As we know that many people have chosen Bali as their tourism destination to travel to. Bali has its own charm, with its diverse cultures and landscapes. However, what if you visit Bali —which is also well-known as the Island of the thousand temples, with a different atmosphere?
Try to visit Bali during Nyepi week. Perhaps, it sounds really boring if you are isolated in your hotel room, but do you know, on the Nyepi eve there is a parade of glorious giant doll and it will be one of your unforgettable moment while you are in Bali? Exactly, that is Ogoh-ogoh.
Ogoh-ogoh represents Bhuta Kala (Bhuta: eternal energy, Kala: eternal time according to Sanskrit literature), or evil spirits from traditional Balinese folklore, and represents the visual highlight of the pre-Nyepi (Pengerupukan) celebrations. Ogoh-ogoh is a giant, demon, or monster that made from Styrofoam, cloths, bamboos, and it's cavalcaded by a lot of people to a place (usually beach) and at last it's burned. It has the shape of various characters, but it's especially the creepy one, such as rangda, barong, and even more complicated because it tells a part of Balinese stories (Ramayana), like when Rama fought Rahwana that had kidnapped Shinta. But, nowadays, the shape of ogoh-ogoh itself can be so variegated, like a punk man, corruptors, cartoon and any other else.
The effigies are paraded down thoroughfares at sunset on the day before Nyepi (or known as Pengrupukan), to the tune of traditional gamelan music, where each village or banjar releases one or some of their creation and it's often to be contested as well. Every participant will carry away their ogoh-ogoh to a determined place while the girls bring the porch or obor. At that place, each banjar will parade and show the attraction that they have prepared, of course along with their ogoh-ogoh. They will dance and narrate what the purpose of ogoh-ogoh they have been created about.
The festivities on Pengerupukan stand in stark contrast to the 24-hour period of silence observed from 6am the next day. Balinese are forbidden from lighting fires, working, and entertainment. Some Balinese go further, fasting and keeping silent for the whole day.
Well, it seems an upside-down situation when you find out the day before Nyepi, most of the people come down to the road, Balinese men lift an ogoh-ogoh in preparation for the Pengerupukan. In the other day, it will present a starkly different picture —the bustling streets and roads so typical of Bali will be silent, with little noise from any quarter (even TVs and radios will be shut off for the whole day). The only persons allowed out during Nyepi are the pecalang, black-clad town enforcers who go on patrol to enforce silence.
On the day of Nyepi, Balinese are expected to meditate in the dark, or pray at their house temples. Balinese are forbidden from entertaining guests, or traveling – in fact, Bali's Ngurah Rai International Airport is closed all day during Nyepi. (The airport authorities will make exceptions for hospital flights and other such emergencies, although this will still depend on the say-so of the village chiefs.) At the conclusion of Nyepi, the world is considered to be cleansed from evil.
This is one of the famous parade exists in Bali. It makes thousand tourists from any other country come to Bali, just want to watch the parade which is only done once a year. If you want to see the parade, just come to Bali on the 28th of March to see the parade and you will feel comfortable of silent and peace atmosphere outside, the day after. Enjoy!
Are there major differences among the Pengerupukan events in Denpasar, Kuta, and Ubud?
Thank you for visiting my blog. There's no big differences, actually. Almost every districts in Bali will have their own Ogoh-Ogoh parade which each 'Banjar' show off their own on the Nyepi eve.
But where ever it is, even it's not located in Bali, Ogoh-ogoh parade will be surely invited lots of people to watch and enjoy.
Thanks for the response. The parade and performances here in Kuta were pretty spectacular.
Today I was told by a man from Denpasar that whereas there were maybe up to twenty agoh-agoh effigies in Kuta's event, there would be upwards of a hundred in Denpasar's, many of a smaller variety that can be carried by children. I was also told that unlike in Kuta, the event in Denpasar takes place in multiple (many?) locations. And, finally, I had read that one possible difference might be Denpasar's inclusion of more contemporary themes and effigies, as opposed to Kuta's more traditional demons. Comments?
So sorry for replying super late. I hope this could be your future reference.
As I am not originally either from Denpasar or Kuta (but east Bali), I think twenty effigies are the best way to avoid Kuta from its crowdedness. And yes, children (starting from age 10 and up) usually create their smaller Ogoh-ogoh to celebrate, they will not be able to lift up the regular size one, won't they?
Okay, the simpler way to explain is, Kuta and Denpasar are in different districts. So, Kuta is definitely a village which is very well-known because this is a tourism object with packed of tourists and loads of hotels, restaurants, with small roads. It means, if people hold few parades in Kuta, you know what will happen next hehehe.
Meanwhile, Denpasar is our municipality, which has four districts and each has more than five Banjars (smaller community organization, usually placed in every village). That is why the event takes place in many locations. FYI, the biggest parade will be in Lapangan Puputan Badung, every year.
One thing I'm still not clear about. Each of the (20 or so) banjars in Denpasar has its own event, paraded in its own place, is that right?
Again, thanks. Would you be willing to answer questions about Calanarang and other "dances," too?
Lapangan Puputan Badung is located in Denpasar, so the participants might be coming from this area. To be honest, I'm not sure about which part of Kuta they paraded the effigies, sorry.
Yep. If you have plenty of time to go down the street riding your bike, you will see some Ogoh-Ogohs in Bypass Sanur, Renon, Lapangan Puputan Badung, etc.
It's a bit hyperbolic if we say the amount is more than a hundred, ha ha. But yes, they are true, it means summing up the total Ogoh-ogoh from all of the Banjars.
I'll drop you an email. I hope my answers won't be disappointing.


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How well do you know the maps?
Where am I? - Event is back with part #3 !
Tsuji and I have taken screenshots from total of 14 locations, 7 per faction. You need to choose will you participate as AoL or UoF.
We also have 7 bonus locations from you can get more points! Each faction has their own 4 bonus locations and 3 same for both factions.
Check round schedule and find locations, screenshot and post them before we add the next one!
1 attempt round, which means you need to make a new post each round you participate!
Bonus locations are available after the round #5 has started.
Each round will start at 8 - 9 PM CET.
Take care of your character (PID/CRR).
Previous round ends when new round is added.
You can use only 1 character.
Mini Map and character has to be visible in the Screenshot.
Player with most correct locations wins.
The post was edited 2 times, last by Spankie ( Nov 16th 2018 ).
Round #1 has started !!
The post was edited 1 time, last by Spankie: Hints added ! ( Nov 15th 2018 ).
The post was edited 1 time, last by Kolo1567 ( Nov 16th 2018 ).
The post was edited 7 times, last by E12 ( Nov 16th 2018 ).
The post was edited 7 times, last by mpifteki1 ( Nov 16th 2018 ).
The post was edited 1 time, last by Spankie ( Nov 17th 2018 ).
The post was edited 2 times, last by mpifteki1 ( Nov 17th 2018 ).
The post was edited 1 time, last by Tsuji ( Nov 19th 2018 ).
The post was edited 1 time, last by Spankie ( Nov 21st 2018 ).
Round #5 and BONUS is here !
The post was edited 1 time, last by Spankie: Hints added. ( Nov 23rd 2018 ).
The post was edited 1 time, last by Spankie ( Nov 25th 2018 ).


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Alarm clock with a screaming sun to wake you up!
Sometimes the dulcet sound of birds chirping just isn't enough to get us up in the morning. We know we have things to do, but the bed sure is warm and cozy. Nothing is going to get us moving more effectively than a clock that doesn't stop screaming at us for 42 hours. That'll for sure keep us productive. Or sleep deprived. One of the two.
Bring home your very own screaming sun just like on that planet from "The Wedding Squanchers" episode. When it's time to wake up, the sun rises above the mountains and starts screaming. Non-stop. That'll get you out of bed in no time.
Sun raises up over the mountains and screams when it's time to wake up!
Just like the sun on that planet from "The Wedding Squanchers"


text:
Real thing or placebo? My COVID-19 vaccine odyssey continues
By Steve Stecklow
FILE PHOTO: Reuters journalist Steve Stecklow participates in a clinical trial of the experimental Novavax COVID-19 vaccine in London
LONDON (Reuters) – The subject line on the email I received last week said simply, "Test."
It contained the results of a private blood test I had undergone the day before. I opened the attachment with excitement and some trepidation – I believed it would likely reveal whether I am already vaccinated against COVID-19, or if I received a placebo.
As a volunteer in a late-stage clinical trial for an experimental vaccine for COVID-19, I had already received two injections. I knew when I signed up there was a 50-50 chance I'd either get a vaccine made by an American company called Novavax – or a salt-water solution used as a control to see if the real thing works. A friend joked that might protect me against drowning, but nothing else.
I experienced no symptoms after the first shot, which I received in late October. But immediately following the second injection three weeks later, there was mild swelling where the needle had pierced my upper right arm. A small, pink circle quickly formed around it.
A nurse carefully measured the redness and took notes. Two doctors were called in to take a look. They eventually sent me home and asked me to contact the clinic if I experienced any pain or signs that it had become infected. That didn't happen.
Two weeks later, I returned to the clinical research facility at King's College Hospital in south London for a scheduled blood test. I showed a doctor how the skin around the injection site was still black and blue.
"Looks like you got the real thing," he said, to my surprise. He noted that several other volunteers had experienced similar symptoms, although he added it was still possible I had received the placebo.
As it happened, that morning the United Kingdom became the first western country to approve a COVID-19 vaccine. It is made by Pfizer Inc and German partner BioNTech, which have reported that it was 95% effective in clinical trials. It has since been authorized for use in several other countries, including the United States.
My feelings about the doctor's comment were mixed. While the Novavax vaccine is considered very promising based on early results, its efficacy isn't expected to be known until early next year. Who knows how effective it'll be? Yet knowing I might already be protected against a potentially deadly virus seemed a relief. For starters, I might finally feel safe enough to visit the wonderful pub behind my house for the first time in nine months – wearing a mask, of course.
To be honest, part of me had been secretly hoping that I had received the placebo. I had asked when my trial started what would happen if another vaccine was approved first. The doctor in charge had strongly suggested that I'd be told what I'd been injected with – a process known as "unblinding." I could then get the approved vaccine – provided I had received the placebo. But if I had received the actual Novavax vaccine, he said, it could be risky because receiving two vaccines targeting the same disease could cause a reaction.
An email I received from the UK's National Health Service – "INFORMATION FOR PARTICIPANTS IN LIGHT OF NEWS ABOUT PFIZER/BIONTECH COVID-19 VACCINE" – basically confirmed that people who received the placebo would be able to get the approved vaccine once it was offered to them. Volunteers will not be "disadvantaged," it stated.
This appears to contrast with some other COVID-19 clinical trials in the United States. The New York Times recently reported that some volunteers receiving a placebo might have to wait up to two years to get a vaccine so as not to tarnish long-term results. (A concerned friend emailed me the article, writing, "I'm sure it is anything but comforting to be told you can't get the real vaccine for 2 years because you were in a trial." I wrote back, explaining that fortunately, that's not the policy in the UK.) On Saturday, an official with the U.S. Food and Drug Administration told a press conference that the agency is in discussions with vaccine manufacturers about the placebo issue.
I spent the next few days debating whether I should end my suspense and try to learn for sure whether I had received the Novavax vaccine or the placebo – by taking a test to see if COVID-19 antibodies are present in my blood. The real vaccine is supposed to produce them to fight the virus so if that's what I received, my test result should come back positive.
I had asked two doctors involved in my trial whether taking a private antibody test was permissible. They both said it wasn't prohibited under the terms of my trial. I figured I would eventually find out if I'm already immunized, given that the U.K. rollout of the Pfizer/BioNTech vaccine has already begun, although exactly when I'll be offered it isn't clear.
On December 7, I crossed the Thames on a nearly empty commuter boat for an appointment at a private medical clinic. Before drawing my blood, a nurse asked why I wanted a COVID-19 antibody test. "I want to find out if I've been vaccinated or got the placebo in a clinical trial," I replied. She confirmed that no one before had ever given her that reason.
The test result arrived in an email the next morning. I assumed it would be positive.
"Negative," it said.
I emailed the result to a doctor at the research clinic: "I'm assuming I either received the placebo or the Novavax vaccine doesn't work at all. (I'm assuming the former.)"
"That is interesting," he replied. "As soon as you get offered another vaccine, let me know and I will be able to unblind you and we can find out!"
This week, there was an unexpected plot twist. I learned that the antibody test I had taken wouldn't reveal if I'd gotten the real vaccine because it detects antibodies to a different COVID-19 protein. One would need a test that identifies antibodies to the spike protein. Who knew?
So I crossed the Thames again to visit another medical clinic that offers a different COVID-19 antibody test. This time, a nurse gave me the result after just a few minutes – negative again.
Looks like I won't be visiting the pub behind my house anytime soon.
(read Steve Stecklow's previous story here: https://www.reuters.com/article/us-health-coronavirus-vaccine-volunteer/why-i-volunteered-for-a-covid-19-vaccine-trial-idUKKBN27S0YL)
U.S. closing landmarks, announces vehicle checks in Washington for inauguration
National Rifle Association says it has filed for bankruptcy as part of restructuring
Mexico president backs dropping drug case against ex-defense minister
Facebook blocks new events near key locations before U.S. inauguration
Early data show two doses of Oxford/AstraZeneca vaccine provoked good immune response
Fed vows to buy bonds until it sees 'substantial' economic progress
Bulgaria to keep cafes and shopping malls closed in January
Texas, nine U.S. states accuse Google of working with Facebook to break antitrust law
Trans Man Killed in Puerto Rico; Trans Woman Found Dead in Detroit

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WHILE "Gossip Girl" star Chace Crawford, actor Dennis Quaid, designer John Varvatos and MTV VJ Damien Fahey were among those in attendance Tuesday night at the John Varvatos store on the Bowery to watch the Reckless Sons win SPIN's Free the Noise contest, Michael Musto wasn't. That's because the Village Voicer got into a tiff with the doorman on behalf of a friend, who didn't have ID. After his friend was barred from entering, Musto stormed off. "My friend [is] well past his adolescence," Musto said. "I was actually calm and understanding, knowing by now the absurdity of the city's crackdowns on clubs and the way the clubs have been forced to re spond." We hear you. Even elderly men get carded at Yankee Stadium.


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Enjoy the beautiful décor of the vast cathedral floor before climbing to the famous Whispering Gallery with its unique acoustics. Continue to the Stone or Golden Galleries on top of the dome for breath-taking panoramic views across London.
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The "D 7 Days" is a contest that encourages the youth to show their loyalty and gratitude to the late King Bhumibhol Adulyadej by performing good deeds everyday (thus the "7 Days" title). The competition is divided into four categories: short animation, short film, photography, and poster. Some selected works from this competition will be exhibited at Parliament House on September 27 – October 31, 2017 and at the Eden Zone, Central World on October 16-31, 2017.


The following is a link to the slides from today's session on (mostly) CSR and JSLink within SharePoint 2013.
Thanks for linking my post on the issue with Multiple List views and Display Template rendering issues. I've found a solution which your readers might like to see. The full solution is on my blog here.


But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student's mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from.
Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., "making tens") to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction. [emphasis added].
Note what I highlighted: understanding requires focused inferential work. Being helped to generalize from one's specific knowledge is key to genuine understanding.
Daniel Willingham, the cognitive scientist who often writes on education, offers a more detailed account of the nature and importance of conceptual understanding in math (along with the other two pillars of mastery, factual knowledge and procedural skill) in his article from a few years ago in the AFT journal American Educator.
A procedure is a sequence of steps by which a frequently encountered problem may be solved. For example, many children learn a routine of "borrow and regroup" for multi-digit subtraction problems. Conceptual knowledge refers to an understanding of meaning; knowing that multiplying two negative numbers yields a positive result is not the same thing as understanding why it is true.
…knowledge of procedures is no guarantee of conceptual understanding; for example, many children can execute a procedure to divide fractions without understanding why the procedure works. Most observers agree that knowledge of procedures and concepts is desirable.
More troubling is American students' lack of conceptual understanding. Several studies have found that many students don't fully understand the base-10 number system. A colleague recently brought this to my attention with a vivid anecdote. She mentioned that one of her students (a freshman at a competitive university) argued that 0.015 was a larger number than 0.05 because "15 is more than 5." The student could not be persuaded otherwise.
. Some children will swear blind that 3.24 is bigger than 4.6 because it's got more digits. Why? Because for the first few years of learning, they only came across whole numbers, where the 'digits' rule does work.
. Another seductive 'rule' that works for whole numbers, but falls to pieces when one or both of the numbers is less than one. Remember that, instead of the word 'times' we can always substitute the word 'of.' So, 1/2 times 1/4 is the same as a half of a quarter. That immediately demolishes the expectation that the product is going to be bigger than both original numbers.
3. Which fraction is bigger: 1/3 or 1/6?
How many pupils will say 1/6 because they know that 6 is bigger than 3? This reveals a gap in knowledge about what the bottom number, the denominator, of a fraction does. It divides the top number, the numerator, of course. Practical work, such as cutting pre-divided circles into thirds and sixths, and comparing the shapes, helps cement understanding of fractions.
. Teachers can, inadvertently, feed this misconception if they always draw a square, right-angled or isosceles triangle in the 'usual' position. Why not draw them occasionally upside down, facing a different direction, or just tilted over, to force pupils to look at the essential properties? And, by the way, in maths, there's no such thing as a diamond! It's either a square or a rhombus.
5. The diagonal of a square is the same length as the side?
Not true, but tempting for many young minds. So, how about challenging the class to investigate this by drawing and measuring. Once the top table have mastered this, why not ask them to estimate the dimensions of a square whose diagonal is exactly 5cm. Then draw it and see how close their guess was.
. Not always! What about 23.7 x 10, 0.35 x 10, or 2/3 x 10? Try to spot, and unpick, the 'just add zero' rule wherever it rears its head.
. Asked what proportion of the sweets is blue, how many kids will say 2/3 rather than 2/5? Why? Because they're comparing blue to red, not blue to all the sweets. Always stress that proportion is 'part to whole'.
. A common mistake, when measuring the perimeter of a rectangle, is to count the squares surrounding the shape, in the same way as counting those inside for area. Now you can see why some would give the perimeter of a two-by-three rectangle as 14 units rather than 10.
9. Misreading scales. Still identified as a weakness in Key Stage test papers. The most common misunderstanding is that any interval on a scale must correspond to one unit. (Think of 30 to 40 split into five intervals.) Frequent handling of different scales, divided up into twos, fives, 10s, tenths etc. will help to banish this idea.
Conceptual understanding in mathematics means that students understand which ideas are key (by being helped to draw inferences about those ideas) and that they grasp the heuristic value of those ideas. They are thus better able to use them strategically to solve problems – especially non-routine problems – and avoid common misunderstandings as well as inflexible knowledge and skill.
5) how to flexibly adapt previous experience to new transfer problems.
Math teachers, give it to your students; tell us the results.
I will make a friendly wager: I predict that no student will get all the questions correct. Prove me wrong and I'll give the teacher and student(s) a big shout-out.
2) "Solving problems typically requires finding equivalent statements that simplify the problem" Explain – and in so doing, define the meaning of the = sign.
3) You are told to "invert and multiply" to solve division problems with fractions. But why does it work? Prove it.
5) "Multiplication is just repeated addition." Explain why this statement is false, giving examples.
6) A catering company rents out tables for big parties. 8 people can sit around a table. A school is giving a party for parents, siblings, students and teachers. The guest list totals 243. How many tables should the school rent?
7) Most teachers assign final grades by using the mathematical mean (the "average") to determine them. Give at least 2 reasons why the mean may not be the best measure of achievement by explaining what the mean hides.
8) Construct a mathematical equation that describes the mathematical relationship between feet and yards. HINT: all you need as parts of the equation are F, Y, =, and 3.
9) As you know, PEMDAS is shorthand for the order of operations for evaluating complex expressions (Parentheses, then Exponents, etc.). The order of operations is a convention. X(A + B) = XA + XB is the distributive property. It is a law. What is the difference between a convention and a law, then? Give another example of each.
12) "In geometry, we begin with undefined terms." Here's what's odd, though: every Geometry textbook always draw points, lines, and planes in exactly the same familiar and obvious way – as if we CAN define them, at least visually. So: define "undefined term" and explain why it doesn't mean that points and lines have to be drawn the way we draw them; nor does it mean, on the other hand, that math chaos will ensue if there are no definitions or familiar images for the basic elements.
13) "In geometry we assume many axioms." What's the difference between valid and goofy axioms – in other words, what gives us the right to assume the axioms we do in Euclidean geometry?
Let us know how your kids did – and which questions tripped up the most kids – and why, if you discussed it with them.
Thanks to reader Max Ray for pointing out a few TEACHER answers to the test!
A handful of math teachers & mathematicians (so far) have taken up the challenge posed by your 13 questions, answering them for ourselves before asking students to dive in, so that we have a sense of what we might want to hear from kids.
And here is a nice commentary from one of our AE math consultants, Rita Atienza: Atienza math comment.
Explain why a negative times a negative = a positive.
Steve also pointed me to a cool example of the value of undefined terms (beyond the one I taught him years ago by Poincare, in which a plane is imagined as an enclosed circle, used to prove the relative validity of one branch of non-Euclidean geometry) using the children's' game Spot It.
I have been surprised to discover that there are a whole bunch of smart, literate, and learned teachers who seem to deny that (conceptual) understanding even exists as a goal separate from knowledge – and by extension that my work and the work of many others is without merit. To them – as to E D Hirsch, it seems – there is only "Knowledge." This, despite the fact that the distinction between knowledge and understanding is embedded in all indo-European languages, has a pedigree that goes back to Plato and runs through Bloom's Taxonomy; the National Academy of Science publication How People Learn; and is the basis of decades of successful work in understanding by Perkins, Gardner, the research in student misconceptions in science, and the research on transfer of learning.
Some of my critics regularly cite Willingham's summary of educational research, and a paper by Clark, Kirschner, and Sweller (discussed below; Dan Meyer has a link to all the key papers and rebuttals here. And thanks to a blog reader, I was led to the articles related to the debate on the USC web page (Clark's University); scroll to the bottom) to make clear that direct instruction leading to knowledge is the only way to frame the challenge of both aim and means in effective education. As I will show, I believe they overstate what the research actually says and have little ground for suggesting that there is no meaningful difference between knowledge and understanding.
This is also why conceptual knowledge is so important as students advance. Learning new concepts depends on what you already know, and as students advance, new concepts will increasingly depend on old conceptual knowledge. For example, understanding algebraic equations depends on the right conceptual understanding of the equal sign. If students fail to gain conceptual understanding, it will become harder and harder to catch up, as new conceptual knowledge depends on the old. Students will become more and more likely to simply memorize algorithms and apply them without understanding.
Yet, for some reason, critics fail to accept this distinction – or see the inherent paradox, therefore, in education (discussed below). Novices need clear instruction and simplified/scaffolded learning, for sure. But such early simplification will likely come back to inhibit later nuanced and deeper learning – not as a function of "bad" direct teaching but because of the inherent challenge of unfixing earlier, simpler knowledge.
The goal of this article is to suggest that based on our current knowledge of human cognitive architecture, minimally guided instruction is likely to be ineffective. The past half-century of empirical research on this issue has provided overwhelming and unambiguous evidence that minimal guidance during instruction is significantly less effective and efficient than guidance specifically designed to support the cognitive processing necessary for learning.
The authors claim that those who use discovery/problem-based/project-based learning – all unhelpfully lumped together as one thing by the authors – have confused the cognitive meaning "constructivism" (a correct psychology theory of how minds make sense of data) with "constructivist teaching" (an unsubstantiated theory of how people best learn).
Another consequence of attempts to implement constructivist theory is a shift of emphasis away from teaching a discipline as a body of knowledge toward an exclusive emphasis on learning a discipline by experiencing the processes and procedures of the discipline (Handelsman et. al., 2004; Hodson, 1988). This change in focus was accompanied by an assumption shared by many leading educators and discipline specialists that knowledge can best be learned or only learned through experience that is based primarily on the procedures of the discipline. This point of view led to a commitment by educators to extensive practical or project work, and the rejection of instruction based on the facts, laws, principles and theories that make up a discipline's content accompanied by the use of discovery and inquiry methods of instruction. The addition of a more vigorous emphasis on the practical application of inquiry and problem-solving skills seems very positive. Yet it may be a fundamental error to assume that the pedagogic content of the learning experience is identical to the methods and processes (i.e., the epistemology) of the discipline being studied and a mistake to assume that instruction should exclusively focus on methods and processes.
But: huh? In 30 years of working with teachers I know of no teacher – secondary school or college – who rejects the teaching of "scientific facts, laws, and principles." Indeed, science classes in HS and college universally are loaded with instruction, textbook learning, and testing on such knowledge.
What a curious definition of "novice"! The "novice" category is stretched to include "virtually all students." This is surely a sweeping overstatement – much like the sweeping categorization of all non direct-instruction pedagogies as "discovery" that has been so criticized by others. We quite properly expect older middle and high school students, never mind college students, to do extensive self-directed and inductive work in reading, writing, problem solving, and research because they are no longer novices at core academic skills. Indeed, here is research with college science students that counter their argument.
Though this properly expands the list of effective instructional moves, their framing is odd – and telling. The purpose of non-routine problem-solving, making meaning of a new text, doing original research, or engaging in Socratic Seminar they say is to "practice" recently learned "skills." Hardly. These approaches have different aims, understanding-related aims, that are never addressed in their paper.
Indeed, this is just how conceptual and strategic thinking for transfer must be developed to achieve understanding: through carefully designed experiences that ask students to bring to bear past experience on present work, to connect their experiences into understanding. As Eva Brann famously said about the seminar at St. John's College, the point of student-led discussion is "not to learn new things but to think things anew." Indeed, Willingham's warning about "not pouring concepts into a student's head" when understanding is the goal is the important advice that is constantly overlooked by the authors and their supporters as the focus is overly-narrowed to teaching skill via direct instruction.
In general, the expertise reversal effect states that "instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners." This is why, from the very beginning of this article, we have emphasized that guidance is best for teaching novel information and skills. This shows the wisdom of instructional techniques that begin with lots of guidance and then fade that guidance as students gain mastery. It also shows the wisdom of using minimal guidance techniques to reinforce or practice previously learned material.
Well, which is it, then? Are "virtually all" students "novices" or not? When does a gradual-release-of-responsibility kick in? Just when is a student "gaining mastery" enough to use more inferential methods? We know the answer in reading: in middle school, based on the "gold standard" controlled research of Palinscar and Brown – that the authors mention in the citations!
Somewhat more controversial is the relative emphasis that should be given to these two types of knowledge, and the order in which students should learn them.
Perhaps with sufficient practice and automaticity of algorithms, students will, with just a little support, gain a conceptual understanding of the procedures they have been executing. Or perhaps with a solid conceptual under- standing, the procedures necessary to solve a problem will seem self-evident.
There is some evidence to support both views. Conceptual knowledge sometimes seems to precede procedural knowledge or to influence its development. Then too, procedural knowledge can precede conceptual knowledge. For example, children can often count successfully before they understand all of counting's properties, such as the irrelevance of order.
A third point of view (and today perhaps the most commonly accepted) is that for most topics, it does not make sense to teach concepts first or to teach procedures first; both should be taught in concert. As students incrementally gain knowledge and understanding of one, that knowledge supports comprehension of the other. Indeed, this stance seems like common sense. Since neither procedures nor concepts arise quickly and reliably in most students' minds without significant prompting, why wouldn't one teach them in concert?
Indeed. Sequence in learning is not at all settled, as Clark et al profess, when the aim is understanding as opposed to basic skills to be learned the first time.
The key to understanding understanding: the ubiquity of persistent misunderstanding. Ultimately, a key lacuna in the everything-is-knowledge-through-direct-instruction view is its inability to adequately explain student misconceptions and transfer deficits that persist in the face of conventional direct teaching in science and mathematics. A glaring weakness in the Clark, Kirschner, and Sweller paper is their one-sentence treatment of student misconceptions: they suggest that misconceptions are the likely result of allowing students to discover concepts and facts for themselves!
This is surely a slanted view. There is a 30-year history of research in science and math misconceptions that shows conclusively that traditional high school and college direct instruction leads unwittingly to persistent misconceptions, and that a more interactive concept-attainment approach works to overcome them.
Multiplication is not repeated addition. The equal sign does not mean "find the answer." Then, why is this a near-universal misunderstanding of these ideas? Presumably as a result of teachers not teaching for conceptual understanding and failing to think through the predictable misunderstandings that will inevitably arise when teaching novices the basics in simplified ways. Teaching a concept as a fact simply does not work, as Willingham notes.
The paradox of education. What these examples beautifully indicate is the paradox of teaching novices that so many knowledge-centric educators seem to overlook. Yes, we must simplify and scaffold the work for the novice and make direct instruction clear and enabling – but in so doing we invariably sow the seeds of misconceptions and inflexible knowledge if we do not also work to attain genuine understanding of what the basics do and do not mean.
Indeed, the success of Eric Mazur's work at Harvard and with other college faculties, and the Arizona State Modeling project in physics, both backed by more than a decade of research in college and high school science, cannot be understood unless one sees the connection between conceptual understanding and transfer, and the failure of transfer to occur when there is just factual and procedural instruction.
Begin a lesson with a short statement of goals.
Present new material in small steps, providing for student practice after each step.
Ask a large number of questions, check for student understanding, and obtain responses from all students.
Guide students during initial practice.
Provide explicit instruction and practice for seatwork exercises and monitor students during seatwork.
Even though the teacher effectiveness meaning was derived from research on the teaching of "well-structured" tasks such as arithmetic computation and the cognitive strategy meaning was derived from research on the teaching of "less-structured" tasks such as reading comprehension, there are many common instructional elements in the two approaches.
In most of these studies students who received "direct instruction" in cognitive strategies significantly outperformed students in the control group comprehension as assessed by experimenter-developed short answer tests, summarization tests, and/or recall tests.
Here we see the paradox, more clearly: no one can directly teach you to understand the meaning of a text any more than a concept can be taught as a fact. The teacher can only provide models, think-alouds, and scaffolding strategies that are practiced and debriefed, to help each learner make sense of text. Otherwise we are left with the silly view that English is merely the learning of facts about each text taught by the teacher or that science labs are simply experiences designed to reinforce the lectures. As I noted here, Willingham argues that teaching cognitive strategies are beneficial in literacy – in contrast to Hirsch's constant and sweeping complaints about the lack of value in teaching such strategies and asking students to use them.
Rosenshine: "Cognitive strategies" refers to specific strategies students can use to provide a support in their initial learning. For example, in teaching writing there is a cognitive strategy called the five-paragraph essay. The format for this essay suggests that students begin with an introductory paragraph containing a main idea supported by three points. These points are elaborated in the next three paragraphs, and then everything is summarized in the final paragraph.
I find this an ironic comment since I have often written about the English test item in Massachusetts in which 2/3 of all 10th graders could not identify a reading as an essay because "it didn't have 5 paragraphs." It is precisely the paradox of the inflexibility and over-simplification of well-scaffolded novice knowledge that has to be aggressively addressed if understanding (what an essay is as a concept) and transfer (recognizing that this is an essay, even though its surface features are unfamiliar) are to occur.
But, unfortunately, the research was never used to develop an instructional package for training experts. It was never used to establish instructional goals for classes to teach all children to be like the experts. Our goal should be to develop experts, and we're not doing it.
A postscript to the initial critics of the post. No, I have NOT made a category mistake. Knowledge is necessary but not sufficient for understanding; understanding is not a direct function of knowledge. Understanding is the result of a deliberate attempt to make meaning of and connect one's discrete experiences, effects, as well as knowledge and skill. Similarly, performance is more than the sum of skill; it requires judgment and strategy. That's why there are three types of performance achievement, not two – declarative, procedural, and conditional. Some students (and players), with limited knowledge, have great understanding; some students (and players) with extensive knowledge and skill have little understanding (as reflected in questions/tasks that demand transfer). All of us have experienced such contrasts. You explain them, then. And also please explain the transfer deficit and misconception literature while you're at it. Then we'll talk further.
Our school has recently embraced the AIW framework to looking at teacher tasks, instruction and student work. Much of our interdisciplinary conversations involve talking about teaching about concepts, not topics. It appears that a subject like math can easily overlap those 2 words.
Any suggetions on what true math concepts might be 7-12?
A concept is a model, theory, general principle – an idea, an inference that is used to explain and connect facts. Mathematics contains many, some of which are crucial for understanding: congruence, equality, linear or non-linear relationship, function, derivative, imaginary number, etc. 2 more complex concepts: internal consistency (which is why you can't divide by zero but you can multiply by zero, etc.) A key concept in problem-solving: finding simpler equivalences. In short, many core concepts that kids often do not understand. So, the question becomes: what must be understood about these concepts for understanding to advance (vs. just calling them topics to be covered)? What is often misunderstood about these concepts that impedes understanding? You might also want to check out the article that Randy Charles wrote for the NCSM journal on big ideas in math about 5 years ago.
Interesting article! It is indeed quite difficult to get concepts through to the younger minds, and educators need to find original ways to reach out to them. The issue is that many academic systems around world will focus on pure theoretical exercise, which might attract some pupils, but others will be much less able to follow. We interviewed Kalid Azad (http://www.epigami.sg/blog/better-explained-interview-kalid-azad/), a math enthusiast who loves to create 'simplified' (again depending on the target) explanations. Conceptual understanding has to do with intrinsic interest of the subject, not just the work put into it.
Again, thanks for the post. Since your post on "It's time to retire E D Hirsch's tired refrains" my colleagues and I have been discussing this rather ironic controversy and the hurdles involved for both students as well as teachers. I've found that there are two main disconnects for teachers who advocate knowledge and understanding are one in the same. Either they have the same misconceptions as our students due to their own learning experiences, or they have understanding, but have not reflected on how they have may arrived at this point, and so they have what you have called "the expert blind spot" in UBD. To be honest, I was one of the former before I became involved with the ASU modeling program where they gave me the FCI and exploited my own misconceptions. From there, I was able to build a new framework that relied less on schema, and more on experience; "to see how it operates or functions, what consequences follow from it, what causes it, what uses it can be put to" (Dewey) It was only then that I was able to move forward and advocate for my students understanding. I have found that those teachers in the latter category that have been closed to understanding can be opened when they see the impact of strategies that elicit understanding from their students.
To this end, I have also been trying to figure out how to elicit students understanding to a higher degree. Of course, student discourse will naturally bring it out effectively. But on an independent level it was the use of your understanding rubric that really helped me clarify my expectations to students when they were writing independently. Although knowledge and understanding are two different things, the knowledge piece, I've found, can actually be a hindrance. Because so much emphasis has been placed on content acquisition students have been programed in schools to give vague, procedural descriptions based on content because that is all what knowing content requires. Once I used an explanation rubric (from the six facets of understanding) that was framed in the context of a content based question, but with understanding expectations for their explanation, I was able to get the responses from students that showed understanding of concepts. Showing these off a bit has, in turn, helped me advocate for the very point you are making in your blog to teachers in that latter group. I'm still honing this practice, but I wish to thank you for all your insights which have helped get me and my students here.
I'm grateful for your taking the time to leave this comment – thank you. Your policy is the best: do by modeling (ironically).
Keith, like you, have a description rubric really helped me clarify how to assess understanding. Knowledge and understanding are both necessary and with the dawn of the age of the internet, hopefully people will gain greater insight as to the differences between knowledge and understanding. Let's hope that metacognition will increase and we will all realize how to dig deeper.
Have you seen the journal "Mind, Brain, and Education" from imbes – vol 6, #3, September 2012? The articles in this volume on math support your claims regarding teaching math for conceptual understanding. Good examples for the concept of fractions and variables.
Here is my best first attempt at writing a test that attempts to address the conceptual understanding of a topic. Comments are appreciated.
Great! I'll check it out and offer any comments that seem helpful. I agree that making it practical and more test-like is the next step (just from having read your intro to your attempt). As I noted in other comments, my examples were meant to be suggestive of issues – why does seomtthing work? What are common misconceptions? What assumptions need to be explained/justified in the system? etc.
Thanks! I was unaware of this.
If you are following principalaim, I have shared some of my favorite educators, innovators, and creative thinkers. Among my favorites is Grant Wiggins, co-author of Understanding by Design. Wiggins, an authority on subjects dealing with assessment, student engagement, and the Common Core, he is constantly being sought out to answer many of the toughest question concerning the best practices in education. In Wiggin's latest blog, he asked us to think about "what conceptual understanding in mathematics means and how best to use it to help students understand which ideas are key (relevant). Ultimately, it is critical that we understand how best to prepare our students to become mathematical thinkers, independent, and innovative creators.
Interesting that you think their novice point is ludicrous, because I see it as self-evident, which again makes me think you're not interpreting their statement correctly. You ask, "Are 'virtually all' students 'novices' or not? When does a gradual-release-of-responsibility kick in? Just when is a student "gaining mastery" enough to use more inferential methods?" In cognitive load theory, the answer is biological: you are no longer a novice when the information you're processing has made its way from your working memory to your long-term memory. Humans have very high limits on how much information they can process simultaneously from their long-term memory, and very low limits for how much they can process from working memory. As Kirschner, Sweller, and Clark (2006) say, we lose what's in our working memory after about 30 seconds of inactivity, and we can only hold between 4-7 pieces of information there (like the 7 digits of a phone number).
But by hs every student should be able to read and write, so the cognitive load is diminished on those core skills.The 7-item rule about memory is also being misused. We have learned to chunk those items in reading and writing after many years of doing it. By your argument, no one should be bale to understand complex text when they read independently. Again, their argument is surely a stretch. An experience HS and college student is not a novice except if you think of the 'content' – which, ironically, is not the focus of their argument; their argument is based on research involving skills.
Ah, well in my reading, they ARE talking about 'content', not reading complex texts. For example, the biggest example they describe in the 2006 paper is medical students being trained to make diagnoses in a lab setting with minimal guidance–a task with little reading involved.
Their argument is that the costs of inquiry instruction come from the way the student must search the scenario for the relevant information while simultaneously figuring out how to put that information together. It's not about the demands that core academic processes like reading or listening impose on a student; it's about the demands involved in asking, "What information here is relevant? What information is extraneous? What do I still need to find out?".
Here is the central quotation of their paper as I understand it: "Inquiry-based instruction requires the learner to search a problem space for problem-relevant information. All problem-based searching makes heavy demands on working memory. Furthermore, that working memory load does not contribute to the accumulation of knowledge in long-term memory because while working memory is being used to search for problem solutions, it is not available and cannot be used to learn. Indeed, it is possible to search for extended periods of time with quite minimal alterations to long-term memory (e.g., see Sweller, Mawer, & Howe, 1982)" (p. 77).
If you don't have time to read it, I'll just say here that my conclusion isn't that inquiry is always bad, but that cognitive load theory helps us make inquiry lessons like Dan's more effective.
I appreciate your comments and the citations. But cognitive load is not the issue; engaged, focused, and quality learning is the issue. I have worked with 4th graders who can answer the questions you pose. Nothing about the brain mechanics addresses the fundamental question: what is a good education?
When you say "I have worked with 4th graders who can answer the questions you pose", I assume you're talking about the questions, "What information here is relevant? What information is extraneous? What do I still need to find out?" If so, please let me clarify…those were just examples. Other similar questions include "Where am I right now in the problem-solving process? If I take this step, will I get closer to a solution?" Even when these are easy questions, the point is just that considering them takes up working memory, which inhibits the formation of long-term memories related to the content you're studying. It has nothing to do with how easy the questions are.
I get that you're saying education is terrible when it's reduced to accumulating skills. And that's true: lessons that teach students to master a procedure don't even expose students meaningfully to the conceptual understanding your blog post is about. So if your learning objective is deeper understanding, you have to do something richer. But within the universe of possible richer tasks that *do* engage students in conceptual thinking, being vigilant about cognitive load means your students will develop that understanding more successfully. Cognitive Load Theory is not just for skill development. For conceptual learning, it says that you have to stop students frequently along the way to help them make meaning out of what they're doing and help them encode that meaning into their long-term memories. Being dismissive about cognitive load theory tends to produce inquiry activities in which students are either don't make the desired discovery or do make it but are unable to remember it (or the logic underlying it) by the next class. The blog post I linked to above gives an example of restructuring an inquiry activity in light of cognitive load, not (I hope) turning it into crappy drill practice.
1). Regarding your "but, huh?": some teachers think the primary evidence of learning is not in the knowledge obtained, but in, for example, the <a href=http://christopherdanielson.wordpress.com/2013/08/23/what-did-you-learn/ questions generated.
2). Regarding your incredulity that the "novice" category is stretched to include "virtually all students": I think the author's intent is much more limited than how you've read it. They're simply saying that almost all students are novices in what you're currently teaching, though hopefully not in what you've already taught. They're not saying that most students are novices for their entire lives. Would you disagree?
3). I'm unconvinced by your test of conceptual learning. The division-by-zero question is a good example. Even if a student can state a good reason that division by zero is impossible, that doesn't mean the student understands it. They could simply be paraphrasing what they've been told. Isn't it easy to imagine a student who correctly explains why you can't divide by zero, but is not able to tell you a number that makes y=3/(x +1) come out as undefined…or even, a student who gives a good explanation and then says that 3/0=0 a few days later? The only observable behavior that will show us whether the student understands it is whether the student transfers that knowledge correctly or efficiently in new situations. If transfer is the measure, then conceptual understanding gets entangled with memory, because a student's probability of correctly transferring a concept is partly determined by her ease of recalling it.
Similarly, to test whether Eric Mazur's techniques are working, wouldn't it be better to give students the Force Concepts Inventory test, rather than ask them to explain Newton's laws? This doesn't mean that asking students to explain things isn't a good idea–generating explanations is great for learning, because the Generation Effect seems to be a valid cognitive principle.
I realize I'm making a pretty sweeping claim here, but let me make it explicitly: asking students to explain things is great for their learning, but it doesn't provide much evidence of their level of conceptual understanding. Please note that I'm not saying that conceptual understanding doesn't exist.
Fair enough on the test – it was merely suggestive. Obviously, to take the Mazur example, the FCI makes good sense. But my demand for explanation was to link it to the C Core and to do what far too many math teachers do – use non-multuple-chcoei questions. But I wasn't trying to design a valid & reliable test, just a suggestive one.
As for the 'novice' point, I think their argument is ludicrous – so ludicrous they back off it later in the article.
This blog really hit "close to home." We have just recently had this very conversation in my school district. Early primary teachers think the math curriculum is "too easy" and does not offer a "challenge" for their little guys. We are having a very difficult time convincing these teachers how important it is to engineer many learning opportunities for these young learners in order to build lifelong conceptual understandings around foundational number patterns and the intricacies of how numbers work together. Teachers are still in the mindset that they need to "cover" lots of ground in early math or parents think their children are not learning anything new. This blog made me realize the importance of educating both teachers AND parents about math being more than just memorizing formulas and rules.
Indeed, Ann. I would be startled to hear any teacher say these standards are "too easy"to "cover". Show them my little "test" and ask them to ponder it… Better yet, come up with one for your folks, based on early-math misconceptions (e.g. the equal sign question).
I have followed his postings – good for you.
Thank you for the list of misconceptions. I am happy to learn that I teach "conceptually" as I anticipate possible misconceptions prior to teaching a new concept and then ask plenty of questions. However, I realized I had a misconception such as the the diagonal of a square not being the same size as its size! Oops 🙂 I also liked the step by step procedure of how to go about having a productive maths class. Excellent resource which I have shared with our maths teachers.
My main problems with the KSC paper are that they over-extrapolate the conclusions that can be drawn from the data, overlook the reasons why some students fail to learn even with direct instruction, and, as Grant points out above, make sweeping generalisations about the nature of both direct instruction and 'minimal guidance' pedagogies.
They also, for reasons I haven't yet fathomed, omit any reference to the Baddeley and Hitch model of working memory that's dominated the field for 4 decades. Harry Webb doesn't think that matters, but I do – even if only on the basis of good scholarship.
I'm a bit confused, although flattered to be called "learned". I do not reject your work at all. I may have confused things by getting into the middle of the discussion. And certainly, I conflate the difference between "constructivist teaching" and "constructivism" in my writing, because I'm lazy, but not in my head, because my head's better at keeping things straight.
I do not in any sense think that conceptual understanding exists as a goal separate from knowledge. In my experience, kids forget most of what they are taught no matter the method, so I want them to have the sense of understanding, which can only come if they engage with the concept and tasks directly, not just because I told them.
1. Picture a debate between Jo Boaler and Harry Webb. I'd be on Harry's side all the way, even though we don't have similar teaching styles or values.
2. In a discussion between, say, Dan Meyer and Harry Webb, I'd come down in the middle but nearer Harry than Dan. Dan's lessons are far too open-ended for my tastes, and if you examine the reasons why, I'll sound a lot like Harry. But I actually have a lot in common with Dan. I just don't think he's spent enough time with low ability kids to understand their issues, and isn't (in my view) cognizant that his lack of experience is relevant.
3. In a debate between you and Harry, I'd come down much nearer you. My big issue with you, as I've written, is that your examples are all very Jo Boaler squish, but your reasoning is all very solid. So I have to ignore your examples and just focus on the substance. It took me several years to figure this out.
I think conceptual understanding is essential to my teaching. However, for many of my students, remembering the procedures is *not* the simplistic task that many portray it. For example, multi-step equations–many of my algebra I kids can explain and understand distribution, combining like terms, and isolation with a fair degree of conceptual knowledge. But put all the steps together and they become disoriented. Focusing on procedure to help them put the concepts in action is essential. So yes, as you say, both are needed. But worked examples and lots of practice doesn't mean that teachers are overly focused on procedures, nor does it mean they've ignored concepts.
As for your test, my kids would do pretty well. We go through division by 0, I teach proofs through algebra, not geometry, I don't even know the answer to the 13th one, though. But then, I'm an English major. I'll give it to them and report back.
Thanks for this. I appreciate your candor and clarity. I'll have more to say, i think, when the dust settles. First, I want to see some test results!
PS: The answer to the 13th question – and that was a VERY inside joke to those who have played music with me (Seatrain, 70s) -runs something like this: we have the axioms we do in order to prove the theorems we want. Famously, the parallel postulate had to be added to make all the key theorems work. Then, it was discovered that if we try out alternative postulates of parallelism, we get VALID non-Euclidean geometries….
It's like baseball. Once we decide how the game should be played, we make the rules fit the "spirit" of the game. Hence, the famous pine-tar bat ruling by the AL Commissioner, overturning the umpires' decision against George Brett's home run….
A goofy axiom would lead to nonsense or internal contradictions. Famously, mathematicians who denied the parallel postulate as part of investigating its validity decided prematurely to end their investigations because they thought the new theorems were absurd (e.g. no similar figures, only congruent; no 180 degrees in all triangles, etc.) But it took Gauss, Bolyai, and Lobascevsky to say: hey just 'cause the results are weird doesn't mean they are nonsense – and so, non-Euclidean geometry was born.
Great history of this and the importance of this line of argument in Morris Kline's book on the Loss of Mathemtical Certainty about 30 years ago.
http://educationrealist.wordpress.com/2012/09/25/geometry-starting-off/ Let me know if I said anything actively wrong.
I'll check out the blog post!
But I'd be happy for any other leads as well!
I'll check the link – thanks!
Hattie makes mention of the seven characteristics of experts vs novices in Visible Learning and the Science of How We Learn. He also notes that students can spend years performing activities successfully without increasing their skills to expert levels.
Thanks for the heads-up on this. I was unaware of the back and forth.
Do you have the rebuttal articles?
Thanks for this and your other citations! I updated the piece, accordingly.
You made a similar comment to this on my own blog where you assumed that I did not know about these responses.
Off-topic, but I didn't know anyone credible was actually FOR video games in education.
Obviously you haven't been following the minecraft story… Read this: http://www.gamesforchange.org/ and the recent NYT article on this.
And I have helped 2 groups develop some very cool history-based games….
I have not been following this, and I remain skeptical of it. But it is off-topic, so I will leave it be. Might make an interesting future post for your blog.
Can I offer an example of evidence that conceptual understanding exists?
My son, who is 7, with no formal procedural instruction in fractions, is able to add familiar fractions with a like denominator together, and decompose those fractions into components. He understands what it means to add together objects, and so is able to generalize his understanding of addition to adding fractions together.
One thought I have after reading your post is that in my work with teachers I need to check for understanding of the phrase "conceptual understanding." I'm curious about what works to build a different model of what it means to know something for teachers who are fixated on a 'there is only procedural knowledge' mindset.
Totally agree – I think 'conceptual understanding' is a bit of a litmus test for – well, understanding!
Cool example of your kid's thinking. Alas, very few teachers (or parents) encourage this sort of generalization as a major goal of the coursework.
David, in my experience, much of the conceptual understanding model prevalent throughout much of Common Core is intimidating to many teachers. After all, it means admitting that they have not been teaching with the best approach and will probably need further support in reaching the conceptual level themselves using their own content.
In short, depth is tough.
I will respond to the points that you raise in a post of my own – it probably deserves extended attention.
Right you are – I'll fix. PS: I am not making a category mistake. Knowledge is necessary but not sufficient for understanding – period. And since it is possible to have great understanding with limited knowledge and no understanding with great knowledge, we are talking about two different cognitive processes and outcomes.
I would reject the notion that you can have great understanding with limited knowledge. There is a strong argument against this proposition in chapter 2 of "Why don't students like school," by Dan Willingham.
Frank Sulloway famously said: Darwin who knew less, understood more – in response to his limited knowledge of geology. A perfect example.
I suspect that Darwin's knowledge of geography was better than most, given that he travelled around the world by boat.
geology, though, was the quote. And if you read the chapter it's clear what he meant and it relates to Kuhn's paradigm. The geologists could not/would not see the implications of their own knowledge in terms of developmentalism.
Fair enough. I stand corrected. However, I also suspect that Darwin's knowledge of geology was better than most too. He probably had a good idea of the different rock types and and what the word 'strata' means etc. whilst not being a world expert. It is exactly these sorts of facts that are required to think within a discipline and it is just these sorts of facts that are often disparaged. We expect children to somehow think deeply without them. It is surprising just how keen educators are to diminish the role of knowledge. I see endless quotes misattributed to Einstein on similar lines.


Configuring User Stores - Application Server 5.3.0 - WSO2 Documentation for your Wiki!
User management functionality is provided by default in all WSO2 Carbon-based products and is configured in the user-mgt.xml file found in the <PRODUCT_HOME>/repository/conf/ directory. This topic explains the different types of user stores that can be configured for a WSO2 product.
The Primary User Store in every WSO2 product is configured in the <PRODUCT_HOME>/repository/conf/user-mgt.xml file. By default, the embedded H2 database (JDBC) that is shipped with WSO2 products is configured as the primary user store, except for WSO2 Identity Server, which has an embedded LDAP as its primary user store. You can change the default configuration by replacing the default database according to your requirement. The primary user store is shared among all the tenants in the system.
With the user management feature, any number of Secondary User Stores can be easily set up for your system using the management console. This will automatically create an XML file with the configurations corresponding to the secondary user store in the same <PRODUCT_HOME>/repository/conf/ directory. Alternatively, you can manually create the configuration file and store it in this directory without using the management console.
Although, information about users and roles are stored in the repositories that we call User Stores, which can be of any of the types described above, the permissions attached to roles are always stored in an RDBMS. According to the default configuration in WSO2 products, the embedded H2 database is used for storing permissions as well as users and roles. The instructions in this section explain how you can change the default user store. See the section on configuring the authorization manager for information on how to set up the RDBMS for storing permissions.
See the topic on configuring the Authorization Manager for instructions on how to set up a repository for storing permissions.


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El Proyecto Arqueológico 'Entorno Jamila'  (PAEJ) es una investigación arqueológica transversal del hábitat humano en Alto valle del río Jabalón, a su paso por Villanueva de los Infantes (Ciudad Real, España) con más de tres décadas de trayectoria.

El PAEJ nació en los años 80 del siglo XX, a iniciativa del arqueólogo Juan José Espadas Pavón, con la finalidad de conocer la Prehistoria y la Historia desde el Paleolítico hasta hoy día y, por ende, para profundizar en la evolución del paisaje humano y natural de la comarca del Campo de Montiel, una zona clave para comprender el tránsito entre la Meseta Sur y la Alta Andalucía. Hasta el momento se han excavado tres yacimientos: el cerro Castillón-Peñaflor, el puente de Triviño y Jamila. Fue este último topónimo el que sirvió, para denominar el yacimiento y el proyecto, por su centralidad y por la trascendencia mítica e histórica que tuvo para Villanueva de los Infantes y su Arqueología.
Desde los comienzos del PAEJ sus dos directores, tanto el inicial –Juan José Espadas Pavón– como el actual –Dr. Pedro R. Moya-Maleno–, han buscado implementar un plan integral de investigación, conservación, divulgación y formación arqueológica y motor de desarrollo para la zona. Igualmente, integrar, valorar y proteger el Patrimonio Histórico-Arqueológico, el Medio Natural y la Etnografía de este contexto.

Área de estudio

El PAEJ analiza y pone en valor el Pasado de la vega del río Jabalón a su paso por Villanueva de los Infantes , en lo que prácticamente corresponde con la mitad Sur de su término municipal. Se trata de un valle de cerca de 2 km de anchura enclavado en el centro del Campo de Montiel, comarca geográfica e histórica entre la llanura manchega y vertiente norte de Sierra Morena y  la Sierra de Alcaraz. Dicha encrucijada de caminos Norte-Sur y el Este-Oeste de este afluente del Guadiana favoreció los asentamientos humanos en distintas épocas tanto en las terrazas como en el llano.
En este contexto aparecen como determinantes otros núcleos de la zona desde el Paleolítico, algunos de ellos también excavados: véase desde la Edad del Bronce, el Cerro Bilanero (Alhambra), el castillejo del Bonete (Terrinches) o los existentes en las lagunas de Ruidera; el contacto e influencia iberorromana de Almedina, Mentesa (Villanueva de la Fuente), Laminium (Alhambra), el Cerro de las Cabezas de Valdepeñas o el poder de la Montiel medieval.

Campañas

Fase I (1983-1990): Primeros estudios arqueológicos y El Castillón-Peñaflor

Al raiz del nacimiento de la autonomía de Castilla-La Mancha en 1982 y de la regulación que aportaba la Ley 16/1985, de 25 de junio, del Patrimonio Histórico de España, el arqueólogo Juan José Espadas Pavón, con el apoyo de, entre otros jóvenes investigadores, como Carmen Poyato Holgado, y el aval del Dr. Alfonso Caballero Klínk, por entonces, director del también nuevo Museo Provincial de Ciudad Real, encabezó los primeros estudios y publicaciones arqueológicas científicas en la zona.
Tras unas prospecciones en 1983 y 1984 en yacimientos como el cerro de los Conejos, se desarrollaron las primeras excavaciones formales en Villanueva de los Infantes entre 1985 y 1987 en el yacimiento de El Castillón. En El Castillón se pudieron diferenciar las dos etapas. La primera como un importante centro dentro del periodo calcolítico, constatado  por la presencia de grandes cantidades de cerámica campaniforme, mircrolitos de sílex y otros elementos característicos (botones de perforación en V, etc.). La segunda etapa corresponde a la Reconquista y Repoblación, con una aldea fortificada del siglo XIII y conocida en las fuentes como Peñaflor.

Excavaciones:
 Cerro Castillón 1985
 Cerro Castillón 1986
 Cerro Castillón 1987

Fase II (1997-2001): Expansión y consolidación de la investigación. Excavaciones en Jamila y en el puente de Triviño

Esta segunda etapa transcurre entre los años 1997 y 2001, realizándose excavaciones en Jamila entre 1997 y 1999 y en el puente de Triviño entre 2000 y 2001.
Durante los primeros años de los 90 salió a luz al Este del Santuario de Ntra. Sra. de la Antigua de Villanueva de los Infantes un gran edificio columnado que estaba siendo excavado por aficionados. Ante esta situación descontrolada y la importancia de los restos, Espadas excavó este lugar de Jamila entre los años 1997 y 1999 mediante varias campañas de campos de verano para jóvenes (Junta de Comunidades de Castilla-La Mancha) y del INEM.
Los trabajos realizados dieron a conocer un gran edificio rectangular con 14 imponentes columnas. A pesar de ello, durante esta fase de excavación se generaron diversos problemas metodológicos y administrativos, desde apresuradas interpretaciones del edificio como un mausoleo romano –siguiendo una falsa tradición erudita– hasta un caso de bicefalía en la dirección del proyecto científico por parte de Carmen García Bueno.
La magnitud de los trabajos realizados y estos contratiempos fueron decisivos para dejar de excavar en Jamila e intervenir en otros yacimientos de interés para la zona. Así fue como, con idénticos planes de empleo, se pudo exhumar buena parte del puente de Triviño entre los años 2000 y 2001. Un viaducto sobre el río Jabalón en el camino de Almedina que, partiendo desde un puente posiblemente romano, de tres arcos, fue ampliándose en distintas épocas hasta ser un una plataforma elevada con seis ojos y más de 100 metros, que salvaba los meandros e inundaciones del río Jabalón.
Entre los arqueólogos técnicos que participaron en las excavaciones, estuvieron Isidro G. Hidalgo, Carmen García Bueno y Diego Lucendo.

Excavaciones:
 Jamila 1997
 Jamila 1998
 Jamila 1999
 Puente de Triviño 2000
 Puente de Triviño 2001

Fase III (2004-…): Intervenciones en Peñaflor, puente Triviño y Jamila

Tras varios años de investigaciones, publicaciones y algún que otro sinsabor académico y administrativo, el PAEJ sufre una transición natural en la Dirección desde J.J. Espadas a Pedro R. Moya-Maleno, quien se había formado con el primero y quien había asumido paulatina responsabilidad en campañas anteriores. Durante esta nueva etapa, desde 2004 a la actualidad, se continúa interviniendo en zonas ya excavadas pero desde nuevos parámetros:

 Relectura y, en su caso, reinterpretación de los yacimientos y contextos excavados y estudiados hasta hoy día a través de intervenciones de pequeña envergadura y con consolidación y restauración de estructuras.
 Apoyo del M.I. Ayuntamiento de Villanueva de los Infantes, bien con fondos propios, bien canalizando partidas y recursos de otras administraciones y fuentes. Algunas campañas como única vía de financiación.
 Implementación de técnicas y tecnología propias de la Arqueología moderna: CAD, Arqueología Virtual, Bioarqueología, prospecciones geofísicas, Arqueología Experimental, etc.
 Desde 2007, carácter de escuela para arqueólogos, restauradores y profesiones afines, durante las campañas tanto como en los laboratorios anuales de la Universidad Complutense de Madrid (JamiLAB).
 Forjarse como una investigación abierta cronológica, por la amplitud de cronologías que se abarcan, y socialmente en tanto que un proyecto con claras líneas de Arqueología pública e Inclusión Social.

Esta etapa se inicia en 2004 con la excavación de urgencia en la necrópolis medieval de Peñaflor, de la que se obtuvieron interesantes resultados. Se prosiguió en 2005, ya con Moya-Maleno como Director, con un Campo de trabajo Internacional sobre el puente de Triviño, el cual siguió siendo interviniendo hasta 2008. En 2009, 10 años después de que dejara de excavarse en Jamila, se volvió a actuar sobre el edificio columnado. Desde entonces, y unido a la crisis económica de la segunda década del siglo XXI, se han alternado, incluso durante el mismo año, distintos trabajos de investigaciones en los tres yacimientos: microexcavaciones; trabajos de consolidación causados por erosión, los destrozos naturales y el vandalismo. La última excavación fue en 2014 en Jamila si bien en 2015 se llevó a cabo allí y en El Castillón sendas prospecciones geofísicas que han vuelto a poner sobre la mesa la importancia arqueológica de estos yacimientos. A lo largo de esta fase, han participado como codirectores de Arqueología y Restauración, Agustina Velasco, Elina Rodríguez Millán y Daniel Hernández Palomino. También en este tiempo se ha intensificado la labor científica y divulgativa de los miembros de este proyecto a través de numerosos artículos y monografías fruto del trabajo realizado por el PAEJ.

Excavaciones:
 Necrópolis de Peñaflor 2004 (CSN'04)
 Puente de Triviño 2005 (JMP'05)
 Puente de Triviño 2006 (JMP'06)
 Puente de Triviño 2007 (JMP'07)
 Puente de Triviño 2008 (JMP'08)
 Jamila 2009 (JML'09)
 Jamila 2010 (JML'10)
 Jamila 2011 (JML'11)
 Puente de Triviño 2011 (JMP'11)
 Necrópolis de Peñaflor 2013 (CSN'13)
 Jamila 2014 (JML'14)
 Jamila 2016 (JML'16)
Prospecciones geofísicas:
 Jamila 2009: Prospección magnética (contraste)
 Cerro Castillón-Peñaflor y Jamila 2015: Prospección georrádar (CAI UCM)

Apoyos y Financiación

El PAEJ viene siendo desarrollado gracias a la confluencia de distintos recursos humanos y económicos:
 Subvenciones públicas: M.I. Ayuntamiento de Villanueva de los Infantes, Excma. Diputación Provincial de Ciudad Real y Junta de Comunidades de Castilla-La Mancha).
 Asociaciones Culturales: Asociación Manchega para la Historia y la Arqueología (AMHA).
Instituciones Públicas y Fundaciones: Fundación para la Ciencia y Tecnología (FECyT), Fundación José María de Jaime y Universidad Complutense de Madrid.
 Empresas y Entidades privadas: Bar Candil II, Caja Rural Castilla-La Mancha, Cooperativa Sto. Tomás de Villanueva, JAS Arqueología, Turinfa, etc.

En 2010 el PAEJ recibió el Premio de la Fundación José María de Jaime, dotado con 1.500€. También ha contado con el apoyo de numerosos trabajadores, especialistas y estudiantes que, de una forma u otra, han aportado su esfuerzo, conocimientos, medios y dinero altruistamente al PAEJ.

Escuela de Arqueología

El PAEJ desarrolla labores de escuela de aprendizaje y perfeccionamiento de la Arqueología para estudiantes y profesionales vinculados a la Arqueología, Historia, Historia del Arte, Arquitectura, Restauración, etc. El PAEJ está posicionado contra el cobro de matrículas a los estudiantes en prácticas.
Desde 2007 han sido más de 120 personas procedentes de todo el mundo las que han frecuentado las campañas, siendo mayoritariamente satisfactorias las repuestas de las encuestas a las que se les somete.

Bibliografía y otros recursos

 MOYA-MALENO, P.R. (2013): "El 'Entorno Jamila' (Villanueva de los Infantes, Ciudad Real): de la Iniciativa personal a un proyecto de gestión integral de la investigación arqueológica", en J. Almansa (ed.): Arqueología Pública en España. JAS Arqueología. Madrid. ISBN 978-84-941030-3-2. pp. 351-374.
Jamila
 ESPADAS, J.J., HIDALGO, I. G. Y DÍAZ, R. M. (2000): "El yacimiento Arqueológico de "Jamila" (Vva. de los Infantes)", en Benítez de Lugo Enrich, L. (coord.): El Patrimonio Arqueológico de Ciudad Real. UNED. Valdepeñas. pp. 323-354.
 MOYA MALENO, P.R. (2001): "Jamila, yacimiento arqueológico", en Balcón de Infantes, 101. Asociación Cultural 'la Moraleja'. Villanueva de los Infantes. D.L.: CR 463/92. pp. 16-17.
 MOYA MALENO, P.R. (2001): "Una imagen vale más que mil palabras", en Balcón de Infantes, 106. Asociación Cultural 'la Moraleja'. Villanueva de los Infantes. D.L.: CR 463/92. p. 13.
 MOYA MALENO, P.R. (2001): "Nuevo enfoque para Marco Ulpio Gresiano", en La Ruta, 8. Asociación de Amigos del Campo de Montiel. Villahermosa. D.L.: CR 552/99. pp. 10-11.
 MOYA MALENO, P.R. (2014): "Excavaciones en la necrópolis de Peñaflor (2013) y Jamila (2014): una década investigando y divulgando el Pasado del valle del río Jabalón", en Ayuntamiento de Villanueva de los Infantes (coord.): Feria y Fiestas 2014. Villanueva de los Infantes. Del 28 al 31 de agosto. Ayuntamiento de Villanueva de los Infantes. Villanueva de los Infantes. pp. 26-27.
Castillón/Peñaflor
 ESPADAS PAVÓN, J.J. (1983): "Prospecciones Arqueológicas en el Campo de Montiel I. El Cerro del Castillón de Infantes, Ciudad Real. Yacimiento Calcolítico-Bronce con enterramientos y Campaniforme" (en prensa).
 ESPADAS, J. J., POYATO, C. y CABALLERO, A. (1986): "El poblado calcolítico "El Castillón" (Villanueva de los Infantes, Ciudad Real). Informe de la 23 campaña de excavaciones" en Oretum, II. Museo de Ciudad Real. Ciudad Real. pp. 235-247.
 ESPADAS PAVÓN, J.J. (1987): "Memoria preliminar de las excavaciones del yacimiento calcolítico de "El Castillón" (Villanueva de los Infantes, Ciudad Real)", en Oretum, III. Museo de Ciudad Real. Ciudad Real. pp. 41-78.
 ESPADAS PAVÓN, J.J. y MOYA MALENO, P.R. (2004): "Intervención arqueológica de urgencia en el yacimiento de 'El Castillón' (Villanueva de los Infantes, Ciudad Real)", en Balcón de Infantes, 144. Grupo de Prensa "Balcón de Infantes". Villanueva de los Infantes. D.L.: CR 463/92. pp. 12-13.
 ESPADAS PAVÓN, J.J. y MOYA MALENO, P.R. (2007): "Cuando la tierra se abre. Intervención de urgencia en una necrópolis de 'El Castillón' (Villanueva de los Infantes, C. Real)", en M. Zarzalejos et alii (eds.): I Congreso de Patrimonio Histórico de Castilla-La Mancha. La Gestión del Patrimonio Histórico Regional. UNED. Ciudad Real. D.L.: CR-530/2007. pp. 379-388.
 PAEJ (2013): "Proyecto Arqueológico 'Entorno Jamila'. Necrópolis medieval de Peñaflor", en V.M. García Gallego (dir.): Ferias y Fiestas 2013. Villanueva de los Infantes. Ayuntamiento de Villanueva de los Infantes. Villanueva de los Infantes. p. 28.
 Moya-Maleno, P.R. y Monsalve Romera, A. (2015): "Aproximación urbana y bioarqueológica de la Repoblación medieval del Campo de Montiel: Peñaflor", en En la España Medieval, 38. Universidad Complutense. Madrid. . pp. 255-311. DOI: http://dx.doi.org/10.5209/rev_ELEM.2015.v38.49044.
 Moya-Maleno, P.R. (2015): "Procesos de reconquista, repoblación y abandono medievales en el Campo de Montiel: la aldea fortificada de Peñaflor", en P.R. Moya-Maleno y D. Gallego (coords.): Campo de Montiel 1213: Entre el Islam y el Cristianismo. RECM Extra 1. Centro de Estudios del Campo de Montiel. Almedina. ISBN 978-84-608-2844-0. pp. 111-169.
Puente de Triviño
 ESPADAS PAVÓN, J.J. (2001): "Últimas investigaciones en el yacimiento arqueológico de Jamila. Villanueva de los Infantes (Ciudad Real). El puente romano sobre el río Jabalón", en Investigaciones Arqueológicas en Castilla-La Mancha. 1996-2002. Junta de Comunidades de Castilla-La Mancha. Toledo. pp. 283-298.
 MOYA MALENO, P.R. y ESPADAS PAVÓN, J.J. (2006): "Tres nuevas piezas monetales en el Entorno Arqueológico de Jamila: el puente de Triviño en la Historia", en Gaceta Numismática, 162 (3). Asociación Nacional de Numismática. Barcelona. . pp. 39-50.
 MOYA MALENO, P.R. (2007): "Campaña arqueológica 2007 en el Puente de Triviño (Vva. de los Infantes)", en La Ruta, 22. Asociación de Amigos del Campo de Montiel. Villahermosa. D.L.: CR 552/99. pp. 16-17.
 ESPADAS PAVÓN, J.J. y MOYA MALENO, P.R. (2008): "Un 'Puente Romano' sobre el río Jabalón (Villanueva de los Infantes, Ciudad Real, España): el Campo de Montiel como zona de paso desde la Antigüedad", en J.P. Bernardes (ed.): Hispania Romana: Actas do IV Congresso de Arqueologia Peninsular. Universidad de Algarve. Faro. ISBN 978-989-95616-2-5. pp. 283-297.

Enlaces externos
 www.villanuevadelosinfantes.es. Web Turística del M.I. Ayuntamiento y Oficina de Turismo de Villanueva de los Infantes.
 www.entornojamila.es/. Web oficial del Proyecto Arqueológico "Entorno Jamila".

Jamila, proyecto
Yacimientos arqueológicos de la provincia de Ciudad Real

redpajama_set_name: RedPajamaWikipedia


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By 101.9 The Mix | October 22, 2020
Jared Leto returns as the Joker for Zack Snyder's 'Justice League'
Axelle/Bauer-Griffin/FilmMagic
(LOS ANGELES) — Jared Leto is returning to the DC Comics universe, reprising his role as the Joker from 2016's Suicide Squad in Zack Snyder's rejiggered version of Justice League.
The announcement is newsworthy, says The Hollywood Reporter, firstly because the character didn't appear in the original 2017 film, which raises the question of how much new content will be added to the so-called Snyder Cut.
Leto's addition will also tie together Snyder's Justice League with Suicide Squad, which also featured a cameo from Ben Affleck's Batman, who tried to take down Leto's Joker and Margot Robbie's Harley Quinn.
Sources close to then-studio executives Jon Berg and Geoff Johns, who oversaw the film and the reshoot by Joss Whedon tell THR that the duo is planning to remove their names from the Snyder Cut, since they did not work on this version and are no longer studio executives.
It's not clear if the move by the duo has anything to do with Ray Fisher, who plays Cyborg, accusing Justice League director Joss Whedon of "abusive" behavior on the set of the movie, and that Berg and Johns enabled Whedon's alleged behavior.
The Snyder Cut of Justice League will be released exclusively on HBO Max next year.


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By COOL 94.3 | December 2, 2022
Richie Sambora, Quincy Jones & more contribute items to ASCAP auction
A whole host of musicians have contributed items to a new silent auction to raise money for the ASCAP Foundation, which supports American creators. The auction includes items from such artists as Richie Sambora, Sammy Hagar, Chicago, Quincy Jones, Paul Williams, The Hooters' Eric Bazilian and more.
Items up for bid include an autographed Fender guitar from Sambora; two house seats for MJ the Musical and a signed Quincy Jones book; personalized message and signed memorabilia from Hagar; signed photographs of Jimi Hendrix, Pete Townshend and The Rolling Stones, taken by Bazilian; two tickets and backstage passes to a 2023 Chicago concert; handwritten song lyrics of your choice from Grammy winner Williams; and two tickets to the Songwriters Hall of Fame gala in June.
The online auction runs from now until December 16 on Charity Buzz. Click here for the complete list of auction items.


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Germany's Security Council Presidency: Heiko Maas in New York
Germany's Security Council Presidency: Heiko Maas in New York, © Thomas Imo/photothek.net
Germany holds the UN Security Council Presidency in April and Heiko Maas is travelling to New York to mark the start.
Women, peace and security, disarmament and arms control
Germany, a member of the UN Security Council for the sixth time, holds the Presidency of the most important UN body in April. In addition to addressing ongoing crises and conflicts, Germany will set its own priorities for its month long Presidency: women, peace and security will play a key role, as will disarmament and arms control.
Aachen goes East River
The German Presidency follows on from that of France, a permanent member of the Security Council. For the first time in the body's history, there are two closely coordinated consecutive Presidencies. France (in March) and Germany (in April) see their Presidencies as a joint project aimed at strengthening multilateralism.
This joint Presidency, with which France and Germany are hoping to open a new chapter in the history of the UN Security Council founded in 1946, will be known as the "Jumelage". The two countries not only want to intensify European cooperation on the Security Council but also to send a message about multilateral cooperation in international politics. These goals are also among the priorities of the Treaty of Aachen, which was signed on 22 January and carries on the tradition of the Élysée Treaty of 1963.
Strengthening international law, protecting humanitarian aid workers
Germany and France have prepared a comprehensive agenda for their consecutive Security Council Presidencies geared to fostering peace throughout the world.
One focus in this connection is strengthening international humanitarian law and humanitarian principles. For instance, the Security Council is exploring how humanitarian aid workers can be better protected from violence around the world.
Fostering women empowerment, promoting disarmament
Above all, Germany will advance the key issue of "Women, Peace and Security" in the Security Council. Open debates are planned on women in UN peace missions and on fighting and preventing sexual violence in conflicts. The German Government is working to ensure that women have greater political participation and better protection from sexual violence in conflict regions, and that women and girls have better protection in general.
Furthermore, global disarmament is on the agenda. During his visit, Foreign Minister Maas will, among other things, chair a Security Council session on nuclear non-proliferation and disarmament.
Trip to promote multilateralism
Heiko Maas will be in New York from Monday to Wednesday and will subsequently travel on to Washington. There, too, a multilateral format will be the focus of attention: NATO is celebrating its 70th anniversary and a meeting of Allied Foreign Ministers is planned. The Foreign Minister will then go to Dinard in Brittany where the G7 Foreign Ministers are due to meet.


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See pics: Mahendra Singh Dhoni shows off his moves on kabaddi mat
by Ajit Singh Khanna | Posted on Tuesday, November 13th, 2018 | 0
If you think Mahendra Singh Dhoni is good at only cricket, you're wrong. The veteran Indian cricketer has time and again proven his versatility in other sports. It's perhaps time to add another one to the list.
In Mumbai for a promotional event, Dhoni stepped on to a kabaddi mat as a part of the ongoing Premier Kabaddi League, an international kabaddi league in India.
As can be seen in photos published by his management team, Dhoni showed off his athletic physique wearing a t-shirt, black shorts and shoes of the same colour.
Meanwhile, Dhoni has been enjoying some downtime after being dropped from India's 3-match T20 International series against Australia.
Chief selector MSK Prasad, however, said Dhoni was 'rested' in a quest to explore more wicket-keeping options.
"He [Dhoni] is not going to play the six T20Is [West Indies and Australia] because we are looking at the second keeper's slot," Prasad had said.
"It is not the end of Dhoni in T20Is."
Captain Virat Kohli, too, confirmed Dhoni is still in the scheme of things. "I think the selector has already explained what happened and I don't think I need to sit here and explain it more," Kohli had said.
"I wasn't a part of that conversation but it is not what people are making out of it. I can assure you that he [Dhoni] is still a very integral part of this team and it was only about giving chance to others."
Tags cricketMS Dhoni