Highlight key terms, unknown words (Never skip over a word if you don’t know its meaning. Look it up and jot a brief, understandable definition above your highlight.),
Highlighting keywords is an important part of comprehension. Specially when it comes to terms one doesn't understand its best to look up the meaning. gives you a better understanding on what your reading and studying.
research shows that cramming and procrastinating have to do with emotional dysregulation that can be helped with good time management skills.
Procrastination is something I struggle with regularly, I hope that, one day, I will be able to overcome the tendency to hold off and say, "No, no, I'll get it done later".
just realized theres a comprehension test on the bottom but i cant seem to get all the answers correct :( idk
sounding strangely nostalgic for her high-school English class — the lasttime she wrote an essay unassisted.
When the enjoyment of writing is present but the grades are an issue chat may provide better writing which is something that scare me about our generation because the pressure of competition of grades takes priority than the knowledge that could be gained
The ideal of college as a place of intellectual growth, where students engage with deep, profoundideas, was gone long before ChatGPT. The combination of high costs and a winner-takes-all economyhad already made it feel transactional, a means to an end.
Maybe this is why students don't feel the need to actively avoid AI
It’s why the social psychologist Jonathan Haidt has argued for theimportance of children learning to do hard things, something that technology is making infinitely easierto avoid.
The use of AI may take away the opportunity to gain some critical thinking skills, which are vital for children to learn.
Sorry, but I can't help but point out Dr. Sackey's environmental rhetorical practices. He makes two key points here that I think are critical in environmental rhetoric:
This inclusion of the nonhuman is noted in at least one other prominent journal article which I can share once I can get my hands on it.
Complex relationships! Yes, that seems to be the more adroit way to think about culture.
Here again, the point that we treat culture as an object. Sometimes a process, and sometimes a combination of the two. But, it would seem primarily as an object.
A very rich history dating back now for decades. It is nice to see the research contextualized historically.
This need that Royster articulates reflects a complex system of relationality; that I think we don't often notice in our scholarship—the way our cultural community's practices shape and are simultaneously shaped by the multiple and shifting processes, habits, and artifacts within and without that community.
This could metaphorically be applied to climate change research as well.
Here's the thing I've learned about bodies—you can't look at one piece of it without seeing all the others, can't manipulate a part without having to negotiate every other aspect of that body too. You can try, but you can't do it. It just won't happen. It's not how bodies work.
And cultures are no different, you can't look at one piece in isolation from all the rest because when you do you are very likely misreading the data!
This emphasis on responsibility is deeply tied to a concern with relationality. When we work with groups of people, we are forming a relationship with them. As someone who studies rhetoric through the concept of place and place-making, I am consistently interested in the surroundings, the environment, the places and spaces of the communities I work with and within. Those places are not just physical and material, but also social, emotional, and intellectual. They are classed, raced, and gendered. And, most importantly, they are all in relationship with one another. Rather than demarcate these kinds of relationships away from one another (e.g. just focus on physical place or just focus on gendered place), I want to emphasize their connections, and a cultural rhetorics orientation and methodological foundation helps me attend to these relationships responsibly.
This is one element that makes me worry about doing ethnographic research. These relationships we make carry a great responsibility with them that we represent the people who are being studied fairly and accurately and that we understand when we need to alter names to safeguard a community. The do no harm mantra is intimately tied with this kind of research.
The way that many of us have heard this is through a question like "What does this (Native rhetorics, queer rhetorics, feminist rhetorics, etc.) do for the rest of us?" Our intention here is to intervene in this presumption, to insist that methodological practices like the ones Andrea is describing, can enable all rhetorics scholars to study all people, places, and spaces.
As scholars, how do they not see that the ability to look at these different perspectives only enriches us and our experiences?
For instance, social psychologists have found that we are attracted to others who are similar to us in terms of attitudes and interests (Byrne, 1969), that we develop our own beliefs and attitudes by comparing our opinions to those of others (Festinger, 1954), and that we frequently change our beliefs and behaviors to be similar to those of the people we care about—a process known as conformity.
Oh
experience. For instance, when a boy turns to a girl on a date and says, “You are so beautiful,” a behaviorist would probably see that as a reinforcing (positive) stimulus. And yet the girl might not be so easily fooled. She might try to understand why the boy is making this particular statement at this particular time and wonder if he might be attempting to influence her through the comment.
This is a great example.
The idea that our memory is influenced by what we already know was also a major idea behind the cognitive-developmental stage model of Swiss psychologist Jean Piaget (1896–1980).
Sounds about right.
These actions correspond well to the processes that computers perform.
Uh okay ?
For example, it has been argued that the emotion of jealousy has survived over time in men because men who experience jealousy are more fit than men who do not. According to this idea, the experience of jealously leads men to be more likely to protect their mates and guard against rivals, which increases their reproductive success (Buss, 2000).
Lmao wtf
Fitness refers to the extent to which having a given characteristic helps the individual organism survive and reproduce at a higher rate than do other members of the species who do not have the characteristic.
What
Thus the structuralists were the first to realize the importance of unconscious processes—that many important aspects of human psychology occur outside our conscious awareness, and that psychologists cannot expect research participants to be able to accurately report on all of their experiences.
This is actually so interesting
An important aspect of the structuralist approach was that it was rigorous and scientific. The research marked the beginning of psychology as a science, because it demonstrated that mental events could be quantified.
When psychology went from philosophical to a scientific study.
Titchener was a student of Wundt who came to the United States in the late 1800s and founded a laboratory at Cornell University. In his research using introspection, Titchener and his students claimed to have identified more than 40,000 sensations, including those relating to vision, hearing, and taste.
WOW
These studies marked the first time researchers realized that there is a difference between the sensation of a stimulus and the perception of that stimulus, and the idea of using reaction times to study mental events has now become a mainstay of cognitive psychology.
So interesting
For instance, our judgment may be affected by our desires to gain material wealth and to see ourselves positively and by emotional responses to the events that happen to us.
True
There has also been an increasing influx of women into the field. Although most early psychologists were men, now most psychologists, including the presidents of the most important psychological organizations, are women.
Ayeeeyuhhh
The approaches that psychologists have used to assess the issues that interest them have changed dramatically over the history of psychology.
True
Have we not all been instructed in the sacrosanct virtues of beginning, middle, end? Complication, climax, resolution? A respect for Aristotelian unities? For the clarity of chronology? For clarity itself? As if the limitations of realism were not in fact limitations.
O: This quote is very interesting to me because it stresses the structure of plays, books, and literature that we believe is important to follow, like we have been told. Also, we are told that literature is limitless and can express anything, however this structure we have been taught to follow in most english classes for years, does in fact limit our writing.
In Research is Ceremony, Wilson builds an indigenous research paradigm using indigenous practices such as relationality and relational accountability. For Wilson, to enact relationality means to understand one's relationship: to land, people, space, ideas, and the universe as interconnected and fluid. Relational accountability is how one is respectful and accountable to those relationships (i.e.: practices). Under an indigenous research paradigm, Wilson understands epistemology, ontology, axiology, and methodology as relational concepts that are stronger as a whole and not the sum of its parts.
I believe indigeneous frameworks could indeed be one way that we could more affectively communicate about climate change. I think here of Robin Kimmerer's "Braiding Sweetgrass." Her work was an eye opening reading for me allowing me to see the effects of humans on the earth with different eyes and I am better for having read that and experienced it.
When Dolmage says that he "see[s] rhetorical history as the study not of just a selected archive of static documents or artifacts, but a study also, always of the negotiations, valences, shifting claims and refutations, canons and revisions that orbit any history" (p. 113), we hear him calling attention to how our discipline talks about the history of rhetoric as static and disembodied.
And why do we even think of it as static and disembodied? The history of rhetoric is ongoing so it is a living thing that is always evolving.
We have been taught to separate academia from real life, and that academia is not a cultural community. We have been told that what we do in academia doesn't have a substantial impact on the kinds of oppression brought about by colonization. That it's all in our heads. We put decolonial delinking at the center of our stories here as a way of addressing these misconceptions.
And maybe herein is why academia is under attack? When we separate ourselves from real life, from the larger culture, we open ourselves up to attacks by people who don't understand what we are trying to do? Unfair those attacks may be, they still have to be dealt with in the real world.
Why do we tell only one history of the discipline? Why do we claim some ancestors and not others?
To this I would respond why not tell both stories? I don't think we need to throw out rhetoricians just to make space for others. I personally believe the canon is capable of expanding to be more inclusive of all.
And although we do believe critique of our current disciplinary practices is important and necessary, we want to make sure that critique leads to something even more important—making. Critique is not the end of the process of decolonization—it's the beginning. We want to make something that people will use, rather than to take things apart only to show that they can be taken apart.
Critique is fine but when critique is merely used to destroy instead of build something better then what is its point? It makes me think of Latour's article on Critique and how critique has been misused.
No matter what type of assignment you are writing, it will be important for you to follow a writing process: a series of steps a writer takes to complete a writing task.
Having a sense of direction is important when trying to convey an idea or information to the reader.
The sentences sound fancy. But just because something sounds fancy doesn’t make it meaningful. Justbecause something sounds obscure doesn’t mean it makes sense.
I feel like this can be one of those biases that AI perpetuates (that the idea of sounding fancy correlates with being smart/ right, but that isn't always the case)
It takes time and patience to do this.
We are losing the art of patience and writing as a society.
These “bursts” make the sentences, hopefully, more interesting to read.
AI takes the creativity and excitement away from writing that it has when humans write it.
In “Evaluating decision rules across many weak experiments”, Winston Chou, Colin Gray, Nathan Kallus, Aurélien Bibaut & Simon Ejdemyr consider how to empirically evaluate and optimize the decision rules used to make launch decisions once a team runs an experiment. In practice, these decision rules are often some combination of launching if there’s a statistically significant positive effect on some proxy metric, often in the absence of a detected negative effect on some guardrail. It’s easy to see that this can lead to some odd choices that a Bayesian decision-maker would not make (always be integrating your loss function over your posterior). But can such a simple rule have good empirical performance in terms of the aggregate effects on the main metric of interest? Yes, but the status quo rule might not be the best — and might be quite bad — on that front. As this paper highlights, naive evaluation of a decision rule can get the evaluation quite wrong. This is because many of the experiments will be underpowered for effects on the main metric of interest, so there can be quite the “winner’s curse”. And, in a phenomenon related to weak instruments, naive evaluation will often misestimate how diagnostic the proxies used in a decision rule are about those effects. So this paper provides some better ways to get at the aggregate effects of applying a decision rule to many experiments.
i need to understand that aside better
grammar"hasvirtuallyno influ-ence on the language growth of typicalsecondary school students"
How is that possible? Without grammar, the meaning of what's being said can be lost. How could this not help with language growth?
1993, out of some340 sessions on the NCTE programand, Iwould estimate,well over 1,000 individualpapers,not a single one was devoted to lan-guage structure or linguistics. In fact, theword grammarappeared only once in theprogram-and that was in a negative way
The year I was born. No wonder why I struggle with grammar.
worseyet,theprocessoflearninggrammarinterfereswith writing. . . . For mostpeople,nothinghelpstheirwritingsomuchaslearningto ignoregrammarastheywrite.(169
I never thought about this, but it's definitely true. It can also get in the way of enjoying a good story. Many books I've read by well known authors have some grammar issues here and there and I find that I don't really care so long as I can still lose myself in the story. However, bad grammar can also get in the way, especially if it's excessive and/or gets in the way of you understanding the text.
Nearly seventy thousand members of the Church of Jesus Christ of Latter-Day Saints (commonly called Mormons) migrated west between 1846 and 1868
I have always wanted to learn more about Mormons as it is an interesting religion and way of life. To know that it exist in this time is baffling to me, but to know it dates back to the mid 1800's is shocking. Makes me wonder how this type of faith is allowed.
Native Americans had lived in the American West for between ten and fifteen thousand years.
This part of history is always intriguing to me. I love the native culture along with the story. To find out Native Americans have been in the West for ten to fifteen years is not shocking. That is a long time though.
Debs was arrested on ten counts of sedition and sentenced to ten years in prison.
I found this to being very interesting to learn he ran for president. Despite being behind bars he gained hundred of thousands of votes which is hard to understand. What was the reasoning behind the vote towards him?
To deal with the lack of currency and credit available to farmers, the platform advocated postal savings banks. It called for the establishment of a network of federally managed warehouses called sub-treasuries, which would extend government loans to farmers who stored crops in the warehouses as they awaited higher market prices.
This was a kind way to make sure that farmers still had ways to keep their crop business alive. It seemed to be a difficult time back then for farmers. Postal saving banks becoming available to farmers seemed to be their break in luck.
Remember, we're not on a mission to convert everyone to decolonial practice, or to our version of cultural rhetorics practices. We're visibilizing options and making those options available for others to use, and doing so as part of an attempt to intervene in and enlarge the acknowledged practices of our disciplinary community.
Unlike some who really do try to force the dominant reading on others because that has been the traditional way we read rhetoric. It is an option that we as scholars can utilize in our disciplinary community.
Up to this point, the disciplinary culture of rhetoric has been built on the canonization of idealized Western (colonial) systems and worldviews (imperial). The story we're telling about cultural rhetorics invokes a different possibility for our disciplinary culture. Again, this is a decidedly decolonial possibility in that it theorizes a constellated web of systems, discourses, communities, and indeed, paradigms alongside those of Western imperialism.
The authors very adroitly make the point that this is not an approach to do away with western systems but is rather a web of interrelationships and paradigms that can operate alongside Western imperialism. It is additive rather than being reductive.
A constellation, however, allows for all the meaning-making practices and their relationships to matter. It allows for multiply-situated subjects to connect to multiple discourses at the same time, as well as for those relationships (among subjects, among discourses, among kinds of connections) to shift and change without holding a subject captive.
I love this concept of seeing meaning-making as a constellation. Just as constellations are drawn differntly by different cultures, so to should rhetoric be analyzed as a constellated web of interrelationships ever changing, capable of multiple interpretations, with each informing us of differences we would not see from a single dominant cultural standpoint.
For De Certeau, many practices that compose cultures are hidden by dominant (aka, established) rules and authorized practices. He argues that we "must determine the procedures, bases, effects, and possibilities of this collective activity" if we are to understand how the making of culture occurs through everyday practice instead of through official, sanctioned dominant acts of cultural installation (xiv). For us, the product and process of this "collective activity" is rhetorical, and offers a way to begin to understand how such everyday practices betray the instability of colonial/capitalist claims to dominance.
This is at the heart of decolonial approaches to rhetoric. Far too long, dominant western cultural rules and norms have been used rhetorically to reinforce that dominance never taking into account theh rich variety of cultures that have different things to show us as we analyze rhetoric, different was to see and to think about what we are communicating.
culture is often conceptualized and written about as a static object. This object-oriented approach is especially prevalent in mainstream scholarship from anthropology, sociology, cultural studies and from the borrowings that folks in rhet/comp studies have initiated from these inter/disciplines. By "object-oriented,"8 we mean scholarship that identifies "culture" as an object of inquiry, one that can be isolated from other human, economic, political, geographical, historical frameworks that exist around and within it.
The static depiction of culture is one example of how a concept can be misused repeatedly. When culture is statIc it erases the very essence of what a culture represents, the people who embody it. Without the humans there is no culture. It is our interaction with each other that forms a culture. And culture cannot be defined in only one way but needs to encapsulate different cultures and not analyze solely from a dominant cultural perspectives.
the practice of story is integral to doing cultural rhetorics. The way we say it—if you're not practicing story, you're doing it wrong.
This opening statement makes it clear why the narrative structure was chosen for this article. It was the perfect choice.
will be said, an outline includes the main content. Therefore you shouldn’t include every word you’re going to say on your outline. This allows you more freedom as a speaker to adapt to your audience during your speech.
This is very important and I've always thought about this method. In my sophomore speech class my teacher spoke about this and it has stuck with me ever since. If you have too much of a script, you'll sound very robotic and not be able to have a lot of freedom with what it is you're talking about. I know when I have too much written down on my notecards I tend to lean on them too much and not allow myself to have any freedom on my speech.
The comments range from “This isn't America!” and “These people are all communists!” to “These pictures are going to change the world.”
Siento que los sentimientos expresados en estas tarjetas muestran lo poco que cambian las cosas. En aquel entonces se quejaban de los inmigrantes del medio oeste y ahora se quejan de los inmigrantes de otros países. En ambos casos hay una reacción violenta, pero aun así la gente tiene que vivir su vida.
AI canspit out 1000 words on the French Revolution more efficiently than a high-school student can, and thatstudent will never have to write anything as an adult, so what’s the point of making them write anessay?
Why do many seem to share the value that efficiency is the most important thing?
“My grades wereamazing,” she said. “It changed my life.”
Things like this are when we, the future generation of the working economy and scholars, have to decide what is morally ethical and important for the future.
One of the key elements of academic and professional public speaking is verbally citing your supporting materials so your audience can evaluate your credibility and the credibility of your sources.
Having evidence in anything to back you up will always be beneficial. If you have credible evidence backing you up, you can't technically be wrong. I know in my English class last year my teacher always repeated how important evidence is because it meant he could never really be that wrong. So now whenever I make an argument I always try to have an advantage by having some credibility.
debate content. While this is an important contribution to society, Wikipedia is not considered a scholarly or credible source.
A lot of people in my classes growing up would try and use wikipedia and get told off, so I think this is important. Wikipedia is not that credible since anyone can update the information in it. I still often times find myself on a wikipedia and then I have to leave the website to find something more credible.
Politics in 1867, unlike two years earlier, also assimilated the freedmen's economiclongings. Many northern and southern freeborn leaders, it is true, clung to freelabor nostrums that portrayed hard work and individual accumulation as the onlylegitimate route to the acquisition of prope
this part in the paragraph just shocks me. the fact that with so much hardship with protest and consistently reading what obstacles were crossed just to have so many set backs. To finally have some recognition and have supporters who are there to help, this just shows the improvement in others.
Audience analysis is key for a speaker to achieve his or her speech goal. One of the first questions you should ask yourself is “Who is my audience?” While there are some generalizations you can make about an audience, a competent speaker always assumes there is a diversity of opinion and background among his or her listeners. You can’t assume from looking that everyone in your audience is the same age, race, sexual orientation, religion, or many other factors. Even if you did have a fairly homogenous audience, with only one or two people who don’t match up, you should still consider those one or two people
I think this writes about a very important perspective of communication. In order to effectively get your message across to everyone, you have to be able to be diverse and be able to appeal to everyone. I have been to speeches where others will speak about a specific topic and I feel excluded, and so their message doesn't quite get across to me.
* swear = jurar.
* this human said to go and kill the devil (infinitiva transitiva) omite el object por que por contexto se entiende.
Another feature of the Arab family is its style of communication, which is describedby both Sharabi (1988) and Barakat (1985) as hierarchal, creating vertical as opposed tohorizontal communication between those in authority and those subservient to thatauthority. This relationship, according to Barakat, leads to styles of communicationbetween parents and children in which parents use anger and punishment and the chil-dren respond by crying, self-censorship, covering up, or deception.
Arab family dynamics
Working out a relationship to the land, to the lake, to the histories of this place. Building a space in which our work exists alongside those histories. Building a practice we can remember when we're not all together, not in this place/space. This is a cultural rhetorics practice.
I love this concept of working out a relationship with land, lake and the histories of the location. This concept of building a space to work in to build a practice that everyone can remember I think is relevant in much of research.
A collective interlocutor who brings the real questions we've experienced from disciplinary community4 into the performance into this story in a respectful way. In Anishinaabemowin—one of the indigenous languages of what is now the state of Michigan—"niij" is an informal term used to designate a friend.5
The use of the indigenous language to equate the narrator with the concept of friend is a nice turn in this narrative structure. The three act drama, in my opinion, is the perfect way to relate this concept, the narrative of cultural rhetorics.
The term has been defined as the physical means via which instruction isinstructional mediapresented to learners
As I have always thought instruction is a specific layout of how information is to be processed and utilized and media is a platform like social media, newspaper or so. So I would think instructional media would be defined as the platform or area in which you can find details on the next steps. From this definition I learned its more like the presentation of specific information and details needed to conduct a viewpoint of perspective.
The Criterion-Referenced Testing Movement
I wanted to make a comment regarding the breakdown of the article. I did not understand some of the topics that were included and the language utilized made it harder to follow along. I was unable to fully engage and interact on the same level as the first chapter but I look forward to utilizing technology and learning from the other chapters and diving deeper into educational technology usage.
One factor that spurred the growth of instructional television was the 1952 decision by theFederal Communications Commission to set aside 242 television channels for educationalpurposes.
This section kind of connects to my past couple capstone projects and my joy of educational play. There are various types of television shows and games that can make learning educational and fun and I really want to be able to better understand the usage of technology as an fun educational learning tool that can encourage interactive learning and I feel this article touches upon some important aspects like educational TV. It also interacts with the idea of media as it is displayed on a technology based platform.
In spite of the adverse economic effects of the Great Depression, the audio-visual instructionmovement continued to evolve
I can see why this time was the bloom for visual and audio instruction as there was increased isolation and maintained leadership where so many people were trying new things on their own without having to seek approval.
Thomas Edison proclaimed: “Books will soon be obsolete in theschools. ... It is possible to teach every branch of human knowledge with the motion picture. Ourschool system will be completely changed in the next ten years” (cited in , p. 98
I agree that written and tactile textbooks and books are not utilized as much but there are sometimes I would rather use tactile books over technology and vise versa. For example, when reading and annotating I prefer technology as it can read to me. But when I am reading for fun or need to analyze a text I would prefer pen and paper and a tactile book as its easier for me to keep track of.
Discourse Community Criteria: This graphic outlines the six key criteria that define a discourse community, including shared goals, communication mechanisms, participatory feedback, genre utilization, specialized vocabulary, and a level of expertise among members.
this image shows a discourse community by the points nd the criteria it takes to determine if that community holds the same values and responsibilities.
When I was an undergraduate at the University of Florida, I didn’t understand that each academic discipline I took courses in to complete the requirements of my degree (history, philosophy, biology, math, political science, sociology, English) was a different discourse community
I definitely understand how he feels for a long time I would have agreed with him but now I think I have gained more experience with how each of my teacher wants there papers done.
QST vs PST
The finding that PST values in adults exceed QST highlights the role of phenotypic plasticity in shaping shell variation. While genetics clearly underlie much of the differentiation, plastic responses to the environment can further exaggerate ecotype differences. This shows how both adaptation and plasticity interact to maintain diversity in L. saxatilis.
embryos
One interesting aspect of this study is the use of embryos to estimate heritability of shell traits. Because embryos develop inside the mother and are less exposed to environmental variation, they provide a clearer view of the genetic contribution to shell morphology. This approach strengthens the evidence that local adaptation is driving ecotype differences.
These estimates are expected to be barely affected by plasticity due to environmental factors, because the shelled embryos were sampled while being inside the brood pouch of their mother and they were not directly exposed to the natural environment (Conde-Padín et al., 2007).
How would the phenotypic variations have been expressed differently if the shelled embryos had been sampled after they had left the brood pouch?
In a similar fashion as the comparison QST vs FST, the comparison PST vs FST has been used in several studies in order to detect selection (reviewed by Brommer, 2011). However, the interpretation of these results should be carried out with caution, as PST could include environmental and nonadditive genetic effects (Pujol et al., 2008). The fact that our PST estimates were greater than QST corroborates that PST vs FST comparisons should be avoided as a general method to study local adaptation, as also suggested by Pujol et al. (2008). Then, the use of PST as a proxy for QST can only be justified when between and within population estimates of additive genetic variation are available or can be reliably inferred by different approaches (Brommer, 2011; Cohen and Dor, 2018; Gentili et al., 2018; Monzón-Arguëllo et al., 2014).
This paper and system show that stronger ecological pressures such as predation, and wave exposure can also drive other divergence in low-dispersal species. This also suggests that ecological speciation could begin.
In this study we carried out a natural experiment across an environmental gradient. We collected samples of L. saxatilis from the “Crab+” (extremely sheltered habitat), “Crab” (sheltered habitat) and “Wave” (exposed habitat) ecotypes from Galician shores and we analysed the shell traits.
The ‘Crab+’ ecotype is something I found interesting as it would show morphological differences without a DNA difference. This brings up the question is this selection or plasticity that is maintaining these sheltered habitats?
. The demonstration of adaptation for alternative selective pressures not only requires the elucidation of the genetic basis of phenotypic variation but also determining that fitness differences can predict the observed patterns of variation (Linnen and Hoekstra, 2009).
I like that the authors bring up an important point here. They are explaining that the variation is not immediately proof of adaptations, and that there are other reasons such as plasticity, drift or even the population history.
Recently, multiple paternity has been detected in L. saxatilis (Panova et al., 2010). Females carried embryos from 15 to 23 different males, then a considerable proportion of the embryos would be half-sibs.
Would taking into account the multiple paternity skew the results of the phenotypic variation?
Some scholars have suggested that the same influences and people may have spread in both directions, from an origin around the fertile crescent, ancient Persia (modern-day Iran), or the Middle East. And there does seem to be evidence that wheat was adopted in India beginning about 9,000 years ago and that by about 8,500 years ago, wheat cultivation had reached central India and the Ganges River valley.
It surprised me to realize that some ideas about the Aryan arrival were influenced more by European assumptions than by actual evidence. I really want to know how much of cultural and technological development in other parts of the world was similarly influenced by both local experimentation and indirect contact with other regions, because I know it must be common.
Although Early European Farmers descended from the Anatolians had been in the region for centuries by Ötzi’s time, it’s possible there was still some hostility between these people and the earlier European hunter gatherers.
I wonder what daily life was like for someone like Ötzi, living in the Alps at that time. How often did conflicts between farmers and hunter-gatherers happen, and did people like Ötzi see themselves as part of one group or the other?
Even the best students, however, need to make big adjustments to learn the conventions of academic writing. College-level writing obeys different rules, and learning them will help you hone your writing skills. Think of it as ascending another step up the writing ladder.
I know for a fact that I can improve my abilities to write and comprehend material. This class, but also the stuff in it, will be a way to reflect how I think of things, and, possibly, expand my skills in writing.
many of the strongest student writers regularly seek help and support with their writing (that’s why they’re so strong). C
Asking for help is the strongest and smartest thing you can do, I have rarely ever regrated asking someone more experienced or someone that can help me.
You completed numerous assessments of your reading and writing skills in high school and as part of your application process for college. You may write on the job, too. Why is a college writing course even necessary?
I think that learning how to actually write is going to be a real skill I will use wherever I go in life and am looking forward to being able to develop as a writer
Many historians have suggested (often on shaky evidence and wishful thinking) that before the age of patriarchal civilizations, there was an earlier culture that was at least more equal, if not entirely women-led. The natural differences in abilities and interests between the sexes suggest divisions of labor that could have consequences for social power; but it's difficult to do more than speculate.
I was really interested to read about how women in these societies held social power because they controlled food distribution—it surprised me, since I usually think of ancient cultures as male-dominated. It makes me wonder how common matrilineal or more egalitarian systems were in other parts of the world, especially in early farming communities. Could some of these arrangements have influenced the development of later social hierarchies, or were they mostly lost as agriculture and patriarchy expanded? I wish the textbook gave more examples of specific ancient societies outside North America that might have had similar gender dynamics.
However, African Americans since well before the American Revolution have resisted white efforts to define black reality, and therefore they cannot be said to have invented the idea of African primitiveness, even if they believed in portions of it. They were victims in much the same way that Africans have been victims.
I can personally relate to this part of the passage due to the fact that teachers with a nationality other than black tried to teach material about my descent. The conversation always felt a little uncomfortable.
Entertainment
This is one of the many ways people are becoming more knowledgeable about Africa.
One of the biggest difficulties with generalizing about American views of Africa concerns the inclusion of African American views. The problem is complex because American culture is complex. Until at least the 1960s, for example, it was quite common for African Americans to think of Africans as having primitive cultures.
This part of the passage discusses how African views on the content being created about them are not being considered, which is a significant shortcoming, as this perspective should be included when the media is trying to produce informational and inclusive content.
CNN’s 2016 feature, “12 Incredible African Tribal Traditions,” highlights Ethiopian Mursi women who wear large lip plates; the Mekan men of Ethiopia who prepare for their Lunar New Year celebration by spending months getting fat to compete for the fattest man title; the practice of “lobola” or bridewealth that is given by the groom’s to the bride’s family; and the Maasai custom of blessing people by spitting on them.9 Such representations of African customs rarely put the customs in context and leave Westerners judging Africans and their customs as strange. That fits the definition of exotic. These texts and images socially construct an African reality that often barely represents what Africans experience in their own societies
This part of the passage closely covers a popular shortcoming of how the media incorporates parts of Africa in news and readings just to satisfy the community. Although this is done, the media does not accurately portray what Africa truly represents.
My dear Jung, promise me never to abandon the sexual theory. Thisis the most essential thing of all. You see, we must make a dogma of it, an unshak-able bulwark”
What a freak lol
* Holed up = Encerrado.
* The rest is up to you = el resto depende de ustedes.
* to be up to somewhere (modismo) es depender de x.
* Get the lead out(modismo) = deja de perder el tiempo, apresúrate.
Remember, a 10 percent improvement in productivityis just as good for employers as a 10 percent reduction in compensation.
This really helped clarify how businesses think in terms of “unit labor cost.” I’d never thought of it like an equation before. But it also raises a disturbing point: workers are always being pushed to either work harder or accept less money. What would it take to flip this logic—so that gains in productivity automatically meant gains for the workers, not just the company?
But if Snow White is "really" the daughter of the second as well as of the first Queen (i.e., if the two Queens are identical), why does the Queen hate her so much? The traditional explanation - that the mother is as threatened by her daughter's "budding sexuality" as the daughter is by the mother's "possession" of the father - is helpful but does not seem entirely adequate, considering the depth and ferocity of the Queen’s rage.
This paragraph questions why the Queen hates Snow White so much, especially if she is seen as both her real mother and stepmother. It points out that if the two queens are basically the same person, then the Queen's anger is even harder to understand. The common explanation is that the mother feels jealous of her daughter's beauty and sexuality, but the author says this doesn't fully explain the intensity of her rage. Instead, it suggests there might be something deeper behind the Queen's extreme hatred toward Snow White.
Is the poem complete
I feel like this could sometimes be the hardest part of writing a poem. Some of the poems I have read don't feel "complete" and they feel forced or from the heart.
My brother was a nightmare of tubes and wires, dark machines silently measuring every internal event, a pump filling and emptying his useless lungs. The stench of dried spit was everywhere in the room. His eyes were closed, his every muscle slack.
This gruesome commentary exposes how violent the event was to witness; the reader almost cringes at the thought of any family member being in such a condition. This statement does justice to the entire narrative as a whole, highlighting the beginning of the core.
Beginning in the 1950s, and particularly during the 1960s and 1970s, a number of leaders in thefield of education started discussing instructional technology in a different way – rather thanequating it to media, they discussed it as being a process
Evolution of the human mind and also andragogy, being adult pedagogy, makes a huge difference if it's not in place. Things like making sure the learner knows the objectives or what they'll learn from the outset is critical in instructional success.
Chapters 5 through 8 explore personal growth, academic pressure, and evolving relationships at Stanford. The protagonist navigates complex social dynamics, questions their identity, and confronts challenges balancing ambition with well-being. These chapters highlight the emotional and intellectual journey of adapting to Stanford’s competitive and often overwhelming environment.
because it better inspires managers to focus ruthlessly on maximizing the wealthof shareholders.
This is similar to the section of Kling's work where under specialization and trade where he states "For a business in a market economy, profits come from “doing more with less." " This extreme focus on maximizing profits for the shareholders.
An exception to this general rule is provided by products which are in someway unique and irreplaceable. Economists call these “non-producible” goods. Ingeneral, the value of a producible good or service will equal the cost of producingit. A non-producible item, on the other hand, possesses some special characteristicwhich cannot be duplicated: fine art, a rare mineral, a plot of land in a veryconvenient location, or a very unusual and innate skill (such as possessed bysports legends and opera stars). The prices of non-producible goods and servicesmay deviate from their cost of production, depending on the extent to whichpurchasers are willing to pay a premium for those specific attributes. And hencethe extra money collected by the owners of those commodities genuinely reflectstheir scarcity. In economics, these super-profits are often termed rents.
This passage highlights the exception to the usual rule that a good’s value matches its cost of production. Some items, called “non-producible” goods, are unique and cannot be replicated, like fine art, rare minerals, prime real estate, or exceptional natural talents such as those of famous athletes or opera singers. Because of their one-of-a-kind qualities, their prices can go far beyond production costs, based on how much people are willing to pay for their rarity. The extra income made from these unique attributes reflects their scarcity and is referred to in economics as “rents.”
This concept of permanent scarcity fits nicely with the emphasis that neoclassicaleconomists place on exchange (or the “forces of supply and demand”). Remember,the neoclassical nirvana – a lovely place called general equilibrium – featuresa balance between supply and demand in every market in the economy. Thisincludes not just markets for produced goods and services, but also the markets forfactors of production (inputs used in production, including labour and “capital”).Scarcity plays a crucial role in this theory. Since factors of production are available(or “endowed”) in arbitrary and largely fixed amounts, equilibrium prices for eachfactor (and hence the prices of everything made from that factor) will dependdirectly on the amount that is available. At the macroeconomic level, total outputis ultimately held back only by available quantities of scarce factor inputs: freemarkets then ensure that all available inputs are employed efficiently in production.In neoclassical theory, as a result, the economy is supply-constrained. The onlything limiting total output is the scarcity of productive inputs. Mutually beneficialexchange between buyers and sellers in every market is the best way to make themost of those scarce inputs, and that’s why (in theory) neoclassical economistsworship the free market.
This passage explains how the idea of permanent scarcity ties directly into neoclassical economics. Neoclassical economists focus on exchange and the forces of supply and demand, imagining an ideal state called general equilibrium where everything balances out — not just in goods and services, but also in the resources used to produce them, like labor and capital. Scarcity is central here because these resources are limited and fixed, so their prices (and the prices of what they produce) depend on how much is available. From this perspective, the economy can only produce as much as scarce inputs allow, making it “supply-constrained.” Free markets, in their view, are the best way to use these scarce resources efficiently, which is why neoclassical economists strongly value and defend them.
Economics is known as the “dismal science,” and many neoclassical thinkers takegreat pleasure in living up to that reputation. They are obsessed with the conceptof scarcity: the idea that human existence is perpetually and fundamentallyconstrained by economic shortage.
This passage highlights how economics is often called the “dismal science” because of its focus on limits and constraints. Neoclassical thinkers, in particular, emphasize scarcity — the belief that human life is always restricted by a lack of resources. It suggests that instead of seeing possibilities or abundance, these economists tend to frame existence around perpetual shortage.
The payment of private profit greatly complicates the definition and measurementof value. In a capitalist economy, the owners of private capital receive a rate of profiton their investments, even if they do no work in production. This does not imply,however, that capital is itself “productive,” nor that profit is morally legitimate,nor that the owners of capital actually did anything useful. Rather, the payment ofprofit simply signifies that under capitalism, private ownership (and the paymentof profit based on private ownership) is a fact of life. Because of the payment ofprofits, the price of something in a capitalist economy will not exactly reflect theamount of work that went into producing it. Two products which require an equalamount of labour to produce will generally have different prices, depending onthe amount of profit that’s paid out (and hence built into the price) in the courseof producing each product. Similarly, GDP includes not just the value of all paidwork (of various sorts, including self-employment and the work of top managers)performed in an economy. GDP also includes other forms of income paid out inthe economy – like profits.
This text explains that in capitalism, profit is paid out to owners even if they don’t contribute work, which doesn’t mean capital itself is productive or that profit is morally justified. Instead, profit is just a built-in part of private ownership under capitalism. Because of this, prices don’t always match the actual labor that went into making something two items with the same amount of labor might cost different amounts depending on how much profit is factored in. It also points out that GDP isn’t just a measure of work or labor; it also includes profits and other forms of income in the economy.
So far there is no reference at all in this story to the issue of labour supply: thatis, how many workers are willing to offer their services in return for a wage orsalary. We have only considered the demand side of the equation: that is, how manyworkers do employers need, given their investment and production plans. Indeed,there is no particular reason why employment (which depends on business output)should ever equal the number of people who wish to work. In other words, there isno reason to expect full employment (see box). If there is not enough investmentand production to usefully employ all willing workers, then unemployment willexist – and capitalism has no sure-fire internal mechanism to eliminate it.
This paragraph shows that under capitalism, employment depends on business investment and not on the number of people willing to work. Since there is no automatic balance between labor supply and demand, unemployment is built into the system rather than just a temporary issue. Does this mean unemployment is a necessary feature of capitalism, rather than a flaw that can be fully fixed?
Similarly, private companies need supervisors and managers to overseeproduction, keep the workforce in line, and make minor business decisions. Butmost of these so-called “management” jobs (especially lower-level supervisors andtechnicians) are just glorified forms of wage labour.
Do to the age we live in, is there really any sort of job security for something like this? I mean, even AI in a video game can do the exact same thing, and those AI don't have so much time and money pored into them.
Some workers assume that if they are paid a monthly salary, rather than anhourly wage, then they must belong to a higher “class.”
I remember when I was younger I thought that everyone just got paid once a week and kept moving, but a few years ago I found out that my mom had some sort of weird bimonthly payment thing going on, which come to find out was also different than biweekly which is what I was getting at the time. If anyone could help me understand how anyone could thing getting paid monthly is a good thing please let me know.
Most modern jobs and careers fall into the category of wage labour – whether theyare in private companies or public agencies, blue-collar or white-collar, producingtangible goods or intangible services. The stereotype of a “worker” as someonewho performs menial tasks on an assembly line is badly outdated. Workers todayperform a wide variety of functions, many of them requiring advanced skills. Butthey are still workers, so long as they perform that work for someone else, undertheir direction, in return for a wage or salary. Scientists in a research laboratory;surgeons in a large hospital; engineers in a construction firm – these are all workers(although culturally, they may not define themselves as such). They perform theirlabour in return for a salary, they are employed only when their employer desires,and they do not own or significantly control either the organization they work for,or the produce of their labour.
This is something that I think about quite often, not necessarily the whole paragraph, but more so the specific part that says "The stereotype of a “worker” as someone who performs menial tasks on an assembly line is badly outdated." The reason I wonder about this is due to automation. More and more we're seeing AI take roles that people once thought would be impossible to take over, but I mean realistically that was simply delusional thinking. I believe that soon even our idea of more specialized work will be automated by machines and AI, and when that happens the idea of a worker will have to change again as people need to start finding new ways to make money.
Because added courses are often optional, stu-dents can complete their teacher education pro-grams without receiving any preparation what-soever in issues of diversity.
The "added" courses remind me of my BCLAD courses, which were optional. Yet these courses, prepared me for the needed lens to approach Radically Inclusive Teaching.
Another strategy that culturally responsiveteachers can use to help students build bridgesbetween school learning and their lives outsideschool is drawing on the expertise of commu-nity members, including the children’s parents.
At my own school, many students are interested in a entrepreneurial careers that stem from an understanding of their own parents financial constraints. As a math teacher I have found that developing scenarios that deconstruct common financial struggles that relate to them brings about more questions from students and makes the rest of the curriculum more consumable as they also grow an appreciation for an instructor that provides "actually helpful" skills, in their view.
he viability of our proposal depends not onwhether standards exist but on their substance.Our framework is grounded in the beliefs that asalient role of schools is to promote a more equi-table and just society and that diversity is wor-thy of affirmation. It is therefore compatiblewith accountability systems that give seriousattention to principles of access, equity, anddiversity in education. Most professional orga-nizations and government agencies that havedeveloped standards for the preparation ofteachers do in fact address these principles intheir standards. Our proposal offers an oppor-tunity to test the sincerity of their commitment.
Standards in education are only as powerful as the values they embody. Genuine commitment to justice requires moving beyond rhetoric to ensure that accountability systems and teacher preparation standards genuinely uphold access, equity, and diversity. The real question is whether educational institutions are committed to social justice or paying lip service.
rs, including the children’s parents.For instance, when teaching about immigrationin the United States, a New York City teacher weknow invited the parents of several children inher class who had immigrated to this country toshare their immigrant experiences with the stu-dents. In doing this, the teacher not onlystrengthened the co
Responsible teaching involves much more than representing the curriculum; it requires the inclusion of community voices. By allowing families to be part of the teaching experience, teachers can affirm identities, bridge the home and school, and enrich students' academic learning with authentic resources.
But schools are far from being the impartialsettings they are believed to be. Built into thefabric of schools are curricular, pedagogical,and evaluative practices that privilege the afflu-ent, White, and male segments of society. Theprocess through which we have been socializedinto thinking that biased practices—such asinstructional tracking—are impartial and natu-ral has a powerful impact on our thinking. And,our belief in the meritocracy is further strength-ened by the fact that some individuals fromoppressed groups do manage to succeed aca-demically despite the limited probability oftheir doing so. As a result, most people tend toexplain academic success and failure on thebasis of individual characteristics of the learnerrather than institutionalized discrimination.Such explanations are offered by prospectiveteachers no less than by others (Davis, 1995)
Schools can perpetuate inequality while maintaining the idea of a democracy and fairness through the myth of meritocracy. School sites can often share the successful stories from marginalized groups, but at the same time mask the systemic barriers most minority groups face.
But even when they are highly knowledgeableabout their students, teachers may not be able tomake productive use of what they know with-out some frameworks for interpreting this infor-mation—frameworks that come largely from agrounding in academic disciplines during theirundergraduate education. From historycourses, for example, prospective teachers needto learn about the enslavement, conquest, andcolonization of people of color as well as theirongoing struggle for liberation. Exposure to theliterature of different groups can give futureteachers access to the rich texture of people’slives—their hopes, aspirations, dreams, disap-pointments, pains, and joys. From socio-linguistics courses, they can learn that all variet-ies of language are complex and governed byrules. Courses in anthropology can reinforce thefact that, although discernable patterns for cul-tural groups exist, culture is dynamic and variesamong individuals within a group and acrosscommunities within a larger cultural group.
A teacher can gain a lot of knowledge about their students' backgrounds through daily interactions. Still, without awareness of the theoretical and disciplinary frameworks, this knowledge risks being fragmented and misinterpreted. As an educator, it is essential to be historically aware, utilizing literature, linguistics, and anthropology tools to combat stereotypes and gain a deep understanding of structural inequalities, thereby humanizing students as complex individuals within a larger cultural and historical context.
ric of schools are curricular, pedagogical,and evaluative practices that privilege the afflu-ent, White, and male segments of society. Theprocess through which we have been socializedinto thinking that biased practices—such asinstructional tracking—are impartial and natu-ral has a powerful impact on our thinking. And,our belief in the meritocracy is further strength-ened by the fact that some individuals fromoppressed groups do manage to succeed aca-demically despite the limited pr
Schools can perpetuate inequality while at the same time maintaining a clean image through the myth of meritocracy. Teacher preparation programs need to include pedagogy in creating content that recognizes systematic biases, challenge the myth of meritocracy, and commit to practices that affirm all students' potential.
esses along the way. They need “afine sense of historical agency” (Apple, 1996,p. xviii) that allows them to see that schoolshave become more equitable over time and thatchange is a slow process. Thus, as teacher edu-cators we must go bey
Educators must view themselves through multiple lenses, recognizing that they are not merely transmitters of knowledge but agents of transformation. Schools can be sites of contradiction, as they often serve as places where existing power structures are particularly evident. On the other hand, schools can be one of the few places where transformation can be possible; students are empowered to question, challenge, and reshape their knowledge. Teachers' jobs require resilience, critical reflection over time, and a commitment to excellence and equity.
They need to havefaith in the ongoing project to fashion a democ-racy, acknowledging that there will be failuresas well as successes along the way. They need “afine sense of historical agency” (Apple, 1996,p. xviii) that allows them to see that schoolshave become more equitable over time and thatchange is a slow process. Thus, as teacher edu-cators we must go beyond promoting aware-ness of the ways schools perpetuate social ineq-uities and help aspiring teachers see that it ispossible to reconstruct education to give all stu-dents opportunities to learn in academically rig-orous ways.
I have come across this mindset often particularly within the political science circles my friends would invite me to. I agree that it is necessary to be knowledgeable about the history of this field and others as it can instill hope for future change. However, some have described the roof of change to as only so high or the pace of change too slow to become a contributing agent themselves. Therefore, this idea has jumped sides in my personal experiences.
current inequalities
A teacher does much more than teach academic content; they play a massive role in creating content on social and political views, even if it is not directly taught. The way a teacher operates, like their decisions, practices, and attitudes, contributes to shaping the educational experience of students. Teachers' practices and attitudes can either perpetuate inequality through their biases or inaction, or they can challenge it through awareness, advocacy, and an equitable classroom environment.
the everyday consciousnessof most people in this country, validates socialinequality by portraying it as a necessary devicefor motivating talented individuals to achievehigh-status positions. It also justifies the exist-ing social order by giving it normative dignity—that is, treating it as the natural order within ameritocracy in which some “deserve” morebenefits due to their greater talent and effort. Inthis process, the system of domination isperpetuated
I find this particular excerpt quite compelling as it calls back to previous fears I had as an undergraduate student. Being an international student, meritocracy itself wasn't a culture shock but the complacency with leaving folks behind academically, despite a lack of further inspection into backgrounds (that could uncover discernible inequity), definitely took me aback at first.
alancing directive coaching with collaborative and non-directive coaching can be difficult, especially when nov- ice teachers seek specific direction from their mentors. Using a gradual release model with new teachers is essential to supporting novice teachers. By helping novice teachers move along a continuum of development, coaches encourage them to become expert profes- sionals who make instructional decisions that make a positive impact on student learning
So important not to smother your mentees and make sure the relationship is balanced.
Mentors ensure that new teachers and those new to the school or district are acclimated and acculturated into their new workplace.
It is so hard being a new person at a new job but being a new teacher at a new school takes that feeling to a whole other level.
professionals
So very true!!
Problem-posing education is revolutionary futurity. Hence itis prophetic (and, as such, hopeful). Hence, it corresponds tothe historical nature of humankind. Hence, it affirms womenand men as beings who transcend themselves, who move for-ward and look ahead, for whom immobility represents a fatalthreat, for whom looking at the past must only be a means ofunderstanding more clearly what and who they are so that theycan more wisely build the fixture. Hence, it identifies with themovement which engages people as beings aware of their in-completion—an historical movement which has its point of de-parture, its Subjects and its objective.
This reminds me of a doctrine from one of my mentors who allowed me to see that I must be perturbed over the thought of surpassing myself. In this sense it is a collaborative effort. If I may tie it to a metaphor, problem-posing education makes me think of a giant pump trolley where neither teacher or student can properly advance without the other's contribution. We must also decide in what direction we'll travel.
In this view, the person is nota conscious being (corpo consciente); he or she is rather the pos-sessor of a consciousness: an empty “mind” passively open tothe reception of deposits of reality from the world outside.
Yet again this is a piece of text that makes me look introspectively, beyond the scope of education. I can confidently say I have not come across this specific concept/question before in this field. It does make me look back at my previous annotation though where I thought about introducing this as a conversation starter. "Are you influencing the world or is it influencing you?" It is exciting to think about what my students might answer.
They may perceive through their relationswith reality that reality is really a process, undergoing constanttransformation. If men and women are searchers and their on-tological vocation is humanization, sooner or later they mayperceive the contradiction in which banking education seeks tomaintain them, and then engage themselves in the struggle fortheir liberation.
So far into this text, it seems as if there is a real necessity to introduce philosophical conversations amongst teachers and students, regardless of the subject of the class. Similar to Villegas, A. M. & Lucas, T. (2002), there are situations where direct instruction is adequate given our profession but encouraging self-discovery early on is not something I have explicitly expanded onto my curriculum. Plenty of existential food for thought which I did not expect honestly.
ow much do you play a role in your own developmental path? Are you at the whim of your genetic inheritance or the environment that surrounds you? Some theorists see humans as playing a much more active role in their own development. Piaget, for instance, believed that children actively explore their world and construct new ways of thinking to explain the things they experience. In contrast, many behaviorists view humans as being more passive in the developmental process.11
I don't know how I feel about this text. Yes I think we ourselves learn and play a role in our own development but I don't really see it being so as impactful as the role that others play such as our parents, siblings family members, teachers , caregivers, environment etc.
Thus, stage theorists assume development is more discontinuous. Others, such as the behaviorists, Vygotsky, and information processing theorists, assume development is a more slow and gradual process known as continuous development. For instance, they would see the adult as not possessing new skills, but more advanced skills that were already present in some form in the child. Brain development and environmental experiences contribute to the acquisition of more developed skills.
I honestly don't quite understand this explanation. if you already known something as a child , its common knowledge to later adapt that knowledge even more and learn new skills as well.
broken up into ions happens to be on the line of force running fromthe plates through the drop.
What exactly does it mean for a molecule to be "on the line of force"
I) the lack of complete stagnancy in the airthrough which the drop moved;
Does Millikan's method allow for complete stagnancy in the air? Sometimes, even when there is a carton atop the cover of the chamber, it still seems that there is some air current seeping through that could be responsible for some collective motion of the droplets.
It is through this portion of the electromagnetic spectrum that infrared radiation is transferred through the atmosphere and into space. These windows can be "closed" by clouds which absorb infrared radiation. That is why the earth's surface and the air above it are warmer on mornings after cloudy nights than on mornings after clear nights
I find this interesting because I thought that cloudy nights would bring colder mornings since there is less light coming from the moon.
” President Lincoln shook hands with me and said, “It is a good thing. What do you want?”
Why did Abraham Lincoln had that reaction when he learned Singlen ton had raised a regiment?
Thosewho are traditionallymarginalizedremainoutsiders,called upon as "experts"tospeak with their own voices and educate the norm, and then finally deemed not-rational because they speak from a visible (i.e., a non-dominant)standpoint.Furthermore,the life experiences of traditionallymarginalizedstudents,such asthose of students of color with racism, can bring a historical and personal con-nection to the lessons on oppression that those who fit the mythical norm typi-cally do not have. Personalexperiences as people not privileged on the basis ofrace can exceed the expectations of a pedagogy that relies on rationality andthat represses other ways of knowing and relating. Such lessons serve to Otherstudents who cannot be engaged by a pedagogy that presumes to address themythical norm.39
Students who have experienced oppression, like racism, carry a historical and personal insight that can provide deep connections to lessons on equality. Teachers must expand their conception of valid knowledge to include experiential, cultural, and historical ways of knowing, rather than privileging only abstract rationality.
Disruptiveknowledge, in other words, is not an end in itself, but a means toward thealways-shiftingend/goal of learningmore. For example, novels from writersofcolor have traditionallybeen used to teach students about different cultures, orto give students entry into different cultural experiences (O'Neill, 1993). Theproblem with such a use of novels comes when students believe that, after"understanding"the novel, they will "understand"the representedculture orgroup
The goal is to maintain a continuous learning perspective, rather than seeking a definitive or static understanding of another culture. Disruptive knowledge should provoke inquiry and reflection, rather than claiming to provide a complete or static knowledge of a culture.
The second kind of knowledge is about the Otherbut encourages a distortedand misleading understandingof the Other that is based on stereotypes andmyths. In other words, the second kind of knowledge is partial, i.e., biased.Students learn or acquire this second form of knowledge both outside and in-side of school. Outsideof school, for example, studentsare learningaboutqueersfrom sensationalistand stereotypicalaccounts in the media and popularculture(Lipkin, 1995); they are learning about Asian American men and women fromexoticized portrayalsin films and television (Okihiro, 1994); and they are learn-ing about the "proper"roles for girls or women and boys or men from theirfamily, their communities, the popular press, and so forth (Willis, 1977;McRobbie, 1978). But even inside school, students learn little that challengesthese stereotypes and misrepresentations.For example, students learn little ifanythingaboutthe gay liberationmovementin history textbooks (Lipkin, 1995);they see few portrayalsof queers in health textbooks, and many of these only inthe context of sexually-transmitteddisease (Whatley, 1992); they hear and/orengage in few discussions about queers, except when makingjokes or disparag-ing comments, and since these often go unchallengedby the teacher, they con-sequently learn that it is acceptable to denigratequeers (Unks, 1995); boys inparticularlearn that normalcydoes not include queer sexualities (Epstein, 1997;Mac an Ghaill, 1994).
Students can acquire biased knowledge in school and outside of school. Educators play a pivotal role in challenging myths and presenting accurate, inclusive, and complex portrayals of marginalized groups. We should actively intervene to provide accurate, affirming, and inclusive representations of the Other.
This approach alone, however, has its limitations. There are at least three.First, educators cannot focus only on the treatmentof the Other, and ignoreother ways in which oppressionplays out in schools. In fact, by conceptualizingoppressionin terms of the marginalizationof the Other (and not in terms of the29
Focusing on only the negative experiences of the "other" risk frames marginalized groups as the problem while leaving privilege unexamined. Accurate equity requires shifting attention to how schools reproduce privilege by normalizing specific identities and practices.
Concerning queer students: ratherthan assume that all students are hetero-sexual and sexually "innocent"-which is not to say asexual but ratherfragilelyheterosexual(Watney, 1991)-and for that matter,that studentscan, should, ordo leave their sexuality outside of school, educators need to acknowledge andaddress the fact that students do bring sexuality into schools for a variety ofreasons, such as to resist norms (Walkerdine, 1990) and to denigrate Others(Epstein & Johnson, 1998), and that studentsare not all heterosexual(some arequeer, some are questioning)
Educators need to recognize the realities of queer students' identities and experiences. Many schools continue to operate under the assumption that all students are heterosexual and that sexuality is irrelevant in a school setting, or that it should be left outside a classroom. However, sexuality is already embedded in school culture, whether it is acknowledged or not. By ignoring sexuality, it does not make it disappear; it simply renders non heterosexual identities invisible and, at the same time, leaves heteronormativity unchallenged.
Development is multicontextual.2 We are influenced by both nature (genetics) and nurture (the environment) - when and where we live and our actions, beliefs, and values are a response to circumstances surrounding us. The key here is to understand that behaviors, motivations, emotions, and choices are all part of a bigger picture.3
This is a perfect way to word exactly how I view Nature vs nurture both are equally as important and impactful when it comes to shaping a person especially in early childhood.
All snails were collected in September 2016, although the “Crab” ecotype sampled from Silleiro had a small proportion of gravid females and a second sampling of the same micro-habitat was carried out in March 2017.
Would the presence of gravid females impact the results of this experiment in a notable way?
Therefore, it would be highly informative to compare PST and QST in a system where both can be directly measured, so that the mechanisms behind their relationship can be revealed and provide valuable evidence for the causes shaping the phenotypic/genetic variation, or even testing the utility of PST as a general proxy for QST in a particular species.
This method of comparing Qst and Pst creates a more accessible study environment for other organisms that are not greatly suited for the laboratory environment
Where in prose fiction the writer is accustomed to shaping subtleties of meaning by way of carefully composed language, in which the very punctuation and the spacing of paragraphs may be a part of the meaning, in drama the writer must provide for his characters ‘living” roles.
O: I noticed that the author compares the role of language in prose and drama. In prose, the author talks to us directly, and we can understand their thoughts easily. However, in drama, the author's voice and thoughts are shown through the characters instead of being told to us directly. Because of this, I feel that drama is more like an open space. It needs actors to perform and the audience to understand it on their own. This difference makes me think that drama relies more on performance than just the words themselves.
the dramatic situation may not contain spoken language at all, but resides in a realm that can only be described as purely theatrical
E: Saying "may not contain spoken language at all" suggest that there are other ways to portray complex situations, such as: gestures, timing, silence, etc... This highlights that theatre is experienced through what is seen and felt and that there are more ways to communicate other than talking.
So we discover, to our astonishment, that theater is not “about” dialogue after all, but what might be called fields of dramatic tension; force-fields of human relationships beneath the level of language, and perhaps even of consciousness, at which dialogue hints in the way that a divining rod hints at a subterranean spring.
O: On stage, dialogue is merely a probe, pointing to the flow of emotions and underlying meanings, but not the flow itself. When writers choose to enter the realm of theater, they challenge and compromise, choosing to strip away elaborate strategies in language to emphasize responses to psychological and social dynamics that lie deep below consciousness. The core of theater is an invisible energy space – the tug, conflict, or attraction/repulsion between people. It creates drama, often beyond language. It is also a way to open up new ways of feeling for the audience, not only feelings on the page, but also intuitions when watching human contact.
ineffably theatrical.
"in a way that causes so much emotion, especially pleasure, that it cannot be described" (Cambridge University Press & Assessment 2025)
Ineffably is a good description when I read most books. I before this did not have the knowledge of the meaning of this word and now that I do I can now see how a lot of plays and poems in my past english classes have at times been ineffably fun to read watching some of the plays is ineffably theatrical and entertaing!
(https://dictionary.cambridge.org/us/dictionary/english/ineffably)
When you were under contract at MGM, were you writing longhand and then giving it to a transcriber? Yeah. My secretary. It’s almost as though I swore once I got out of the newspaper business that I’d never look at another goddam typewriter. I like writing with a pen. As a matter of fact, I think the less distance there is between you and a piece of blank paper, the better it works out.
https://www.todlippy.com/writing/interviews/bad-day-black-rock
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Auschwitz was the main concentration camp of all the camps. More people in Auschwitz died compared to other prisoners in other camps. It is sad how these prisoners were worked to die in the end
Millard Kaufman papers, Collection no. 2258, Cinematic Arts Library, USC Libraries, University of Southern California. https://oac.cdlib.org/findaid/ark:%2F13030%2Fc81n87gk
Box 4 contains notecards with notes about the films "Beau Geste," "Raintree County," and "Reprieve," as well as a paperback copy of the novel "Beau Geste." https://oac.cdlib.org/findaid/ark:%2F13030%2Fc81n87gk_aspace_5b86d4b8e8a1ee9992ac6f15f3cefe30
Then, it dawned on me, I want my students to not just do what I say but also enjoy and lovewhat they are doing.
This sentence is pretty much the crux of the whole article. How do you get your students to become active participants in class? Students completing work is a good thing, but how can you make a lasting impression on them and remember what you taught them?
despite its importance, student engagement continues to be a common challengefaced by many educators across different contexts.
It seems like a lot of pressure to be engaging all of the time! Does engagement always mean exciting and new clever ideas, or is it more of a way to interact with your students naturally?
Participation Squares (which incorporate Quick Doodle and Quick Write)
The author has mentioned participation squares and says that they incorporate Quick Doodle and Quick Write. I have no idea what a participation square is. I scanned ahead a bit to see if it was explained fully, but I don't see it. I will have to investigate other sources to find out what these are. I wish the author would have went into more detail about what her materials and sources were, and how they worked.
They do not feel like they areworking on a formal task; instead, they simply express their learning, which is positive.
I can see the benefit in this
I used a Spin-the-Wheel tool to randomlyselect students to share their responses
Don't get me wrong, I love a spinning wheel, but I was hoping for strategies that would help with making the delivery of instruction engaging, and this is more of a way to make a daily routine fun.
tendency in the West to equate arms control with peace allows Gorbachev to make a favorable impression without sacrificing Soviet global aspirations or changing domestic practices. If arms control talks end in a stalemate, the Kremlin is positioned to blame America and appeal to Western public opinion to put pressure on the American Administration. Sinc
Here we can see Gorbachev using this win-win situation to boost not only his own reputation but that of the USSR. You see here he aims to gain the moral high ground and the support of Western audiences by weaponizing their assumptions and eagerness to find a solution and peace. By exploiting this eagerness Gorbachev can paint himself as a peaceful dove while not having to make any real reforms. He can also try to gain ground using a cultivated image and soft power to not only convince the West of the USSR's peacefulness but also distract them from any negative things they may be hearing about the USSR.
Throughout Russian history the modernizers rather than the conservatives have pursued the most ambitious interna tional strategies. Peter the Great, Catherine the Great, Alex anders I and II proved to be overall more assertive and men acing to Russia's neighbors than such conservative tsars as Nicholas I and Alexander III. The realization that things had to be changed at home was to a large extent caused by failures abroad. And to make Russia more powerful and competitive was traditionally one of the main rationales for reforms. Do mestic renovation was usually accompanied by a new spirit of popular self-confidence and patriotism that could be mobilized by the rulers to support foreign exploits
Here the author challenges an assumption that many may have that reforms like glasnost and perestroika will then lead to peace and cooperation. Many people may see reforms as a sign of the USSR and Gorbachev backing down but here we can see that it was simply the first step in their plan to strengthen the USSR and Soviet power. The historical examples also let us know that this is not a new strategy and when comparing Gorbachev's actions with the historical events, we can spot a trend that can help us to better analyze Gorbachev's goals.
What it has not demonstrated is any kind of turn inward, any evidence that Gorbachev and his colleagues are scaling down Soviet global ambitions in order to concen trate on domestic economic modernization. Nor has the Soviet Union shown any hesitation to use force to accomplish its objectives or, for that matter, any reluctance to support gov ernments charged with terrorism.
Here we can see Gorbachev is changing how the USSR operates in the world but not changing its goals or motivations. The newer style of diplomacy is based on appearing more flexible and agreeable while they try to further the same goal. Later in the paper we see the use of tactical flexibility which highlights this point that appearances have become increasingly important under the direction of Gorbachev.
As learners, we also practice reflection by asking critical questions about our culture alongside the sometimes challenging work of listening carefully to per-spectives different from our own.
This talks about the challenge of listening and learning about different perspectives.
Reading strategies
I am excited to learn about what are some reading strategies I can use, because sometimes it can be really difficult for me to focus when reading about topics that are not that interesting for me or to get the main points of some readings.
As you increase the pressure of a gas, the collision frequency increases and thus the solubility goes up, as you decrease the pressure, the solubility goes down..
gas pressure
“Oh, what, so we’re the b-plot now?” Sonic complains, glaring out at the audience. “I thought this was Sonic Boom, not Stobotnik Boom.”
GOLDDD ABSOLUTE GOLDDDD. PEAK.
The general rationale behind the idea of Hybrid Intelli-gence is that humans and computers have complementarycapabilities that can be combined to augment each other.
capabilities are defined in relation to each other.
goals are not necessarily alwaysaligned to achieve the common goal
levels of goals/means ?
complex goals
how are the goals complex?
And it is difficult, if not impossible, to write effectively about a text that you do not understand. Even when you do understand the reading, it can be hard to write about it if you do not feel personally engaged with the ideas discussed.
Starting college after being out of school for so long has me facd with this exact challenge, sometimes it is hard to understand readings, sometimes I fully understand but don't know how to write about it
Have you ever stayed up all night cramming just before an exam? Or found yourself skimming a detailed email from your boss five minutes before a crucial meeting?
This course is already showing me the importance of punctuality and how to improve. Staying on task and not being side tracked are crucial in time management.
Ask yourself, What do I already know about this topic? Hint: Look at the title to learn the topic. Asking yourself what you already know about a topic activates your prior knowledge about it. Doing this helps your brain wake up its dendrites where that prior knowledge is stored so that it knows where the new knowledge will connect. Flip through the pages, reading the captions found under any pictures, tables, and other graphics. Pay attention to italicized or bolded Are these words defined for you in the margin or in a glossary? Read the comprehension questions you find in the margins or at the end of the chapter.
Asking yourself this question about what you think the meaning of something is, and then complementing it with the information that the reading provides you, is an excellent way to learn and clarify your doubts, because in this way you can realize in what area you are making mistakes, thus improving your learning.
Because questions vary significantly from discipline to discipline and from field to field, it is important that you assess your questions according to the discourse community you are writing within. Once you’ve selected a major, one way to develop a sense of the types of questions posed in your selected discipline is to read articles published in that field.
Questions and audiences I should be targeting when writing should be centered on my major, criminology
You decide to join a gym and consult with a personal trainer who uses specialized vocabulary to describe different types of exercise: aerobic, anaerobic, reps, plyometrics, and isometrics. You discover other gym members who share that same goal of becoming healthier, more flexible, and stronger. You become versed in a new language of fitness.
It's important to be prepared for different life situations. You can't go to a job interview using colloquial language, which we normally use to talk to our friends and family, just as you can't go to a fast food restaurant using overly formal language and complicated words when all you want is to order a hamburger. We must always be aware and prepared about what words to use, depending on the place.
Mental Health Resources:
Extremely important especially in todays generation, I'm glad you put this here for the students who may need it!
Please note that I do not commonly check email between 6 pm and 8 am
Thanks for putting specific times in which we can contact you incase of questions we might have, that will help me to say the least.
I will expect you to treat your classmates with kindness, respect, and understanding
Wouldn't want it any other way, and I probably can speak for the rest of my classmates as well especially considering how important a safe working environment is especially for poetry.
In this course I need you to be brave. You will read things that may make you uncomfortable
This is exciting considering I'm so eager to learn new things. This statement also provides us with the knowledge before had so we have time dwell on each topic given to us.
Does it have a beginning that builds to a compelling middle?
This statement is true considering it creates structure in which helps develop a rhythm for learning all of the complex themes and or feelings throughout the poem.
Strong, descriptive verbs
These words create vivid imagery for our minds, in which they help increase the knowledge we retain about any particular poem.
Sometimes we drug ourselves with dreams of new idea
Our intellectual temptation for new knowledge is contrasted with the word "drugs as if in this case they are bad which they are not considering the more information you know the better. We sometimes see learning new things/ideas as hopeful projections considering sometimes there might not be any room for real world change.
The quality of light by which we scrutinize our lives has direct bearing upon the product which we live, and upon the changes which we hope to bring about through those lives
Scrutinize is critically examining a body of work in which this case its poetry coexisting with each and every one of our lives. The "quality of light" refers to the depth in which this self examination is looked into, which usually is achieved alongside some creative expression, like the words being used.
The “best” structure isn’t one single template, but a set of principles and common patterns tailored to how people learn online. Here is a breakdown of the optimal information structure for an online education website, from high-level strategy to page-level details.
The article was generated by deepseak ai
Tomygreatsurprise, whatIstartedwritingwaspoetry. Iwasalreadydeeplyattractedtowords, inanunreasoned, almostshamefulway. Ilovedthemfortheirownsakes, forthevariousthingstheycoulddo, andforthemeaningsthatcouldbemadewhenIputthemalongsideonestheyweren’tordinarilynextto, orfarfromonestheyareusuallynear
I seek knowledge as well, and throughout this poem you can tell that many lines describe hidden passions for the language being used. This insight in how the words are being utilized are usually positive and in this case they are, almost a feeling described as paradoxical.
Poetrywassomethingyoudidinschool. Itwasoldandboring
I used to think this especially since I was taught it only in school, but the more I educate myself on the matter and find what suits my needs/characteristics I find it easier to read poetry on my own time.
The Exaltation and the Hymn are both addressed to Inana, and they combine a celebration of the goddess with an account of Enheduana’s own troubled life, though in the Hymn, the “auto- biographical” section has unfortunately been lost
Unfortunate that some parts of biographical section was lost especially since she was the first known author ever recorded. Many things can be learned from her and what she went through (her experiences).
Enheduana lived around 2300 BCE, and it can be hard to grasp the gap in time that lies between us and her: J
That goes for any historic figure, but in our case its extremely important to know how influential Enheduana was.
Wouldnotspeaktoeachother.Becausethelinesofapoemarespeakingtoeachother,notyoutothemortheytoyou
Being an observer of any sort of poems "internal dialogue" will have each and every last person who comes across it perceive it differently, that being the lines itself, or even the imagery possessed within the beginning of a line to the end.
The tutoring centers offer one-on-one meetings, online, and group sessions for multiple disciplines.
Great to know, this year I will certainly be taking advantage of this resource since I am needing help with Aviation as well.
Writing in drafts makes academic work more manageable. Drafting gets your ideas onto paper, which gives you more to work with than the perfectionist’s daunting blank screen.
Very useful advice when organizing and holding onto separate ideas when writing a paper. Writing from an empty slate can feel tedious.
While the past20 years have seen a substantial increase in the presence of digital technology in schools anduniversities, the much-promised technology-led transformation of the processes and prac-tices of education have failed to materialise into tangible benefits (Selwyn 2016).
I agree with this statement, and I think one major reason is that too many classrooms still rely on the sit-and-get model of instruction. Even when technology is present, it often gets layered onto passive learning instead of reshaping pedagogy. If students are still expected to consume information without active engagement, collaboration, or creation, the potential of digital tools will always fall short. True transformation requires moving beyond “sit-and-get” toward designs that empower students as active learners.
When those we talk with hear what we are saying, when we think together with others about important topics, and when we feel affirmed by those with whom we talk, we usually feel energized. At their best, conversations help us better understand what matters, what we need to do, and why we are the right person for doing what needs to be done—and that usually means we are more enthusiastic about taking on whatever challenge life brings us.
Conversations should leave people energized, motivated, and respected. Positive dialogue creates long-lasting professional and personal connections. Conversations should inspire growth and strengthen relationships.
real dialogue is onl ossi i ee ane belief that conversation should be back and shew en we believe that meaning in conversations enn mutually constructed and not top-down, the ialogue is possible.
Real dialogue requires mutual exchange, not domination by one speaker. Asking thoughtful, open questions supports true conversation.Conversations thrive when they are reciprocal
Lead i ers may feel a reassuring sense of control when they come up wi in i a Oy net Pt with a plan, explain it, and expect others to wirenyouredita comely a plement it. However, a plan means little if it See aU ee i plemented, and when professi i peepee isnt P onals have no voice mest plan and are told what to do, th i Gears motivated to embrace the pl down directives night cata, motivated 0 embrace e plan. Top-down directives might SP UVSi seu Rag tie of a solution, but Deci and Ryan’s work ceo rele Lah are talking with, and suggests such directi ‘ hearted compliance and wr only, at best, lead to half- read yourself It’s th ment needed £ won t inspire the kind of commit- last part that reall * An alt oo real, meaningful change.
Respecting autonomy means allowing others to make choices. Forcing compliance backfires and reduces authentic commitment. Autonomy is essential for motivation and better communication.
[am entering convers d work life conscious of the strategies, and Lam being more authentic in all conversations.”
Good conversations happen when people are treated as equals, not as subordinates. Avoid top-down communication that creates resistance. Equality fosters collaboration and reduces resistance.
Describe at least three possible reasons (factors) why the project had very littleeffect on the instructional practices employed by the teachers. Each of the factorsyou identify should be related to the factors mentioned in this chapter as to whyearlier forms of instructional media (i.e., films, radio, and television) had verylimited effects on instructional practices.b. Describe at least two strategies that could have been employed to help mitigatethe factors that you think contributed to the minimal effect this project had oninstructional practices. Indicate why you think each of these strategies might havebeen helpful.2. Congratulations! Your instructional design consulting company has just been selected asone of the finalists to receive a contract to design a print-based instructional unit that willteach sixth-grade students throughout the United States how to multiply fractions. Now, inorder to receive the contract, the contracting agency has asked you to prepare a memo inwhich you describe why your company is well-suited to take on this task. However, asnoted here, this memo isn’t your normal memo!The agency’s chief contract officer feels that the contract should be awarded to someonewho understands the history of instructional design and can apply the ideas from thathistory to today’s instructional design tasks. Therefore, he has asked that each of theReiser, R. A., Carr-Chellman, A. A., & Dempsey, J. V. (Eds.). (2024). Trends and issues in instructional design and technology. Taylor & Francis Group.Created from empire-ebooks on 2025-08-20 19:35:40.Copyright © 2024. Taylor & Francis Group. All rights reserved. Ebook pages 37-65 | Printed page 16 of 23
teacher resistance to change, especially ;top-down changethe costs associated with purchasing and maintaining the necessary media hardware; thepoor instructional quality of media software; and failure to provide teachers with adequateguidance as to how to integrate the new media into their instructional practices.
I don't find many teachers that are anti-technology completely in their classroom. I think at the very least, we all use visual aids to assist in instruction. However, this bit about "failure to provide teachers with adequate quidance" sticks out to me because I often hear teachers talking about how they don't understand how the new programs work. Although the district does offer trainings, many staff have noted that the trainings are ineffective and they leave feeling just as confused.
8 submissions
Is this annotation of the syllabus included in the eight submissions?
Time Commitment
In the course expectations, the time commitment section is important to take note of since this section breaks down the time required to accomplish each activity or assignment. This will be something I refer back to as I plan out my weeks and time this semester.
. They didn’t want to show Americans depicted like this. There were people who wanted to burn the files, to destroy these pictures and their negatives, everything.{"adType":"ex","adPos":"promo5-wide","wid":224,"size":[[970,90],[970,250],[728,90],"fluid"],"viewability":"high","platform":"desktop","zone1":"bfnews","renderLookahead":"x0.25"}
Me recuerda de los otros intentos a erradicar la existencia de los pobres por el gobierno y otros partidos. Para mí, el ejemplo más sutil pero lo más mayor es que se llama "la arquitectura hostil"; cuando los oficiales ciudadanos establecen reglas para crear bancos, paredes y aceras que prohiben la oportunidad a dormir para los sin techo. Por lo tanto, la arquitectura hostil fuerza a los sin techo a emigrar en otros partes de la ciudad donde ellos no serán visibles para el público genera. La arquitectura hostil puede ser oscuro pero la puede ser permanente también y puede tener una relación costo-eficacia más mayor de las redadas.
certain assignments teach you how to meet the expectations for professional writing in a given field. Depending on the class, you might be asked to write a lab report, a case study, a literary analysis, a business plan, or an account of a personal interview. You will need to learn and follow the standard conventions for those types of written products.
It is important that we know the different forms of writing, otherwise, we can make mistakes.
Gorbachev's vision of democracy is closer to that of Dubcek than Jefferson. AsSeweryn Bialer has accurately put it, democracy under Gorbachev appears to bethe reverse of patterns in the West. It envisages elements of a grass-rootsdemocracy at the microsocietal level free elections at the enterprise, primaryparty organisation and local soviet level but not at the macroinstitutional levelwhich includes state and party institutions.65
I believe this to be an important aspect of Gorbachev's beliefs. The author points out and clarifies here that even though Gorbachev was following an idea of "democratization," that doesn't mean that this democracy would have functioned the exact same way as others. The author also doesn't subjectivly rank those theories, which essentially shows how he is trying to point out that the idea of democratizing a country is not the same everywhere. There is no such thing as one democracy. He supports this by his contrast of Gorbachev's vision with the "Jeffersonian" democracy. He doesn't present anything as a flawed or better version but as its own system with its own purpose. Gorbachev seemed to want to implement this idea of a limited “grassroots" democracy that could then help him to achieve his goals. I see the major takeaway here as a lesson that democracy is not a single defined concept. The article implies and also says here that there are different arguments for and against different democratic systems, that also have to take into consideration the country’s unique historical and social context. An argument why Gorbachev chose a more limited democratic approach could be a hope for a more strategic effectiveness in his specific case.
Re-enchanting the World
wow lol this is exactly what i said in race and ai
Girls were considered an expense to their birth families, since they only became valuable when they married and bore sons for their new families.
I feel as if the girls were being treated poorly only because the Chinese society was run by men rather than nobles. Once they become of age then they have their purpose of serving for their husbands and children.
The Chinese, who valued silver higher than gold, called this the silver rule. Confucian social morality is based on this reciprocity and on empathy and understanding others rather than on divinely ordained rules.
Confucian is like saying " Treat people how you want to be treated" When he asked the student about the one word and he says "reciprocity" is saying that you should really put all of your factors into consideration before speaking or acting on something the way you don't want to.
Professional development schools common goal and four init Vi FIG id fatives Research and Innovation directed at the improvement of student learning and educator effectiveness Flexible, differentiated Professional learning for all educators percully urban Simutta: eacher preparation of eee na = ity an P-12 Student ee Ss Growth and Nails Source: e: CU Denver Program Overview. 151
Differentiated professional learning: mentorship adapts to each teacher’s needs. High-quality urban teacher preparation: focus on equity, diversity, and culturally responsive teaching. Research and innovation: mentors and residents reflect and test new practices to improve learning. Simultaneous renewal: universities and schools transform together through partnership
A challenge for me... is finding quality placements where candidates can see deeper learning in action. That’s one of the dilemmas with growing the residency program. Where do you find good practices where our candidates can observe and do, and if not, where can you find places where teachers can explore what they learned here and start to change practice? That was one of the goals of the residency model—to impact schools.
Difficulty finding high-quality schools that model deeper learning.
ooperatin Teac het CI for SI rR are committed educators work- g s ( 8) ; i i ining the next ing i Francisco classrooms and are interested in a g eee ae tion of 5 have successfully established produc generation of teachers. ©P iti ossess strong classroom manage- 7 ‘ ommunities, p . : and caring learning ¢ ntiated student-centered instruction o i i differe t skills, and deliver ney ander ns Francisco neighborhoods that have been traditi . ve - . n srve hemselves as teacher educators, are i , served. CTs see t ar ed to aeep- . . e comfortable making their practice public, and ar ening their own skills as teachers and mentors.
For mentors: learn new technologies, fresh ideas, and strengthen reflective practice.
For schools: improved teaching quality, collaborative culture, and equity in underserved communities.
Value is the ficklest of the attributes. It was more steadfast, I suspect, in my mother’s lifetime. She bought less but made sure to buy what was “good,” meaning it would last forever and (here I wince) be passed down to the next generation. Fads did not abruptly inflate or deflate an object’s worth. Gorgeous pieces were not so readily melted down. People did not return wedding presents for the cash or demand cash in the first place or register for hiking gear or a trip to the Caribbean. We are fluid, casual, transactional. Always poised to buy new, more, or different, and reluctant to be burdened by anything requiring extra time or effort. Are we lazy because we live on screens, or just overwhelmed by everything that comes at us every hour of every day? Our lives have lost their various social patterns—all those clubs and leagues and parties that once defined people. Slouched on separate sofas, we stream private amusements. Our aspirations often boil down to money and safety, rather than hospitality and refinement
wealth of cheap plastic
the people valuing experiences over things: ah but what things
. By considering the content of the Exit Ticket
Exit tickets seem like a great way of basically saying "Now what did we learn?"
With digital formative assessments, teachers can expedite their ability to assess and provide student feedback in real-time.
Surprisingly. this is the most ingrained in technology class I've been in. Every time I think to myself something is about to be tedious, it ends up working so well for how this class and my brain is structured.