spleen

This is my substitute for pistol and ball

mortal men fixed in ocean reveries

But it will be a part of you, instructor.

Then, it will be true.

CC licensing is rooted in a fundamental belief that knowledge and creativity are building blocks of our culture

Manhattoes

Fourscore

Again, I always go to sea as a sailor, because they make a point of paying me for my trouble, whereas they never pay passengers a single penny that I ever heard of. On the contrary, passengers themselves must pay. And there is all the difference in the world between paying and being paid. The act of paying is perhaps the most uncomfortable infliction that the two orchard thieves entailed upon us. But being paid,—what will compare with it? The urbane activity with which a man receives money is really marvellous, considering that we so earnestly believe money to be the root of all earthly ills, and that on no accou

Psychologyis designed to meet scope and sequence requirements for the single-semester introductionto psychology course. The book offers a comprehensive treatment of core concepts, grounded in bot

You can access this textbook for free in web view or PDF through openstax.org, and in low-cost print and

To learn more about OpenStax, visit https://openstax.org.Individual print copies and bulk orders can be purchased through our website

PsychologySENIOR CONTRIBUTING AUTHORS

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how can such strategies be replicated withinthe context of an institutions online learningenvironment?

there are a plethora of online tools that can offeralternatives to enabling the use of such online active learning strategies.

live Wearing is an accomplished musician who lost his ability to form new memories when he became sick at the age of 46. While he can remember how to play the piano perfectly, he cannot remember what he ate for breakfast just an hour ago (Sacks, 2007). James Wannerton experiences a taste sensation that is associated with the sound of words. His former girlfriend’s name tastes like rhubarb (Mundasad, 2013). John Nash

Introduction

5.6 Gestalt

5.3 Vision

By the end of this section, you will be able to: Distinguish between sensation and perception Describe the concepts of absolute threshold and difference threshold Discuss the roles attention, motivation, and sensory adaptation play in perception

subliminal messages

absolute threshold

5.5 The Other Senses

BC OpenEd

Affordable Learning Georgia, an initiative of the University System of Georgia

MERLOT, a project of the California State University

Washington State Community and Technical Colleges

Comparison of Paper-Based and Online Annotations in the Workplace

Abstract. While reading documents, people commonly make annotations: they underline or highlight text and write comments in the margin. Making annotations during reading activities has been shown to be an efficient method for aiding understanding and interpretation. In this paper we present a comparison of paper-based and online annotations in the workplace. Online annotations were collected in a laboratory study, making use of the Web-based annotation tool SpreadCrumbs. A field study was out to gather paper-based annotations. The results validate the benefits of Web annotations. A comparison of the online annotations with paper-based annotations provides several insights in user needs for enhanced online ann

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Can I be wrong

A tie

are NOT generalities

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It’s a Flipping Revolution

3ag u i d et ot h ef l i p p e dc l a s s r o o mt h ec h r o n i c l eo fh i g h e re d u c a t i o n / j a n u a r y2015The recent interest is driven by the convergence of several trends.The first is technological innovation, which has made it easier to distribute lectures by the world’s leading instructors. Some faculty members wonder whether it still makes sense to deliver a lecture when students can see the same material covered more authoritatively and engagingly—and at their own pace and on their own schedule. The supply of such offerings, at low or no cost, is increasing, as demonstrated by recent news of the Massachusetts Institute of Technology’s founding of MITx and a Stanford University professor’s start-up of Udacity.At the same time, policy makers, scholars, advocacy groups, and others who seek to improve higher education want to see more evidence that students are truly learning in college. As pressure mounts to graduate more students, and as cognitive psychology produces new insights into how students learn, these observers say professors can no longer simply pump out information and take it on faith that students understand it.Adding to these forces is economic reality. Strained budgets make it difficult for colleges to de-crease class sizes and create more seminars in which low student-to-professor ratios allow a high degree of personal attention. Even advocates for new approaches to teaching concede that the lec-ture is not going away. The lecture model—putting dozens, hundreds, or even thousands of students in a room with a professor—endures because it makes economic sense.Flipping allows colleges, particularly large research institutions with big classes, to make the tra-ditional lecture model more productive, says Harrison Keller, vice provost for higher-education pol-icy at the University of Texas at Austin, which held a recent seminar on course flipping for its fac-ulty. “If you do this well, you can use faculty members’ time and expertise more appropriately, and you can also use your facilities more efficiently,” he says. More important, “you can get better stu-dent-learning outcomes.”Those forces are coming together to prompt a rethinking of the faculty member’s role in the class-room. “I see a paradigm shift, and it’s coming soon,” says Michael S. Palmer, an associate professor of chemistry and assistant director of the Teaching Resource Center at the University of Virginia. “Content is not going to be the thing we do. We’re going to help unpack that content.”Identifying Key ConceptsProfessors have flipped courses for decades. Humanities professors expect their students to read a novel on their own and do not dedicate class time to going over the plot. Class time is devoted to ex-ploring symbolism or drawing out themes. And law professors have long used the Socratic method in large lectures, which compels students to study the material before class or risk buckling under a barrage of their professor’s questions.The way STEM disciplines are traditionally taught makes them particularly ripe for change, Mr. Palmer says, because of their “long tradition of very didactic teaching, which involved disseminat-ing content.” By contrast, he says, the humanities and social sciences have been about exploring ideas.Still, flipping has been adopted in isolated precincts of STEM disciplines, particularly physics. Some of the most notable examples illustrate the different forms the technique can take.At the University of Michigan at Ann Arbor, for example, the math department has flipped its teaching of calculus since the mid-1990s, says Karen Rhea, a lecturer and director of the introduc-tory mathematics progra

INTRODUCTION3In the last five years, education has been changing in so many

How ‘Flipping’ the Classroom

By Plato

going

Soc. I believe that I know Phaedrus about as well as I know myself, and I am very sure that the speech of Lysias was repeated to him, not once only, but again and again;-he insisted on hearing it many times over and Lysias was very willing to gratify him; at last, when nothing else would do, he got hold of the book, and looked at what he most wanted to see,-this occupied him during the whole morning; -and then when he was tired with sitting, he went out to take a walk, not until, by the dog, as I believe, he had simply learned by heart the entire discourse, unless it was unusually long, and he went to a place outside the wall that he might practise his lesson.

Translated by Benjamin Jowett

Phaedr. What do you mean, my good Socrates? How can you imagine that my unpractised memory can do justice to an elaborate work, which the greatest rhetorician of the age spent a long time in composing. Indeed, I cannot; I would give a great deal if I could.

Comments and questions on the video

Translated by Benjamin Jowett

Phaedrus By Plato