them dislike it.

Writing about my job: Content Specialist, CEA

questions. (i) Is there discrimination (differential treatment) based on ethnic affiliation? (ii) Does the discrimination reflect a group bias in that each player favors players of his own group, or is there a systematic discrimination against one, or several, ethnic groups? (iii) Is this discrimination based on a taste for discrimina- tion, or is it the outcome of ethnic stereotyping that affects the players' assessment regarding their game partners' strategic responses or relevant characteristics? (iv) Are the ethnic stereotypes accurate?

can either make your life better (by providing deals you like) or keep your life the same (by providing deals you don’t like, which you don’t take). They can’t really make your life worse

The global warming and MMR vaccine articles are examples; I hardly need to dive into these pages, since it is quite enough to say that they endorse definite positions that scientific minorities reject

A great many Christians would take issue with such statements, which means it is not neutral for that reason—in other words, the very fact that most Christians believe in the historical reliability of the Gospels, and that they are wholly consistent, means that the article is biased if it simply asserts, without attribution or qualification, that this is a matter of “major uncertainty.

Wikipedia frequently asserts, in its own voice, that many of Trump’s statements are “false.” Well, perhaps they are. But even if they are, it is not exactly neutral for an encyclopedia article to say so, especially without attribution.

Examples have become embarrassingly easy to find. The Barack Obama article completely fails to mention many well-known scandals: Benghazi, the IRS scandal, the AP phone records scandal, and Fast and Furious, to say nothing of Solyndra or the Hillary Clinton email server scandal—or, of course, the developing “Obamagate” story in which Obama was personally involved in surveilling Donald Trump

Wikipedia’s

By knowing which tasks are important and which are urgent, you can overcome the illusion of productivity caused by our natural tendency to focus on unimportant and urgent activities.

Urgent tasks demand immediate attention because the impending consequences of not dealing with them.

Important tasks have an outcome that brings you closer to achieving your goals, whether these are professional or personal.

However, using prospective hindsight is easier as a group, so consider bringing a friend on board to help you imagine potential sources of failure when you start a new project.

The obvious ones do not necessarily need to be discussed, but make sure to ask for clarification for the most complex reasons.

Ask the team to project themselves in the future.

Discuss the goals of the project and the current plan

Don’t wait until the last minute to let people know you may need their help in the near future

Manage your time

Perform a pre-mortem

Define your priorities

Taking the inside view.

You can contribute to the unspoken multi-level marketing scheme occurring on Twitter where people teach you how to do exactly what they did to get exactly what they got.

It may help…when texts are difficult, but it may actually hurt performance on higher-level tasks that require inference making.[Highlighting and underlining] “are simple to use, do not entail training, and do not require students to invest much time beyond what is already required for reading the material.”³

The Collector’s Fallacy — coined by Christian Tietze — argues that the act of “collecting” is easy. It feels like progress but it’s not.

the production of poor thinkers who are skilled in the regurgitation of other people’s ideas

Furthermore, course gradesnormally reflect a much broader range of knowledgeand skills than can be measured by limited accounta-bility assessments with restricted modes of student re-sponse.

The key to success in reporting multiple grades, how-ever, rests on the clear specification of indicators relatedto product, process, and progress criteria. Teachers mustbe able to describe exactly how they plan to evaluatestudents’ achievement, attitude, effort, behavior, andprogress. Then they must clearly communicate thesecriteria to students, parents, and others.

arents favor the practice because it provides amore comprehensive profile of their child’s perform-ance in school. Employers and college admission of-ficers also like systems of separate grades because theyoffer more detailed information on students’ accom-plishments. With all grades reported on the transcript,a college admissions office can distinguish between thestudent who earned high achievement grades with rel-atively little effort and the one who earned equally highgrades through diligence and hard work. The transcriptthus becomes a more robust document, presenting abetter and more discerning portrait of students’ highschool experiences

Often teachers presume that reporting multiple gradeswill increase their grading workload. But those who usethe procedure claim that it actually makes grading easierand less work. Teachers gather the same evidence onstudent learning that they did when calculating an over

many Cana-dian educators have used the practice for years.18Eachmarking period teachers assign students an “achieve-ment” grade based on the students’ performance onprojects, assessments, and other demonstrations of learn-ing. Often expressed as a letter grade or percentage (A =advanced, B = proficient, C = basic, D = needs im-provement, F = unsatisfactory), this “achievement” graderepresents the teacher’s judgment of the student’s levelof performance or accomplishment relative to explicitlearning goals established for the course. Computationsof grade-point averages and class ranks are based sole-ly on these “achievement” or product grades.In addition, teachers also assign separate grades ormarks for homework, class participation, punctualityof assignment submissions, effort, learning progress, andthe like. Because these factors usually relate to specificstudent behaviors, most teachers record numerical marksfor each (4 = consistently, 3 = usually, 2 = sometimes,and 1 = rarely).

An increasing number of teachers and schools haveadopted a practical solution to the problems associatedwith incorporating these different learning criteria in-to student grades: they report separate grades or markson each set of criteria. In other words, after establish-ing explicit indicators of product, process, and progresscriteria, teachers assign a separate grade to each. In thisway grades or marks for learning skills, effort, work hab-its, and learning progress are kept distinct from as-sessments of achievement and performance

Te a c h e r s a l s o e m p h a s i z e t h a t , i f o n l y p r o d u c t c r i t e -ria are considered, low-ability students and those whoare disadvantaged — the students who must work hard-est — have the least incentive to do so. These studentsfind the relationship between high effort and low gradesfrustrating and often express their frustration with in-difference, deception, or disruption.

Many teachers point out, however, that if they useonly product criteria in determining grades, some high-ability students will receive high grades with little ef-fort, while the hard work of less-talented students willgo unacknowledged.

Recognizing these interpretation problems, most re-searchers and measurement specialists recommend theexclusive use of product criteria in determining students’grades

A grade of A,for example, may mean that the student knew what wasintended before instruction began (product), did notlearn as well as expected but tried very hard (process),or simply made significant improvement (progress).

Te a c h e r s w h o u s e p r o g r e s s c r i t e r i a t y p i c a l l y l o o k a thow much improvement students have made over aspecified period of time, rather than just where theyare at any one point. As a result, the scoring criteriaused in determining student grades may be highly in-dividualized. Most of the current research evidence onthe use of progress criteria in grading comes from studiesof individualized instruction and special education pro-grams.

While thinking in this way is tempting, it’s a mistake. In fact, cards are fundamental building blocks of the mnemonic medium, and card-writing is better thought of as an open-ended skill. Do it poorly, and the mnemonic medium works poorly. Do it superbly well, and the mnemonic medium can work very well indeed. By developing the card-writing skill it’s possible to expand the possibilities of the medium

What are new ways memory systems can be applied, beyond the simple, declarative knowledge of past systems? How deep can the understanding developed through a memory system be? What patterns will help users deepen their understanding as much as possible? How far can we raise the human capacity for memory? And with how much ease? What are the benefits and drawbacks? Might it be that one day most human beings will have a regular memory practice, as part of their everyday lives? Can we make it so memory becomes a choice; is it possible to in some sense solve the problem of memory

frame