Doesn't the server ever expose objects into the global space??

Which again raises the question of pedagogy. The practice also creates a classroom environment based at least in part on begrudging compliance and resentment. Not great!

we should avoid using plastics as much as possible.

Me parece interesante el análisis del crecimiento urbano en las ciudades metropolitanas que se plantea en el texto, ya que estoy de acuerdo que esta desmesurada expansión de suelo urbano/ comercial cada vez disminuye más las áreas verdes (impermeables) de cada estado local. Sin embargo existe un contraste social, donde estas empresas industriales que migran a las ciudades con el ánimo de posesionarse generan campos de trabajo. Pero aquí surge mi duda, qué sucede con estas empresas ya posicionadas y rankeadas que generan un alto nivel de contaminación y se localizan en una ciudad que no proveen de ordenanzas de carácter ambiental?

Saludos cordiales,

Arq. Ivette Alvarez CUENCA, ECUADOR ORCID: 0000-0002-0385-1244

(190508r1 - UN-IPBES report on biodiversity conservation/extinction)

Teaching students to become self-regulated learners

This article discusses that technology rich classroom research is lacking in the research world. This paper created a scale in which it could evaluate classroom environments. The authors tested this scale and determined it was a good starting framework for how to improve classroom environments. This scale could be useful later in class when evaluating technologies.Rating 9/10 for help assessment techniques

This paper addresses the question about how today’s modern schools can prepare learners for the future in the age of technology. The response to this question is discussion around innovative learning environments that involve the use of technology. Technology has been a concern for the rapid change in the educational landscape and this paper aims to highlight transformation and innovation in relation to technology for teaching and learning. 9/10 for helpful diagrams and tables.

This paper discusses the idea that design is responsible for developing learning and teaching in technology rich environments. This paper argues Cultural Historical Activity Theory. This paper uses this perspective to discuss their ideas of design in connection with the digital age. This paper is written from the perspective German, Nordic, Russian and Vygotskyan concepts that seek to define the relationship between learning and teaching in relation to design. Rating 9/10 for mixing design with digital learning

This article provides a short overview or strategies and techniques to make adult learning effective. This article quotes adult learning researches like Knowles to provide information about meaningful learning experiences. This article provides idea for activities that fit in the category of affective adult learning.

This article focuses on the adult learning environment from the teachers perspective. This article explains that there are many types of environments an adult learner experiences and why each of them are important. After reviewing the environments, the author provides recommendations from a professional perspective. Rating: 8/10 for providing an in-depth overview of different learning environments and how they apply to adult learners.

This page is free resource to download a book about how people learn. This selected chapter provides recommendations for assessments and feedback in learning environments in general which also applies to adult learning. In addition to these examples, this chapter provides a section on theory and framework to better understand the overall topics. Rating: 10/10 Great free, open source resource with reputable information about learning.

effect on the environment. Increases pollution and co2 emission. Facts and figures used to prove point.

effect on the environment. Increases pollution and co2 emission. Facts and figures used to prove point.

Urban heat island effect

defining personalized learning This link is included because there is a degree of research-based sources behind their comments. There is an easy to read graphic that succinctly characterizes personalized learning. It is written for someone who is beginning their understanding of this type of learning and plans to implement it at a future point. rating 3/5

stages of personalized learning: infographic This is here because it shows the progression of personalized learning from teacher centered to learner center to learner driven. It has other links to learn more about personalized learning. Usability for the article is adequate but less than ideal for the infographic (which nonetheless has useful information).

More power to you!

OK, so this is the table used to create that wild chart above showing DC capacity, compared to renewables capacity in Virginia

From the revelations in How Learning Works (p. 79) that value and expectancies drive motivation and how these interact derives from the learning environment, I see that in this situation, we need to build a positive learning environment more via the third and fourth factors listed above (Encouraging learners to learn from each other and acknowledging confusion). Setting learning goals that show the relevance of the coding skills to the learners' future professional existence and our own enthusiasm for the coding, will help us create value and design assessments and activities that are in alignment with the goals. Thus, learners' expectations can be enhanced.

ESL perspectives,

The article focuses on adult learning in the medical profession. It is a different perspective than a traditional subject and shows how much education effects all the student comes in contact with in their career.

8/10

This article is about a study performed on both students and teachers about the adult learning environment and the pro and cons. They call it a "double edge sword" because there are different positives and drawbacks.

This article outlines the different aspects of a learning environment that is effective for teaching adults. The author provides suggestions for creating effective adult learning environments.

8/10

This selection defines learning environments. All of the components are outlined. The composition is learner centered to maximize learning potential.

8/10

author of

The sacrifice of science destroys the planet, to test things and not care about the ecosystem just to prove a point. It’s becoming common because that’s what is being taught.

Improve environmental assessments in the planning stages of industrial and housing developments in source, host and hub communities

Virilio writes that speed, or time compression, also contributes to adverse social and environmental impacts, per Rifkin and Howard: "the faster we speed up, the faster we degrade."

Implications for non-game virtual environments as well...

This quote illustrates part of the logistics from the beginning stages of founding the University of Virginia. The group in charge of planning the layout of the University clearly wanted housing to accommodate all professors and students. Counting the number of pavilions and hotels, that means that they expected no more than 10 teachers (since each pavilion had “two to four apartments for the accommodation of a professor and his family) and no more than 108 students (assuming the current single rooms on the Lawn were ‘dormitories’ that could house “two students only,” which may be incorrect) (http://www.virginia.edu/webmap/academicalVillage.html). These low numbers raise curiosity as to what their plan was for future growth, since they thought that this plan was suitable for the “enlargement to any degree to which the institution may extend in future times”. If following this document’s plan exactly (and into the present day), this particular phrase presents limitations on the flexibility and accessibility of housing since the pavilions, dormitories, and hotels cannot hold all of the current professors and students. There are 2,830 full-time faculty members and not all of them live on the Lawn (http://www.virginia.edu/facts). However, the University does offer living options on-Grounds for faculty and staff, so the University still demonstrates its desire to provide for its faculty (https://housing.virginia.edu/faculty-staff). As for students, all first-years are required to live on-Grounds, but they do not live side-by-side with faculty, as laid out in the original plans within this document. There are 15,891 undergraduate students and 6,500 graduate students on-Grounds and housing is not guaranteed for all of them. Housing was definitely built with professors and students at the forefront of the planners’ minds, so at some point over time, the University either decided, or learned, that these ideas for housing cannot keep up with the increasing population of the school.

This illustrates that the writers thought it important for more citizens to understand about different types of fauna. I wonder specifically why they thought the subject of animals was important enough to list in their curriculum. Would they want us to understand the ecological importance of animals or learn how to protect their rights? Were they trying to create a group of citizens who were more environmentally conscious?

Climate Science Special Report Fourth National Climate Assessment (NCA4), Volume 1

Space junk cemetery.

Flying insect populations in Germany have dropped 76% since 1989. Pesticides may be the main cause.

I wonder if Jefferson stressed grammar in order to have people get more involved with our government. To be able to write out documents, and understand, for example, the Statute of Religious Freedom, or the Constitution even. To me, this would make sense in order to keep up with the government that had just been set up a little over 40 years ago at this point.

Nightfall -- night every 5000 (or whatever years) lead to the fall of civilizations. Helliconian winter did the same thing (I think).

The amazing thing is that there the event was actually unexpected.

In Florida and similar places, we repeat these mistakes, inspite of knowing that they are mistakes, because we've built structures [0] that almost compel them.

Those structures were built because other structures -- political, capitalistic, whatever.

This is an example of how infants and children are very observant of their surroundings. This also shows how people can explain children in situations as a "product of their environment". Infants and children will tend to mimic and repeat the sounds and words they hear from their caregivers in places outside of their home environment.

impacts of environmental conditions on wood anatomy; not climate reconstruction

Interesting mix of goals for the Pembina Institute. It would be interesting to see how they weight each approach - what kind of connections do they have to oil sands development?

Environment - Gift to Humans by Nature - Amazing Speech on Environment

This may be a front group. Investigate, find additional sources, and leave research notes in the comments.

This may be a front group. Investigate, find additional sources, and leave research notes in the comments.

Dr. Kenneth Adam, who worked on the Environment Protection board during the Mackenzie Valley Pipeline Inquiry, spent the majority of his career working as a professional engineer with numerous engineering companies and private consulting firms. Some of his experiences included working for Templeton Engineering (for additional information, see the annotation for Carson Templeton), I.D. Engineering, Sentar Consultants, and Earth Tech Canada. In addition to working in industry, Dr. Ken Adam had a highly successful career in academia. He was an associate professor at the University of Manitoba working in the Department of Civil Engineering from 1972 to 1976. Dr. Ken Adam specialized in the construction of winter roads, specifically in the Canadian North. Due to his expertise, he was able to publish several articles on the construction of winter roads. The topics of his papers included the environmental impact of snow and ice roads, the development of improved snow blowers and pavers, and much more. His journal article entitled “Snow and Ice Roads: Ability to Support Traffic and Effects on Vegetation” was published in March of 1977 in the Arctic journal Volume 30 Number 1 (Adam and Hernandez 1977). He had another journal article published in the Journal (Water Pollution Control Federation) Volume 46 Number 12 entitled “Hydraulic Analysis of Winnipeg Sump Inlets” in December of 1974 (Adam and Brandson 1974). These are just two of many articles Dr. Ken Adam has published. These papers were researched and published for the government and private business. His clients included the Department of External Affairs, Indian and Northern Affairs Canada, the Izok project, the Environment Protection Board, and others. Currently, Dr. Ken Adam resides in Winnipeg, Manitoba (Elves 2009). 

References

Adam, Kenneth M., and Normal B. Brandson. "Hydraulic Analysis of Winnipeg Sump Inlets." Water Environment Federation, 1974: 2755-2763.

Adam, Kenneth, and Helios Hernandez. "Snow and Ice Roads: Ability to Support Traffic and Effects on Vegetation." Arctic, 1977: 13-27.

Elves, Daniel. Libraries of the University of Manitoba. January 2009. https://umanitoba.ca/libraries/units/archives/collections/complete_holdings/ead/html/Adam.shtml#tag_bioghist (accessed April 9, 2017).

Carson H. Templeton was born in Wainwright, Alberta. He earned a diploma studying Mining Engineering at the Southern Alberta Institute of Technology (SAIT) in Calgary, Alberta. He worked at the Madsen Red Lake Mine in Northwest Ontario as an Assistant Assayer, Boat Boy, and Post Office Manager. He attended the University of Alberta to continue his studies of Mining Engineering and graduated with a Bachelor of Science. During World War II, Templeton worked on the Canol Pipeline Project. He then helped construct airports alongside the Alaska Highway for military use. In 1948, Templeton was appointed Assistant Chief Engineer of the Fraser Valley Dyking Board. In 1950, Templeton was appointed Chief Engineer of the Greater Winnipeg Dyking Board. In 1955, Templeton founded a consulting engineering firm which he named the Templeton Engineering Company. Before the Unicity Amalgamation of Winnipeg in 1972, his company worked as the City Engineer for several small cities in Canada. His company performed engineering estimates for the Royal Commission on Flood Cost-Benefits. These calculations led to the construction of the Winnipeg Floodway. Additionally, Carson Templeton’s consulting engineering firm conducted research that supported the writing of “Snow and Ice Roads: Ability to Support Traffic and Effects on Vegetation” by Kenneth Adam and Helios Hernandez (Adam and Hernandez 1977). In 1966, his company merged with Montreal Engineering and Shawinigan Engineering to form Teshmont Consultants Ltd. Teshmont Consultants Ltd. has completed over 50 percent of the world’s high-voltage, direct current projects. Templeton served as the Chairman of the Alaska Highway Pipeline Panel and Chairman of the Environmental Protection Board during the 1970s. As the Chairman of the Environmental Protection Board, Templeton orchestrated the hearing process for the Environmental Impact Assessments for the Mackenzie Valley Pipeline Inquiry (Winnipeg Free Press 2004). 

References

Adam, Kenneth, and Helios Hernandez. "Snow and Ice Roads: Ability to Support Traffic and Effects on Vegetation." Arctic, 1977: 13-27.

Winnipeg Free Press. Carson Templeton OC. October 10, 2004. http://passages.winnipegfreepress.com/passage-details/id-89334/Carson_Templeton_#/ (accessed April 8, 2017).

In the 1970s, rapidly rising oil prices and scarcity, both real and perceived, as the result of the Organization of the Petroleum Exporting Countries’ near monopoly on the market drove many western countries to seek alternative sources of power in a bid for self-sufficiency.1 The drilling of oil in the Arctic would have proven a major source of oil to quell these concerns, but the proposal to install the Mackenzie Valley Pipeline was ultimately denied. In the period since publication, the price of oil has declined and the desire to drill in the Arctic has seemingly been calmed. The major oil companies have all withdrawn from the region, with Shell being the final one to do so after lackluster findings in Alaska’s Chuckchi Sea.2 In the time since, both the United States and Canada have placed moratoriums on oil and gas leasing in Arctic waters.3 Thus Canada has made an about face and is now placing the conservation of the Artic environment over the potential oil and gas to be found there. There is little surprise here, given the relatively low price of oil and a growing concern about its influence on the environment. Even if one is to disregard the possible long term benefits of oil consumption, the hazards from extraction and transportation are also considerable. Where they once hoped to lead the way to a more self-sufficient future through Arctic oil, they have now placed a hold the search. They felt it was simply too risky an expedition to undertake at the current time.3

1. AHRARI, MOHAMMED E. "The Oil Embargo." In OPEC: The Failing Giant, 111-32. University Press of Kentucky, 1986. http://www.jstor.org/stable/j.ctt130j7ns.11.
2. Koch, Wendy. "3 reasons why Shell halted drilling in the Arctic." National Geographic. September 28, 2015. Accessed March 7, 2017. http://news.nationalgeographic.com/energy/2015/09/150928-3-reasons-shell-halted-drilling-in-the-arctic/.
3. "U.S., Canada ban offshore drilling in Arctic waters." CBC News. December 20, 2016. Accessed March 7, 2017. http://www.cbc.ca/news/technology/obama-ban-offshore-drilling-arctic-atlantic-1.3905384.

Dr. Maxwell John Dunbar, mentioned later in the text as the author of Environment and Common Sense which was published in 1971, began his “lifelong involvement with the Arctic” in August 1935 during an expedition to map the western Greenland coast (Grainger 1995, 306). Dunbar was born in Edinburgh, Scotland, attended the Merchiston Preparatory School followed by the Dalhousie Castle School, and finally, Fettes College. In 1933, Dunbar began attending the Trinity College in Oxford, England to study zoology where he met ecologist Charles Elton. After meeting Elton, Dunbar was introduced to the Oxford University Exploration Club. Through this club, Dunbar was invited to join the expedition in Greenland. He received a B.A. in 1937 and subsequently attended Yale University in New Haven, Connecticut on a Henry Fellowship (for more information on the Henry Fellowship see Yale University’s webpage https://yale.communityforce.com/Funds/FundDetails.aspx?4438534B376C50326C63483341496C39582F4435696B6F6554694364593150486764566B344156473663736768494B34585863553574432B646D5868384E6275). While studying at Yale University, Dunbar was able to take a trip to explore the glaciers of Alaska. He returned to Oxford, England, when Elton offered him the opportunity to join the 1939 eastern Canadian Arctic patrol. After accepting Elton’s offer, Dunbar enrolled at McGill University in Montreal, Canada as a graduate student. During his time at McGill University, Dunbar experienced the Canadian arctic for the first time by joining the R.M.S Nascopie. Dunbar began serving as the consular representative of the Canadian consulate in Greenland in 1942, and again in 1946. After leaving Greenland, Dunbar was employed by McGill University in the Department of Zoology. After beginning research for the Fisheries Research Board of Canada, he designed the first Canadian arctic research vessel Calanus. In 1947, Dunbar founded the Eastern Arctic Investigations laboratory at McGill University. His active involvement with McGill University continued until he retired and was appointed Professor Emeritus in 1982. He continued his quest for knowledge after “retiring” and published at least 32 articles after 1982 (Grainger 1995, 306-307).

References

Grainger, E. H. "Maxwell John Dunbar (1914-1995)." Arctic 48, no. 3 (1995): 306-07. http://www.jstor.org/stable/40511670.

Oil spills are potentially catastrophic events for the local environment. Published in 1977, Mr. Berger would have recently seen Alaska’s decision to reverse its ruling on drilling in the Kachemak Bay after a relatively minor spill.1 Oil spills on land, such as those from a pipeline, can be tremendously damaging and kills all currently growing tissue.2 Across water, the potential for the spill to spread is greatly increased, and any damage is exacerbated by the Arctic climate, where its slow rate of degradation would allow it to remain for as long as 50 years.3 The spills are most dangerous on the surface, where they prove especially deadly to birds, and there is concern that a spill could quickly diffuse over a large area, increasing the radiation absorbed and greatly facilitating ice melt. Given the event of a catastrophic failure, the pipeline would have the potential to leak tens of thousands of barrels, not including smaller leaks and the time necessary to detect and repair them. Furthermore, attempts to prevent the spill from reaching the water using temperate containment techniques may be more damaging than helpful due to the use of heavy equipment and the risk this poses to the permafrost.4 In 1967, the Torrey Canyon Oil Spill illustrated the dangers posed by a spill. A supertanker ran aground off the coast of England, spilling between 857,600 and 872,300 barrels of oil, contaminating 300 miles of coastline and killing 25,000 birds as well as various seals and other marine life.5 Therefore, any spill is detrimental to the environment, and if it allowed to reach water, these effects will only be compounded.

1. Panitch, Mark. "Kachemak Bay: Oil Spill Leads Alaska to Reverse Drilling OK." Science 193, no. 4248 (1976): 131. http://www.jstor.org/stable/1743047.
2. Wein, Ross W., and L. C. Bliss. "Experimental Crude Oil Spills on Arctic Plant Communities." Journal of Applied Ecology 10, no. 3 (1973): 671-82. doi:10.2307/2401861.
3. Campbell, W. J., and S. Martin. "Oil and Ice in the Arctic Ocean: Possible Large-Scale Interactions." Science 181, no. 4094 (1973): 56-58. http://www.jstor.org/stable/1735934.
4. Shelton, R. G. J. "Effects of Oil and Oil Dispersants on the Marine Environment." Proceedings of the Royal Society of London. Series B, Biological Sciences 177, no. 1048 (1971): 411-22. http://www.jstor.org/stable/75994.
5. "Torrey Canyon." Joye Research Group. Accessed March 5, 2017. http://www.joyeresearchgroup.uga.edu/public-outreach/marine-oil-spills/other-spills/torrey-canyon.

On the north side of the Mackenzie Rivers in the Northwest territories of Canada, lies Norman Wells. There is a northern research station at Norman Wells. Next to the research station lies Imperial Oils, oil production facility. Raymond Yakeleya is a film director who has taken the stories of families who were forced out of their homes by Imperial Oils. Raymond Yakeleya spoke at Norman Wells on August 9th, 19575. Raymond Yakeleya was speaking on behalf of his people, the Dene people, and their opinions regarding the proposed pipeline. On this day, he expressed, how after all of the words said against the pipeline at this conference, what he is really hoping for is that the government will start to trust his people. The goal is to work as equals, to work without creating further division and separation between the people. For his people they don’t want to feel as outcasts and they don’t want to feel ashamed of who they are. They don’t want to have outsiders decide their futures anymore, they want to be able to decide their own futures, they know more about their land and should be treated as equals and not as less. He expresses that the Indian people are not fighting the white people for money but instead are fighting for their lives. The Dene people do not care about the money the pipeline will make but instead they want to know what benefit it will have for their people. They believe the pipeline will be harmful to the environment and they don’t want the pipeline to be forced upon them.

Proceedings at Community Hearing. Proceedings of Mackenzie Valley Pipeline Inquiry, Norman Wells, NWT. Vol. 21. Burnaby, BC: Allwest Reporting Ltd, 2003. 1-148. Accessed March 5, 2017. http://www.pwnhc.ca/extras/berger/report/NT%20Norman%20Wells%20Berger%20V21.pdf.

Interesting that Whateley equates "art" and "rules".... When I think of art, I think instead of creativity and self-expression. This demonstrates the difference in perceptions of art through the ages, and goes back to the idea that one's rhetorical environment influences their perspectives.

Generally, when Canadians spoke or speak of "the North," they are referring to both a particular geographical region as well as an idea with rich symbolic value. Geographically, "the North" usually references the area within Canada that lies above the 60th parallel, which roughly corresponds with the territories of the Yukon Territory, the Northwest Territories, and Nunavut. Sometimes, commenters distinguish between this "territorial north" and the "provincial north," since there are lands within the Canadian provinces (and thus below the 60th parallel) that have features typically considered "northern": sparsely populated, vegetation and animals common in boreal and tundra environments, and infrastructures that are more common in rural rather than urban settlements. Canadians also have historically viewed "the North", as Berger says here, as a frontier, and thus imbued it with rich symbolic value. Since the confederation of Canada in 1867, "The North" has figured prominently in nationalist views of progress, usually in the context of economic development, defense and geopolitics. Over the 20th century, Canadians began including ideas associated with "the North" into expressions of their national identity. For instance, the lyric "the true north strong and free" can be found in the national anthem. Berger's foregrounding and usage of "the North" here is meant to bring the reader into what will be a very different view of a place that many people think they know well.

Annotation drawn from Sherrill Grace, Canada and the Idea of North (Toronto: McGill-Queen's University Press, 2007).

Nice conclusion to apply to New Community

A problem all congregations face, not just New Community

Similar people do similar things and believe similar things -- Practice at similar churches

i.e. New Community

Method to surviving

Have had to work to survive the gentrification, but it worked

So gentrification helped their congregations???

Similar to the black community being pushed out of Shaw

so.... churches are more successful when they are multi denominational (aka - New Community)

Exactly what New Community has gone through!!!

Not New Community

That is kind of what New Community is... flexible to the conversation of faith

Not just the people who push out religion, but new establishments (entertainments/restaurants)

The question my commonplace addresses

How the church views gentrification, but not necessarily how the newcomers see it.

I can see this as a normal occurrence, especially around here. Religion/older traditions are not practiced as much, so when they are people tend to view them in awe/suspicion.

define the variables/tests

It is amazing to see the areas of gentrification in the 1990s compared to now on this map.

http://www.governing.com/gov-data/washington-dc-gentrification-maps-demographic-data.html

Racial impact on gentrification.

Distinction between the 1990s and now. It had been known as the "murder capital" or dodge city, yet know it is on its way to being completely gentrified.

Fascinating to look at the different statistics for gentrification across the US.

Not beneficial to minorities or poor... Not very surprising.

Surprising that it is not more common. You always here about how cities are being gentrified, yet it only occurs in 8% of neighborhoods.

This concern was also addressed in Rev Melsons interview

Including New Community Church & Rev Dickerson

Background.

This process of gentrification can be seen throughout neighborhoods in most large cities.

nightmares

The two reciprocal conjugate artificial realities:

• the outer virtual world (The Separation) and
• the inner virtual world (the personal mind)

http://www.newmessage.org/wiki/Mental_Environment

cf. "virtual reality"

Wanted to ensure that his legacy (the work, not his name) continues on past his retirement/death.

The rich-white are not the only ones who can help...

-Cosby

In his last sermon he makes sure that his parishioners know: it is not enough to come up with a way to help, but you must go into the field and give aid to those who need it.

New York Times Editorial

Justice Thurgood Marshall's dissent was more faithful to the evidence: ''A group of white citizens,'' he wrote, ''has decided to act to keep Negro citizens from traveling through their urban 'utopia,' and the city has placed its seal of approval on the scheme.'' Despite a national commitment to equality, blacks were being kept quite literally in their place.

Most of DC allows for two-hour street parking in neighborhoods without a permit.

These are public record. We could find them.

ATL exemplifies. Try to use their MARTA in and of itself to get to work.

I've never thought of this, but I guess we all have a right to access streets, rights?

There's a fence around the one conspicuous housing project on the new 14th Street. Would be an interesting Built Environment for one of you to work on.

M&M, right?

I think about this all the time when I see people crossing the street in the middle of the highway. But what choice do they have? It wasn't built with them in mind.

And its one of the ways you could approach your assignments.

Scary thought!

How do these work here in DC? How can we find the answers?

The Book

If you are using WampServer locally, copy the Wordpress directory to the www directory of your WampServer installation. To find out where that is, click on the WampServer icon in the system tray (notification area in Windows 7), and then click on the 'www directory' listing in the menu. Once where you know where that is, you can copy and paste it to that location. There are other options, but this is the most convenient to get up and running with WordPress quickly.

If you work in international development? If you are interested in learning more about the history and evolution of the thinking driving international cooperation. This is a site for you.

The site offers the pre-print version of an IDRC publication entitled International Development: Ideas, Experience, and Prospects, edited by Bruce Currie-Alder, Ravi Kanbur, David M. Malone, and Rohinton Medhora.

This is an interesting book brings together the voices of over ninety authors, which include international development practitioners, experts and policy makers.

The site contains a study guide comprised by eight sections of the book, each with a number of chapters. Ideal to use for beginner or advanced courses in universities and as reference for day to day work in the field.

p. 71

Gheen and Midgely 1999 examined "how teachers' reports of social comparison practices related to avoiding novelty and chellenge. They found that teachers' reports of informative social comparison practices related to slightly higher levels of avoidance. However, these practices weakened the association between self-efficacy and avoiding novelty and challenge. In classrooms where teachers were high in their use of interstudent discussion about how to improve one's own work, low- and high-efficacy students were on a more equal footing when it came to avoiding novelty challenge. However, in classrooms where teachers reported using high levels of relative ability social comparison practices, low self-efficacy students' avoidance was higher than that of high self-efficacy students'"

pp. 70-71

• Gheen and Midgley 1999 looked at classroom practices of sharing information about student work:
• Where work was shared to "see who got the right answer" (relative ability purposes) and
• to "get hints for when you have difficulty" (acquiring information purposes"

No surprise:

"They found that students' perceptions of the goal structure related to avoidance of novelty and challenge. When students perceived that their classrooms emphasized mastery goals, they reported lower levels of avoidance, but when they perceived their classrooms emphasized performance goals, they were more lilely to say that thei preferred to avoid novel and challenging work."

p.70

"Students' perceptions of a mastery classroom goal structure were associated with a lower level of help avoidance whereas their perceptions of a performance classroom goal structure were associated with a higher level of help avoidance. In classrooms where students perceived that the focus was on understanding, mastery, and the intrinsic value of learning, compared to classrooms where the focus was on competition and proving one's ability, students were less likely to avoid seeking help with their work when they needed it."

Interesting example of how society interacts with its built environment and how they influence it.

That's so interesting. The residents had become entirely habituated and adapted to a much hotter temperature that they actually felt cold at a standard indoor room temperature.. Sounds like people from Southern California (kidding.. or am I?)

Are these attachments made by adaptation to what's initially provided? or are they being developed as the subject is creating their built environment?

Relates to Prevention of Air Pollution from Ships http://www.imo.org/en/OurWork/Environment/PollutionPrevention/AirPollution/Pages/Air-Pollution.aspx "The main changes to MARPOL Annex VI are a progressive reduction globally in emissions of SOx, NOx and particulate matter and the introduction of emission control areas (ECAs) to reduce emissions of those air pollutants further in designated sea areas.

Under the revised MARPOL Annex VI, the global sulphur cap will be reduced from current 3.50% to 0.50%, effective from 1 January 2020, subject to a feasibility review to be completed no later than 2018. The limits applicable in ECAs for SOx and particulate matter were reduced to 0.10%, from 1 January 2015. "

[1. “LAUDATO SI’, mi’ Signore” – “Praise be to you, my Lord”. In the words of this beautiful canticle, Saint Francis of Assisi reminds us that our common home is like a sister with whom we share our life and a beautiful mother who opens her arms to embrace us. “Praise be to you, my Lord, through our Sister, Mother Earth, who sustains and governs us, and who produces various fruit with coloured flowers and herbs”.[1]

This link, while cut and pasted, tested and repeat, fails to work.

http://w2.vatican.va/content/francesco/en/encyclicals/documents/papa-francesco_20150524_enciclica-laudato-si.html

People are using their built environment to form connections with others who share the same passion or interest.. this can be seen almost anywhere, not just the streets.

Riots and defiant parades/organizational rebellions are led along streets... They're literally using their built environment in an abstract way that was probably never thought of being purposed in that way.