, the main characteristic of academic writing is its critical element. A useful way to check this balance in your own writing is to use two coloured pens and to mark in the margin whether the lines are descriptive or critical. The balance will change at different points, but you need to make sure there is enough of the colour that represents critical writing.
Why should the reader be convinced by what I’ve just written?
Remember that, just as you are asking ‘Why should I believe what I’ve just read?’, the readers of your work will be asking the same question of your writing. A critical read through your own writing may reveal gaps in your logic, which you can rectify before you submit it for the critique of others.
Is my conclusion trailed and supported sufficiently well by my preceding analysis and argument?
Check out the conclusions that you have drawn, then locate and check the supporting evidence you provide earlier on. This is a good way of making sure you haven’t forgotten to include a crucial piece of evidence. It is also a way of checking that, when your reader comes to the end of your writing, the conclusions make sense, rather than being a surprise, or an unconvincing leap of logic.
Have I included any unsubstantiated statements?
Sometimes a generalised, sweeping statement can slip through: the kind of statement that might be acceptable on conversation, but not in academic writing. There are three main ways of dealing with such statements:
- present the evidence to support the statement
- re-phrase the statement to sound more cautious e.g.: ‘it could be argued …’ or ‘this suggests that …’
- remove the statement | <urn:uuid:cfb883ef-370d-4f5c-83c6-48a9a383e712> | CC-MAIN-2014-10 | http://www2.le.ac.uk/offices/ld/resources/writing/writing-resources/critical-writing | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010934950/warc/CC-MAIN-20140305091534-00013-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.941887 | 2,028 | 3.8125 | 4 | The extract provides a comprehensive guide to critical writing, covering its key features, differences from descriptive writing, and strategies for improvement. It offers practical tips and examples, promoting critical thinking, analysis, and effective communication. The content develops skills in academic writing, argumentation, and evaluation, with some consideration of audience and context.
Educational score: 4 | 4 | 3 | 757,402 | 1 |
The Top 10 Ways To Combat The Eight Deadly Public Health Enemies
In a previous article entitled, “What Are the Top Eight Deadly Public Health Enemies”, it was discovered there are eight deadly public health enemies that are killing more than 24 million people a year and causes debilitating symptoms in millions of others. Collaborating with community groups and public health officials to identify community health needs and the availability of services needed. Make sure you are in a position to positively impact your public health career by obtaining your PhD in Health Science through an Online Doctorate degree.
1. People are able to learn how to prevent the spread of communicable diseases through the training and methods being taught in education. Take your education that one step further and be prepared to serve at the forefront of health care services in both the private and public sectors.
This is only one reason why completing a public health degree in Australia is an excellent idea. Although we are made to believe that the value of an individual’s liberty may be more important than the interest of the public health, and safety, this only applies to the certain issues but not in all situations.
This country faces a number of interesting and difficult environmental issues as well as public health problems (Australians suffer from some of the world’s highest rates of mesothelioma – read on); those who pursue degree programs in this country have an excellent opportunity to see these problems up close, as well as how they are being addressed.
Florida Public Health Adjusters And Health Care Reform
Pakistan, as we all know is a developing country and we are currently going through lots of challenges and issues. The role of a public health professional is to examine its levels in various aspects of society, thereby understanding different arenas of personal choice in the community and also look into environmental factors that affect and govern general health to develop proper programs can properly protect family and community health.
You have already invested a great deal in your education make sure you are not the one being left behind by taking a few minutes to research Online PhD programs. There are many more challenges faced by public health officials.However,educating the entire community about health issues through documentaries, commercials, news programs, public service announcements, & other TV programs proves beneficial.
You will be recognized as a world leader in the field of Public Health and invited to speak at national and international symposiums. Generally a social work bachelor’s degree is a requirement for health jobs, sometimes however sociology or psychology degrees are considered as an alternative.
Top Paying Public Health Jobs And How To Get Them
As the world population in Western countries ages, environmental conditions and social infrastructure continue to deteriorate and demand for health care services increases, it is a fact that public health and environmental science will be growth industries. Designing and conducting evaluations to assess the quality and performance of health communication and education programs. Students who are looking to pursue a degree or certificate in this field can do so by enrolling in an accredited school or college. If needed enroll in higher degree training programs to further your education and obtain the degree desired.
Accrediting agencies like the Accrediting Council for Continuing Education and Training ( ) is approved to provide full accreditation to a variety of public health degree programs. Bio-terrorism and epidemics are a serious threat to any society, and public health nurses with their regular campaigns work to ensure people are constantly updated about these issues and how to tackle them, if and when they arise.
Secondhand smoke causes most of the diseases which are caused by direct smoking. You will also be well qualified in pursuing a career in academic settings such as government, industry, consulting and community health agencies. A public nurse would work to create awareness in the community about certain health issues.
Public Health And Bed Bugs
In a previous article entitled, “What Are the Top Eight Deadly Public Health Enemies”, it was discovered there are eight deadly public health enemies that are killing more than 24 million people a year and causes debilitating symptoms in millions of others. American public health association 2005, reported children watch most of the commercials of advertising foods, that of fast foods, & sweets.These foods exceed RDV`s of fat, saturated fat,& sodium,yet fail to provide RDV`s of fiber & certain vitamins & minerals.
Some ethical & tribal groups of people engage in illegal practices, such as black magic, offering animal lives, god`s curse,etc, for treating diseases. In order to adopt these practices, however, public health agencies and community partners often need additional tools, strategies, and training to enhance their capacity to improve health outcomes.
You enjoy caring for our societies most vulnerable citizens and have dedicated your life to the Public Health System. Florida Insurance University, a partner with the University of Central Florida in Orlando, is introducing a the Public Health Adjuster Designation. At an Australian college, you will have to opportunity to see how that society addresses many of the issues that faces the U.S. today and will be able to study what works, what doesn’t, and why.
Through public health education, even simple things such as wearing a flu mask in particularly affected areas, or knowing when to take vaccines for a particular illness that is prominent at that time of the year, always proves very effective in limiting the number of people affected annually.
Bed bugs influence public health issues to highlight the fact that our scared bedroom is home to blood-sucking creatures as well and this is what causes a lot of panic in the society. | <urn:uuid:8d5df7a4-739d-42a0-94c7-e38ead7f6be2> | CC-MAIN-2020-16 | http://www.singwithavril.com/the-top-10-ways-to-combat-the-eight-deadly-public-health-enemies.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370504930.16/warc/CC-MAIN-20200331212647-20200401002647-00403.warc.gz | en | 0.959899 | 1,124 | 2.5625 | 3 | The extract provides superficial coverage of public health issues and the importance of education in this field, but lacks meaningful depth and practical application. It touches on basic communication and teamwork concepts, such as community awareness and health education, but does not explore nuanced interaction or complex problem-solving opportunities.
Educational score: 2 | 2 | 1 | 935,798 | 0 |
Cross-posted at The Russell Sage Foundation.
Claude Steele and his colleagues have found ample evidence of “stereotype threat” in test-taking situations. Stereotype threat occurs when people worry that poor performance on a task will inadvertently confirm a negative stereotype applied to the group to which they belong. Their worry depresses performance, thus creating outcomes consistent with the stereotype. Stereotype threat depresses the performance of high-achieving African American students on difficult verbal tests as well as accomplished female math students on difficult math tests.
Not all stereotypes are negative, however, suggesting that certain stereotypes might also enhance performance. With Min Zhou, I looked into how the stereotype that Asian Americans students are particularly smart and high achieving — as illustrated in this TIME magazine cover from 1987 — might shape their performances.
We argue that Asian American students benefit from a “stereotype promise”—the promise of being viewed through the lens of a positive stereotype that leads one to perform in such a way that confirms the positive stereotype, thereby enhancing performance. The Chinese- and Vietnamese-Americans students we studied described how their teachers assumed that they were smart, hard-working, and high-achieving, which affected the way that their teachers treated them, the grades they received, and their likelihood of being placed into the most competitive academic tracks, like Advanced Placement (AP) and Honors. For many students, stereotype promise exerted an independent effect, and boosted performance.
For example, Ophelia is a 23 year-old second-generation Vietnamese woman who described herself as “not very intelligent” and recalls nearly being held back in the second grade. By her account, “I wasn’t an exceptional student; I was a straight C student, whereas my other siblings, they were quicker than I was, and they were straight A students.”
Despite Ophelia’s C average, she took the AP exam at the end of junior high school, and not surprisingly, failed. Nevertheless, she was placed into the AP track in high school, but once there, something “just clicked,” and Ophelia began to excel in her classes. When we asked her to explain what she meant by this, she elaborated, “I wanted to work hard and prove I was a good student,” and also added, “I think the competition kind of increases your want to do better.” She graduated from high school with a GPA of 4.2, and was admitted into a highly competitive pharmacy program.
Once she was placed in a more challenging setting, then, where teachers’ expectations and peer performance were elevated, she benefited from stereotype promise. Ophelia did not believe at the outset that she was academically exceptional or deserving of being in the AP track (especially because she earned straight C’s in junior high school and failed the AP exam), but once anointed as academically exceptional and deserving, the stereotype promise exerted an independent effect that encouraged her to try harder and prove that she was a good student, and ultimately enhanced her performance. While it is impossible to know how Ophelia’s academic performance would have differed had she stayed on the school’s “regular track,” that she was given the opportunity to meet her potential attests to the advantage that Asian American students are accorded in the context of U.S. schools.
In future research, I plan to study in what institutional contexts “stereotype promise” may emerge, for which groups, and in what domains. For example, males may benefit from stereotype promise in certain occupational niches where stereotypes about gender and performance prevail.
Jennifer Lee is a sociologist at the University of California, Irvine, specializing in intersection of immigration and race and ethnicity. She wrote, with Frank Bean, a book called The Diversity Paradox, that examines patterns of intermarriage and multiracial identification among Asians, Latinos, and African Americans.
Read a Q&A on with Jennifer Lee about “stereotype promise” at the Russell Sage Foundation. | <urn:uuid:985010ca-21cc-4960-a68b-4bc31ba8e013> | CC-MAIN-2014-10 | http://thesocietypages.org/socimages/2012/02/16/stereotype-promise/?shared=email&msg=fail | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010995802/warc/CC-MAIN-20140305091635-00084-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.977038 | 840 | 2.984375 | 3 | The extract discusses stereotype threat and stereotype promise, providing insight into how stereotypes can impact performance. It offers realistic scenarios and integrates emotional intelligence, but lacks comprehensive coverage of soft skills, leadership, and advanced problem-solving.
Educational score: 3 | 3 | 2 | 952,601 | 0 |
Step In, Step Up
Empowering Women for the School Leadership Journey
Step In, Step Up guides current and aspiring women leaders through a twelve-week development journey to discover their personal leadership identity and overcome the gender barriers to leadership in education.
A 12-week educational leadership journey for women
Women have incredible potential to drive change in education if they step up to lead at all levels. In Step In, Step Up, authors Jane A. G. Kise and Barbara K. Watterston guide current and aspiring women leaders through a twelve-week leadership journey. An assortment of activities, reflection prompts, and stories empower readers to overcome gender barriers to female leadership and engage in opportunities to learn, grow, and lead within their school communities.
This book will inspire you to step into educational leadership with confidence:
- Examine the need for women in leadership positions at schools and districts.
- Consider your own leadership identity and learn where to make adjustments.
- Feel empowered to overcome gender barriers, female stereotypes, and the double bind experienced by women in leadership roles.
- Gain tools and strategies for creating an action plan for effective instructional leadership in schools.
- Learn about hard and soft leadership skills and their value in educational leadership.
- Complete reflection activities to reinforce learning and professional leadership development.
Product Code: BKF827
Published By: Solution Tree
Page Count: 256
“Step In, Step Up is a must-read book for all women in education, at every level. It will help women reframe how they see themselves as leaders and break through the barriers, both internal and external, to amplifying their impact as educators. As in every sphere, we need more women challenging norms and leading change. If you’ve ever doubted your ability to be a powerful change agent, this book is for you.”
“This much-needed book, Step In, Step Up, is a guide for current and aspiring women leaders to use their sense of empowerment to discover their leadership identity and overcome the gender barriers to educational leadership. Authors Kise and Watterston dynamically engage the reader in identifying with their thorough research, explicit theory, and thought-provoking ideas that have worked in practice. As the authors note, ‘When women work with other women, great things can happen.’ This book needs to be on every woman’s bookshelf.”
“Step In, Step Up is a practical, informative, and accessible book that provides insightful advice for women either in or contemplating a career in school leadership. Interspersed throughout the book are provocative questions to help women reflect on their values, strengths, and skills, as well as useful strategies for dealing with barriers and challenges they are likely to face as they navigate the leadership journey.” | <urn:uuid:25adc67a-741b-4654-8a33-3fd4441fcff4> | CC-MAIN-2023-23 | https://www.solutiontree.com/step-in-step-up.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650264.9/warc/CC-MAIN-20230604193207-20230604223207-00642.warc.gz | en | 0.942338 | 591 | 2.53125 | 3 | The extract scores high due to its comprehensive coverage of soft skills, including leadership, empowerment, and overcoming gender barriers. It provides a 12-week development journey with practical applications, reflection prompts, and stories, demonstrating a strong emphasis on professional development, cultural awareness, and digital literacy.
Educational score: 5 | 5 | 4 | 679,593 | 1 |
Play Dough Fractions Task Cards are a fun and interactive way for primary students to practice and review fraction concepts. You'll get them moving and interacting with the content. All you need are the task cards, some plastic knives, and play dough!
Task Cards are very versatile. You can use them as a review game, as a math center, warm-up/conclusion to lessons, projected on the board, or as Scoot game. An answer recording sheet is included, as is a picture answer key.
• Halves, Thirds, & Fourths
• Equal & Unequal Parts
• Fractions of a Set
• Showing Fractions Multiple Ways
• Dividing Shapes
• Plane Shapes
The file includes 24 task cards in color and black/white, a recording sheet,an answer key with photos, a play dough recipe, and suggestions for use. These task cards have been a huge hit with my second graders!
Thanks so much for stopping by. Please become a follower of my store by clicking on the arrow up at the top of the page by name. Have a good one!
♥ Lauren Maiorino
Visit my blog Teaching In Stripes | <urn:uuid:3f2699b1-0685-4439-a276-1a95bd669092> | CC-MAIN-2017-34 | https://www.teacherspayteachers.com/Product/Play-Dough-Fractions-Task-Cards-2515546 | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886107744.5/warc/CC-MAIN-20170821080132-20170821100132-00378.warc.gz | en | 0.952183 | 247 | 2.5625 | 3 | The extract lacks discussion of soft skills, focusing solely on a math activity for primary students. While it promotes interactive learning, it doesn't address communication, teamwork, or problem-solving in a meaningful way.
Educational score: 1 | 1 | 0 | 910,656 | 0 |
London, Apr 12: In a bid to preserve the worlds bio-diversity and help conservationists across the globe in protecting endangered species, Google Earth has launced a new programme.
The Google Earth Outreach programme uses Google Earth and Maps to enable charities and NGOs to highlight their work by plotting points that can be accessed to provide written, audio and video information in what is known as a ''layer.'' These can then be seen by millions of users. The ARKive project, a collection of thousands of films and photographs of endangered species, will feature on the ''layers'' for Wildscreen, a charity that raises awareness of the world's biodiversity, Telegraph reported.
Speaking at yesterday's launch was Chief Almir Surui from Brazil, who has been working with Google for the past year to map his tribe's lands in the Amazon and to create a 50-year plan for sustainable living. Chief Almir stressed the importance of the work that ARKive was doing with Google Earth, explaining that some of the threatened species in the layer are found on his land in Brazil.
''It is vital that people know what is happening to these species,'' he added.
''The Google Earth Outreach team is helping me and my people to map our lands to ensure our knowledge is saved for future generations and to ensure our forests are not cut down by illegal loggers, he said.
''It is visual, easy to understand, and another important step in helping us appreciate that without care and conservation many of our amazing plants and animals may soon be lost forever,'' remarked one of the participants at the launch ceremony yesterday.
''This Google Earth layer will help WaterAid highlight the life threatening water supply and sanitation issues that affect billions of people every day,'' said the spokesperson of Wateraid, an organisation which enables the world's poorest people to gain access to safe water and sanitation unveiled details of their layer to show the work that they are doing.
''The layer also allows us to communicate simply and effectively how WaterAid is making a difference,'' he said. Google has also tied with UNHCR, the UN refugee agency unveiled the new online mapping programme to provide a close-up view of some of the world's major humanitarian crises. | <urn:uuid:43da88f5-5927-4253-aef5-dac3de86f050> | CC-MAIN-2017-30 | http://www.oneindia.com/2008/04/12/google-earth-to-highlight-endangered-species-1208001874.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424247.30/warc/CC-MAIN-20170723042657-20170723062657-00086.warc.gz | en | 0.938978 | 450 | 2.625 | 3 | The extract lacks direct discussion of soft skills, but showcases teamwork, communication, and problem-solving in a real-world context through Google Earth's partnerships with charities and NGOs. It highlights cultural awareness, digital literacy, and practical application, but doesn't delve into nuanced interaction or complex problem-solving opportunities.
Educational score: 3 | 3 | 2 | 365,315 | 0 |
The activity has increased the resilience of the community by:
- Building flood compatible eco-friendly receptacles to reduce aquifer resource contamination;
- Mobilizing the community to engage the local authority to start the process of legalization, to
ensure land rights;
- Launching the Madimba multi-dimensional community based adaptive livelihood support and upgrading
- Implementing the adaptive wholesome water supply for Madimba peri urban settlement, which used to
depend on contaminated shallow wells;
- Building the capacity of the Madimba community to implement community based adaptive income
- Establishing training opportunities for women and children, through climate change clubs in 20
- Initiating an innovative climate adaptive initiative to promote reforestation in schools and in the
The activity has provided concrete social and environmental benefits to the Madimba peri urban living
environment, such as helping to secure property rights for the community living in the settlement as
well as promoting adaptation developmental projects.
NECOS adopted the settlement as pilot urban climate adaptive –upgrading which was earmarked for
an ecologically and sustainable developed community as a model to replicate or rolled out to other
peri-urban settlement in Zambia.
The community has received training and succeeded in mobilizing resources for the implementation of
different community based income generating projects.
Women were involved in leadership development activities and carrying out adaptive projects. The
activity has also resulted in enhanced coordination and integrated approach to programs in the
The activity has increased the capacity of the Madimba community to identify constraints in planning
and implementing community-based adaptation projects.
The activity has shown potential for scaleability and replicability due to the following factors:
- It has recorded an increase of schools introducing the concept of climate change clubs;
- It has trained an increasing number of community-based organizations to carry out adaptation
- It has expanded its operations supporting community-based adaptation to government farms in Lusaka
and other peri urban areas | <urn:uuid:1bd549bb-141a-4b8c-963b-624ce24b6b20> | CC-MAIN-2014-10 | http://unfccc.int/secretariat/momentum_for_change/items/7196txt.php?normal=j | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394023864543/warc/CC-MAIN-20140305125104-00048-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.947961 | 406 | 2.5625 | 3 | The extract demonstrates a comprehensive approach to community development, incorporating elements of leadership, teamwork, and problem-solving. It highlights the importance of community engagement, capacity building, and adaptive livelihood support, showcasing a nuanced understanding of complex social and environmental issues. The mention of training opportunities, women's leadership development, and climate change clubs also suggests a focus on intercultural fluency and digital literacy.
Educational score: 4 | 4 | 3 | 779,190 | 1 |
Yammer is a closed-campus social media platform that can help improve a student's sense of connectedness with other CVA students and teachers. Our goal for Yammer is to provide a collaborative environment to connect with teachers and other students to share meaningful information.
We recognize that many parents have concerns about social media platforms, so we created a closed-campus environment with Yammer for those who want their students to experience social media in a safer environment. Like all forms of communication, there is a potential for bullying, harassment and impersonation by those who choose to misuse this valuable tool. Much like a traditional playground or classroom, social media by design makes it impossible for CVA staff to monitor every conversation in Yammer. What we can do, however, is investigate reports of abuse and hold participants accountable.
Yammer activity is governed by the following requirements:
- Align your image on Yammer with your personal goals. Be thoughtful about what you share and consider how it would appear to family, friends, teachers, and fellow students. Add value with each post. It is important to substantiate ideas, but please keep messages brief and to the point.
- Stand behind your words. You should always take responsibility for the content you post in Yammer. Be your best online – post accurate information and be accountable for what you say.
- Families can be helpful partners. Get your parents’ input about what information they feel should remain private and what is fine to post on Yammer. You and your parents are responsible for what you do online.
- Using Yammer is an extension of your learning environment. When you use Yammer for academic purposes, such as for a school assignment, treat the platform as a digital extension of your classroom – the same rules apply online as they would at a traditional school. For example, if you would not make fun of a classmate in English class, do not do it online either.
- Put your best foot forward. People of all ages sometimes act differently on social media than they would “face-to-face,” assuming that, because they are not communicating in person, they are not accountable for their actions.
- Pause before you post. Once a comment is posted online, you cannot later say, “never mind.” It may seem funny or harmless when you post it, but it could hurt or offend someone. As guidance, take a few extra minutes to think about whether a post will be hurtful or embarrassing or whether it could negatively affect a future opportunity.
- Make sure your links are appropriate. Linking to other websites to support your thoughts and ideas is recommended. However, be sure to read the entire article prior to linking to ensure that all information is appropriate for a school setting.
- When things go wrong. Inevitably you will post something you regret. The consequences can range from mild to very serious. There are people here at CVA that can help you deal with these issues. Reach out to a trusted teacher or adviser for help and advice.
- Report inappropriate content. If you run across inappropriate material that makes you feel uncomfortable, or is not respectful, tell your teacher right away. | <urn:uuid:a3db8f08-defd-43bf-9f95-062f711957d9> | CC-MAIN-2023-14 | https://support.cva.org/hc/en-us/articles/228597568-Yammer | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943809.76/warc/CC-MAIN-20230322114226-20230322144226-00497.warc.gz | en | 0.95485 | 653 | 2.71875 | 3 | The extract provides a comprehensive guide for students to use Yammer, a closed-campus social media platform, responsibly and effectively. It covers essential soft skills such as digital literacy, online etiquette, and accountability, with practical advice on how to navigate online interactions. The guidelines promote thoughtful communication, respect, and responsibility, earning a moderate to high score.
Educational score: 4 | 4 | 3 | 92,773 | 1 |
Towards Smart and Resilient Cities
he World’s inhabitants moving from rural areas to cities are in continuous increase. Cities with high inefficient transportation systems and poorly designed buildings, and with high consumption of quantities of fossil fuels and high levels of greenhouse gases emission, are headed to an inevitable collapse. In response, smart cities can replace today’s carbon-consuming urbanism with a new sustainable one. Thanks to the integration of information and communication technology (ICT) and various physical devices connected to the IoT (Internet of things) network, transportation systems, and buildings can be developed towards greater sustainability and resilience .
Smart cities aim to improve efficiency, equity, and quality of life by using collected data from different types of electronic methods and sensor with the purpose of improving and optimizing the operations and the management across the city, such as traffic congestion, energy usage, water supply networks, waste, and air quality. In the smart city concept, the community interacts directly with the city infrastructures and services, giving a contribution to the data collected and develop a real-time response which also prepares the city to respond quickly to challenges. Thanks to the use of ICT, the empowerment of citizens is largely emphasized to create a widespread sense of social cohesion, awareness of the relevant issues, and active support of the citizens.
Climate change, water scarcity, and growing waste are three of the main environmental issues challenging in contemporary cities. The resilient city concept aims to increase the quality of life by absorbing and adapting any heterogeneous stress factor and guaranteeing citizens’ safety. Consequently, the integration of the two concepts, as shown in Figure 1, improves simultaneously and synergically the whole city concept. Mitigation strategies combined with adaptation strategies are key to counterbalance possible catastrophic impacts and to absorb the effects of hazards through adaptation and transformation.
To achieve the goals of smart and resilient cities, electrical infrastructures, called smart grid, have a key role in the energy transition. Important objectives of smart grids are the implementation of renewable energy technologies to power entire urban areas, achieving net-zero carbon dioxide emissions, decentralizing power, water, and waste in small-scale systems, endorsing green infrastructure, moving from liner to circular systems, increasing communication among cities and regions in a bidirectional way, and finally achieving “electrification” which refers to transportation supplemented by electric vehicles. Figure 2 shows the expected structural changes from a traditional to a smart system in energy management, made possible by the increased use of digital tools.
To promote the smart and resilient concept, the European Commission has launched the European Innovation Partnership for Smart Cities and Communities (EIP-SCC), with the aim to support the energy production, distribution, transportation, and digital technologies and to improve services while reducing energy, as well as greenhouse gas emissions and resource waste [4,5].
In smart cities, circular economy is a key concept. Our global consumption is exceeding the capacity of the planet to regenerate, and because of this, it is important to shift from a linear to a closed-loop system. The main idea is to minimise the use of resource inputs and the creation of waste by reusing, repairing, and recycling. Waste materials and energy are input for other processes. The circular model has to be employed in every industrial sector, in the economic, social, and environmental production and consumption. An example of the circular economy application is the recovery of nutrients and the production of bioplastics from daily processed wastewater streams. Also, the scarcity of water is already a serious problem and many territories have been affected by water shortages, which are destined to worsen as a result of climate change . Therefore, the need to encourage the use of alternative sources of water and the reuse of wastewater. Furthermore, the need to focus on the sustainable use of natural resources, the fostering of environmental remediation, the improvement and enhancement of ecosystems, the management and protection of water and air quality, the monitoring of the response to environmental threats for human health.
In the face of climate change, it is important to develop solutions, technologies, and financial response to possible impacts. A key asset of smart and resilient cities is the dynamic interplay of learning capacity, persistence, adaptability, and transformability across multiple scales, as shown in Figure 3 [7,8]. The model is structured as a cyclical process characterized by three different stages connected through a feedback loop: strategies’ definition, implementation, and management. Along the process, there are different periods: short, medium, and long term. In the short term, strategies are orientated to improve cities’ capacities to climate-related impacts by increasing systems’ persistence. In the medium term, cities enhance their capacity to deal with unexpected impacts by improving systems’ adaptability. In the long term, strategies should drive the urban transition towards the prevention of future climate-related impacts by improving cities’ transformability.
The capacity of continuous and dynamic learning is crucial for the smart and resilient city concept. Learning capacity can be improved using several approaches such as networking, the ability to connect people and devices for exchanging data and information, monitoring, to detect conditions of urban system, knowledge, to elaborate the information, memory, to learn from past events and predict possible future scenarios, and collaboration and participation, to involve people in the decision-making process .
To conclude, it is important to move towards smart and resilient cities for both our safety and the one of our Planet. The aim is to live in a city capable to optimize and interconnect the components that characterize the urban systems by taking advantages of the modern technologies and the big data available. A creative city able to reinvent a new equilibrium against destabilizing external stresses and to adapt to new circumstances.
R. Chapman, Resilient Cities: Responding to Peak Oil and Climate Change, Journal of Urban Design. 17 (2012) 301–303. https://doi.org/10.1080/13574809.2012.666179.
A. Visvizi, C. Mazzucelli, M. Lytras, Towards an ICTs’ enabled integrated framework for resilient urban systems, Journal of Science and Technology Policy Management. 8 (2017) 227–242. https://doi.org/10.1108/JSTPM-05-2017-0020.
Bartz/Stockmar, Smart Grid – Staying big or getting smaller, (2018). https://commons.wikimedia.org/wiki/File:Staying_big_or_getting_smaller.jpg (accessed April 2, 2021).
European Commission, Energy and smart cities, (2020). https://ec.europa.eu/energy/topics/technology-and-innovation/energy-and-smart-cities_en?redir=1 (accessed April 2, 2021).
European Commission, Analysing the potential for wide scale roll out of integrated Smart Cities and Communities solutions, (2016). https://smart-cities-marketplace.ec.europa.eu/sites/default/files/SCC Solution 80 Best Practice Examples.pdf (accessed April 5, 2021).
ENEA, Circular management of water resources, (2021). https://www.fondazionesvilupposostenibile.org/gruppo-di-lavoro-per-la-gestione-circolare-delle-risorse-idriche/ (accessed April 3, 2021).
C. Folke, S.R. Carpenter, B. Walker, M. Scheffer, T. Chapin, J. Rockström, Resilience thinking: Integrating resilience, adaptability and transformability, Ecology and Society. 15 (2010). https://doi.org/10.5751/ES-03610-150420.
S. Davoudi, E. Brooks, A. Mehmood, Evolutionary Resilience and Strategies for Climate Adaptation, Planning Practice and Research. 28 (2013) 307–322. https://doi.org/10.1080/02697459.2013.787695.
R. Papa, A. Galderisi, M.C.. Vigo Majello, E. Saretta, Smart and Resilient Cities. A Systemic Approach for Developing cross-sectoral strategies in the face of climate change, TeMA Journal of Land Use, Mobility and Environment. 1 (2015) 1–49. https://doi.org/10.6092/1970-9870/2883. | <urn:uuid:887d1ed1-aa87-47dd-9502-dfb4e8ce71a6> | CC-MAIN-2023-23 | http://rewatergy.eu/archivos/category/blog/page/3 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649177.24/warc/CC-MAIN-20230603064842-20230603094842-00481.warc.gz | en | 0.890202 | 1,803 | 3.5625 | 4 | The extract discusses the concept of smart and resilient cities, focusing on sustainability, efficiency, and adaptability. It highlights the importance of integrating technology, community engagement, and circular economy principles to address environmental challenges. While the text provides a comprehensive overview of the topic, it lacks direct discussion of soft skills, such as communication, teamwork, and leadership. However, it implies the need for collaboration, adaptability, and learning capacity, which are essential soft skills. The extract scores points for its practical application, cultural awareness, and digital literacy, but falls short in explicitly addressing soft skills development.
Educational score: 3 | 3 | 2 | 704,440 | 0 |
Entrepreneurship for Kids
Entrepreneurship Development Programme
* Experiential Learning focused on 3Ps – Participative | Play-Based | Probe-Based
* Course designed to develop an entrepreneurial DNA in every child
* Perfect for children aged 8 and above
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An education system that focuses on developing problem-solving abilities and encourages idea generation in kids. An education system that instills entrepreneurial mindset, skills and knowledge and makes it integral to the current education system.
Kids are fast learners, and this important life skill needs to be inculcated early on. Observing problems and thinking of solutions should be an integral part of the learning process.
The purpose of entrepreneurship education is to empower students with a life skill that will help them irrespective of whatever career they choose. It instills a sense of confidence and imbibes creative problem-solving ability.
With early entrepreneurship education, kids develop resilience, problem identification abilities, creative thinking abilities that allow them to harness their full capabilities.
First and foremost, entrepreneurship is not a career choice. It is a way of thinking and solving problems that can help others lead a better life. Children can be explained this through illustrations, a doctor vs an entrepreneurial doctor.
If you want to teach kids entrepreneurship, allow them to interact and ask questions from entrepreneurs. Make them do role plays and involve them in activities that requires proactively reaching out to people and asking them questions like what problem are you facing?
Kids spend majority of their time in school. Hence entrepreneurship learning must be an integral part of the school curriculum. Entrepreneurship education cannot be pursued in isolation.
There are 3 essential components of early entrepreneurship education – mindset, skills, and knowledge.
An entrepreneurial mindset is empathetic, observant, and open. Having a growth mindset is also an important characteristic of an entrepreneurial mindset.
- Work on projects with peers
- Work as an apprentice and apply entrepreneurship learning
- Start a small creative business and apply what you have learned | <urn:uuid:a2bb6375-596e-43f2-83dd-ee6098aae79a> | CC-MAIN-2023-23 | https://www.kidspreneurship.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644867.89/warc/CC-MAIN-20230529141542-20230529171542-00797.warc.gz | en | 0.936073 | 412 | 3.734375 | 4 | The extract discusses entrepreneurship education for kids, focusing on developing problem-solving abilities, idea generation, and an entrepreneurial mindset. It covers essential components of early entrepreneurship education, including mindset, skills, and knowledge, and provides practical suggestions for implementation. The extract promotes experiential learning, role-playing, and interaction with entrepreneurs, demonstrating a good understanding of soft skills development.
Educational score: 4 | 4 | 3 | 797,054 | 1 |
The first step in any successful plan is establishing the main goal and then identifying the sub-goals that best support reaching that main goal. As a parent you hold one of the greatest responsibilities there is - the development of your child becoming a successful, productive, and self-sufficient adult. Some information that may assist towards this goal is understanding the stage of development your child is in and what the core challenge and goals of that stage are.
Eric Erikson identified 9 stages of Psycho-social development.
In each stage there is major challenge and goal that must be acquired for an individual to "graduate" to the next stage. If these goals are net met, although the individual may physically and even intellectually mature, he/she's emotional development will remain stuck at the last psycho-social level reached.
Stage 1 typically occurs in the early post birth period. The challenge is the infants development of trust and the key event that supports reaching that goal is feeding. Reliable, consistent gratification of that need assists the infant in developing trust. Contrarily inconsistent or absent gratification can leave the individual with trust issues that continue throughout his/her development.
Stage 2 typically occurs in early childhood. This stage's challenge addresses autonomy versus shame and doubt. During this stage the child develops a sense of individualism. The child develops a sense of personal control over physical skills and a sense of independence. A key event in pursuit of that goal is Toilet Training. The outcome of a child who does not reach this goal is shame and doubt which may influence other stages of development including relationship and life choices.
Stage 3 occurs during the pre-school years. The goal is for the child to begin asserting his/herself. The main event is exploration. Parents typically notice an increase in boundary testing by the child, demonstrated recognition of the concept of ownership, such as comments like "mine!". Success in this stage leads to a child's sense of purpose. It is important to note that children who do not begin asserting control or children who try to exert too much power and experience disapproval as a result, may experience feelings of guilt and lack of purpose.
Stage 4 has a very important influence on an individual's ability to interact with others. At this stage the person learns to cope with social demands at home, in school, and other social circles. Success in this stage will lead to a a sense of competence, while failure results in feelings of inferiority. Children who fail this stage often become isolated and withdrawn. They also have a higher vulnerability to depression, anxiety, and low self-esteem later in life.
Stage 5 occurs during adolescence and involves establishing one's identity. Successful development during this stage leads a strong, consistent self-identity, while failure leads to potential role confusion on social, emotional, and even gender levels of development. Signs of a teenager struggling with this stage may be his/her failure to stand up for his/herself, being easily influenced by others, and/or being overly concerned with the opinions others have of him/her.
By Stage 6, the child has become a legal adult and should have developed enough self-sufficiency to become independent. The parents should also have completed the transition from governing parent to mentor (to be addressed later on in this Parenting series), which is what your child will need moving forward. Signs that the individual has successfully mastered this stage include the formation of intimate, loving relationships with other people. Failure to graduate through this stage may lead to loneliness and isolation. Note - this may be indications of not completing earlier stages and their influence on the individual's challenge during this stage.
Learning the typical psycho-social stages of development for your child and structuring your parenting plan accordingly can greatly increase results and positive outcomes. The results are directly proportional to the effort, planning, and consistency invested. Parenting is a challenge but it can be greatly rewarding and deeply satisfying.
Thank you for your participation in this series. Please feel free to leave comments and questions below and don't miss our continued posts during this series. Next up - Establishing Healthy Parent-Child Boundaries. | <urn:uuid:cc5dac83-2086-4e4f-bcd0-72775a339b9b> | CC-MAIN-2020-16 | https://www.rejuvenationhouse.com/single-post/2017/05/15/How-to-Increase-the-Probability-of-the-Positive-Development-of-Your-Child-A-Parenting-Series-Part-1---Stages-of-Development | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370502513.35/warc/CC-MAIN-20200331150854-20200331180854-00030.warc.gz | en | 0.964801 | 835 | 3.578125 | 4 | The extract provides a comprehensive overview of Erikson's 9 stages of psycho-social development, offering valuable insights for parents. It discusses emotional intelligence, leadership challenges, and critical thinking opportunities, but lacks nuanced interaction and complex problem-solving scenarios. The content focuses on theoretical knowledge with some practical application, and cultural awareness and digital literacy are minimal.
Educational score: 3 | 3 | 2 | 698,672 | 0 |
In her brilliant book Learning Futures – Education, technology and social change (2011) Professor Keri Facer suggests that we should be creating what she calls future-building schools rather than future-proof schools based on equipping young people to compete in the global economy.
Keri Facer argues that we need schools which can:
- teach us how to create and marshal collective knowledge,
- nurture our capacity for democracy and debate and build solidarity,
- act as midwives for sustainable economic practices that can strengthen our communities,
- help us work out what intelligence and wisdom mean and how to deal with new and dangerous knowledge
Simply preparing our students for an uncertain future by helping them to be flexible and adaptable is not an adequate response to the social change we are experiencing. We need a vision of a better alternative future and schools, as universal public services, can be ‘prefigurative spaces’ where people can model today how they might want to live tomorrow.
The characteristics of such a school would include being a public space at the heart of its community, being committed to interdependence and seeing itself as a laboratory for building social futures. It sees itself as part of a much wider network of people and institutions and draws on them in its work. It is
“a platform for creating a conversation about the future…a resource which harnesses and amplifies the potential of a community to educate its young people…a powerful engine for social change…”
The future-building school takes seriously its responsibility to equip its students for the future by contributing to a debate about the futures that are in development and those we might want and allowing people to rethink their assumptions about what is possible.
Keri Facer devotes a whole chapter to an account of a visit to a possible future-building school in 2035. I always enjoy such fleshed-out practical descriptions of the future – they have something in common with utopian, and dystopian, fiction. They are thought experiments which shouldn’t be treated as detailed blueprints or prescriptions although they do require their creators to nail some human colours to their theoretical framework. They remind us that history has not ended and that the basis of our current way of doing things is not permanent; things do change, things can be different and maybe even better.
Keri Facer describes this chapter (chapter 8) as a utopian vision and offers it as a resource and a tool for opening up the possibilities of the future-building school. What might it feel like? How might it be arranged? What sort of teaching and learning might be going on? What difficulties might it face? This is a ‘plausible utopia’ built from ‘educated optimism’ about how we could respond to the socio-technical developments, environmental challenges and economic disruptions of the near future. It is well worth reading the whole book but if you only have time for 15 pages, chapter 8 cannot fail to inspire and you can read it for yourself here (from p.109).
At a time when austerity threatens our imagination as well as our public services, we need a broad and expansive social vision of education more than ever. It serves as a useful starting point for further discussion and debate about the better future we could build.
I plan to review Learning Futures properly in a future post and also to start anthologising different visions of the future of education in this blog.
My own future scenarios, describing 2 possible future education systems for England in 2020 is in: Market madness: condition critical (June 2015)
No austerity of the imagination (July 2015)
For a pragmatic idealism (June 2015)
Roberto Unger on school as the ‘voice of the future’ (April 2015) | <urn:uuid:bf215ce1-fd3f-4cb1-8008-18c1eb5c24d2> | CC-MAIN-2023-23 | https://eddieplayfair.com/2015/08/04/keri-facer-and-the-future-building-school/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650264.9/warc/CC-MAIN-20230604193207-20230604223207-00100.warc.gz | en | 0.959219 | 772 | 3 | 3 | The extract discusses the concept of "future-building schools" and the need for a vision of a better alternative future. It highlights the importance of schools as public services that can model and shape the future, and emphasizes the need for interdependence, social change, and community engagement. The extract scores high for its discussion of soft skills such as critical thinking, problem-solving, and leadership, as well as its emphasis on cultural awareness, digital literacy, and intercultural fluency.
Educational score: 5 | 5 | 4 | 991,320 | 1 |
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