The Arrow of Time The debate about the nature of time and its passage is a long and venerable one. The issues addressed by pre-Socratic philosophers such as Heraclitus and Parmenides about whether time 'flows' or not prefigure present day philosophical arguments. In his talk to the Blackheath Philosophy Forum Huw Price chose as his starting point the views of cosmologist Sir Arthur Eddington - a prominent figure in the first half of the 20th century, but little known today. What made Eddington's view of time interesting is that he was prepared to part company with most physicists - who conceive time as it is revealed in the laws of physics - and give credence to our subjective perceptions about time, particularly our perception that time passes (or 'goes on' in his terms). The 'passage' view accords with our commonsense intuitions: that there is a past, present and future - each with a different ontological status. What might any of this mean for how we subjectively view time?
There’s one key difference between kids who excel at math and those who don’t “I’m just not a math person.” We hear it all the time. And we’ve had enough. Because we believe that the idea of “math people” is the most self-destructive idea in America today. Is math ability genetic? How do we know this? Different kids with different levels of preparation come into a math class. Thus, people’s belief that math ability can’t change becomes a self-fulfilling prophecy. The idea that math ability is mostly genetic is one dark facet of a larger fallacy that intelligence is mostly genetic. A body of research on conceptions of ability has shown two orientations toward ability. The “entity orientation” that says “You are smart or not, end of story,” leads to bad outcomes—a result that has been confirmed by many other studies. Psychologists Lisa Blackwell, Kali Trzesniewski, and Carol Dweck presented these alternatives to determine people’s beliefs about intelligence: The results? So why do we focus on math? We believe that this approach is disastrous and wrong. 1.
European Journal of Open, Distance and E-Learning Dorothy C. Kropf [Dorothy.Kropf@waldenu.edu], Walden University, 100 Washington Avenue South, #900, Minneapolis, MN 55401, United States of America [ Transformed into a large collaborative learning environment, the Internet is comprised of information reservoirs namely, (a) online classrooms, (b) social networks, and (c) virtual reality or simulated communities, to expeditiously create, reproduce, share, and deliver information into the hands of educators and students. Most importantly, the Internet has become a focal point for a potentially dynamic modern learning theory called connectivism. Like any learning theory, connectivism has its share of supporters and critics. Keywords: connectivism, e-learning, information repositories, learning theory Today’s students are “do-it-yourself” learners (Nussbaum-Beach & Hall, 2012, p.11). The most radical educational transformation befalls on higher education (Hogg & Lomicky, 2012). Figure 1. Online EPHOC Remix World NING site
gbrainy gbrainy is a brain teaser game and trainer to have fun and to keep your brain trained. It provides the following types of games: Logic puzzles. Games designed to challenge your reasoning and thinking skills. Mental calculation. gbrainy provides different difficulty levels making gbrainy enjoyable for kids, adults or senior citizens. It is designed for GNOME and runs on top of GNU/Linux and different Unix flavours. gbrainy project's objectives gbrainy project's objectives are: To produce gbrainy, a free and open brain teaser game for Linux, Windows and other platforms. Frequently asked questions There is a collection of Frequently asked questions about gbrainy. Screenshots These are some screenshots of gbrainy: Requirements gbrainy requires: intltool 0.35 or higher Mono 1.1.7 or higher GTK and GTK Sharp 2.10 or higher librsvg 2.2 or higher Cairo 1.2 or higher Mono.Addins 0.3 or higher Download Source code Latest stable released version is 2.2.2. Unix / Linux versions Packages for Debian. Windows .
The 10 Minute Rule So I ask this question in every college course I teach: “Given a class of medium interest, not too boring and not too exciting, when do you start glancing at the clock, wondering when the class will be over?” There is always some nervous shuffling, a few smiles, then a lot of silence. Eventually someone blurts out: “Ten minutes, Dr. “Why 10 minutes?” “That’s when I start to lose attention. Peer-reviewed studies confirm my informal inquiry: Before the first quarter-hour is over in a typical presentation, people usually have checked out. "10 Minute Rule" slide with audioTo learn more about how Brain Rules relates to presentations, check out Garr Reynolds's Brain Rules for Presenters slideshow.
Harvard-Smithsonian Center for Astrophysics Announce Discovery phd.richardmillwood.net/en/theoretical-and-conceptual-framework/the-challenge-of-learning-theory Figure 5: Learning Theory This concept diagram (Figure 5) and notes below are taken from the work I undertook to complete an overview of learning theory for the EU-funded HoTEL project in 2013, intended to help technology enhanced learning innovators untrained in educational theory to make better sense of theory in order to improve their designs and the impact of their innovations. "Learning theory has been a contested scientific field for most of its history, with conflicting contributions from many scientific disciplines, practice and policy positions. Formal education is also a high stakes, culturally & institutionally conservative activity, which serves more than one societal purpose, including: learner development and fulfilment;child care;preparation for citizenship, parenthood and retirement;preparation for work;selection for jobs. Millwood (2013)
Physics explained in 10 mind-bending GIFs | Science! Just because the laws of physics are consistent, that certainly doesn’t mean they always make sense to our squishy mammal brains. Our day to day experiences don’t include advanced materials, superconducting magnets, or extreme temperatures. You might be sure your eyes are deceiving you when dealing with something like that, but it’s just science. We’re going to use GIFs to zero in on just that kind of thing — weird physics that makes you scratch your head. Don’t worry, we’ll explain it all too. Click the gallery above to see each one of the animated pics and then check out the full explanations of each animation below, without your browser being weighed down by all those hefty GIFs. Slow magnets This doesn’t seem right when you first look at it — magnets aren’t attracted to copper, so why would they slow down in the tube? Orange LED in liquid nitrogen This GIF shows what happens when an orange LED is submerged in liquid nitrogen. Cannonball floating in mercury Friction drill
Policy: Twenty tips for interpreting scientific claims Science and policy have collided on contentious issues such as bee declines, nuclear power and the role of badgers in bovine tuberculosis. Calls for the closer integration of science in political decision-making have been commonplace for decades. However, there are serious problems in the application of science to policy — from energy to health and environment to education. One suggestion to improve matters is to encourage more scientists to get involved in politics. Perhaps we could teach science to politicians? In this context, we suggest that the immediate priority is to improve policy-makers' understanding of the imperfect nature of science. To this end, we suggest 20 concepts that should be part of the education of civil servants, politicians, policy advisers and journalists — and anyone else who may have to interact with science or scientists. We are not so naive as to believe that improved policy decisions will automatically follow. Differences and chance cause variation.
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