See No Evil: The Morality of Collapse | Shift Magazine As we wade into discussions about the consequences of collapse, and the most effective ways to become resilient in face of it, most of us avoid discussions about morals (personal standards of ‘right’ and ‘wrong’) and ethics (collective standards of ‘just’ and ‘unjust’ behaviours). As an example, it doesn’t matter whether climate change is human-caused, we assert, we need to focus on how to deal with it, not who to blame for it. Alas, it is not so easy to avoid the issue, because our worldviews are inevitably rooted in our beliefs, including our moral and ethical ones. So when it comes to preparing for collapse, the different groups, who accept that the near-term collapse of industrial civilization is inevitable (or at least requiring immediate and drastic action to avert), possess worldviews that are rooted in different, and I would argue, almost irreconcilable moral and ethical standards. Collapsnik tribes Worldviews & interpretations Layers of moral complexity Doomed by determinism?
Methods of Assessment Formative (Low-Stakes) Assessments Formative assessment techniques monitor student learning during the learning process. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying. These are low-stakes assessments (i.e., they have low point values) that happen early and often in the semester. Written Reflections. “What was the most important thing you learned today?” Polls/Surveys. Checks for Understanding. Wrappers. In-class Activities. Quizzes. Online Learning Modules. Modules enable you establish learning pathways for students by establishing prerequisites and requirements. Class Deliverables. Summative (High-Stakes) Assessments: Summative assessment techniques evaluate student learning. Exams. Papers, projects, and presentations. Portfolios.
Il Picco del sapere? di Jacopo Simonetta “L’entropia è il prezzo della struttura”, questa famosa frase di Ilya Prigogine schiude come un vaso di Pandora l’origine di gran parte dei mali che si stanno abbattendo su di un’umanità che credeva di aver oramai acquisito il controllo del Pianeta. Perché? Perché tutte le grandi conquiste di cui andiamo (in molti casi giustamente) orgogliosi sono il prodotto di processi fisici: abbiamo dissipato dell’energia per ottenere un incremento del nostro capitale complessivo. Che si tratti del numero di persone (popolazione), di infrastrutture ed oggetti materiali di ogni genere (capitale materiale), di denaro (capitale finanziario) di conoscenze (capitale culturale) e quant'altro, la fisica del sistema non cambia: si dissipa energia per aumentare la quantità di informazione contenuta in una parte del meta-sistema, scaricando l’entropia corrispondente su altri sotto sistemi. Da quando Claude. Perlomeno entro certi limiti, possiamo decidere a chi far pagare questa “bolletta”.
Strategies and Resources for Supporting English-Language Learners "The hardest part of living in a different country is the language barrier. Because you know you have to learn the language in order to survive." – Betina Johnson Being an English-language learner in the United States is no honeymoon. Efforts to support ELLs have often been well meaning but misinformed. Indeed, a lot of assumptions about how to serve ELLs need to be checked. UC Berkeley experts Margaret Bridge and Bruce Fuller offer three examples of these faulty assumptions: The expectation that Mexican-American English-language learners would enter U.S. schools with inadequate social competence turned out not to be realized. What About Grammar Drills? Everyone agrees that ELLs need help in mastering "the basics" of grammar usage. Non-Negotiable Vocabulary for ELLs to Study Below are a list of websites and books that suggest ways to support ELLs. Websites to Support English-language Learners English Grammar Word Builder offers printable lesson plans, grammar rules, and online exercises.
Singolarità tecnologica Da Wikipedia, l'enciclopedia libera. Nella futurologia, una singolarità tecnologica è un punto, previsto nello sviluppo di una civilizzazione, dove il progresso tecnologico accelera oltre la capacità di comprendere e prevedere degli esseri umani moderni. La Singolarità può, più specificamente, riferirsi all'avvento di una intelligenza superiore a quella umana, e ai progressi tecnologici che, a cascata, si presume seguirebbero, salvo un importante aumento artificiale delle facoltà intellettive di ciascun individuo. Panoramica sulla singolarità[modifica | modifica wikitesto] Concetto iniziale[modifica | modifica wikitesto] Sebbene si creda comunemente che il concetto di singolarità sia nato negli ultimi 20 anni del XX secolo, esso nasce realmente negli anni cinquanta del 1900: Questa citazione è stata parecchie volte utilizzata fuori dal suo contesto ed attribuita allo stesso von Neumann, probabilmente a causa della grande fama ed influenza di questi. Nel 1965, lo statistico I.
Vol.6 n°18 | 2012 Les recherches sur les pratiques enseignantes efficaces Laurent Talbot Research on efficient teaching Joël Clanet Teaching efficiency. Which modelling for this ambition? Olivier Maulini, Andreea Capitanescu Benetti, Cynthia Mugnier, Manuel Perrenoud, Laetitia Progin, Carole Veuthey et Valérie Vincent What is a “good” teaching practice? Bounded rationality and efficiency among future teachers Sabine Kahn Do socio-cognitive misunderstandings determine the teacher effect? Sophie Briquet-Duhazé Study of the effectiveness of a remedial reading teacher for pupils in difficulty aged 9, 10 and 11 Amélie Duguet et Sophie Morlaix Teaching practices of the University Professors: Which Variety for which effectiveness?
The Age of Diminishing Returns The Earth’s Mineral Supplies: The Age of Diminishing ReturnsA Q&A with Ugo Bardi, author of Extracted: How the Quest for Mineral Wealth is Plundering the Planet Q: Which of the rare earth minerals that fuel our industrial system are most likely to be depleted first (at current mining levels)? Are there any resources that we’ve already depleted beyond acceptable levels? Ugo Bardi: We need to understand that “depletion” is a relative term. Nothing ever disappears from the Earth's crust: everything we extract still exists, but once extracted it is widely dispersed—in products, in waste streams, and even in our land, air, and water. Speaking of “Peak Oil,” will we experience such a thing as “peak metals” or “peak minerals”? Yes, absolutely, there is such a thing as “peak metals” and, in general, “peak minerals.” Is it possible for a rare mineral shortage to exist and for one, or two, countries to hold more stock of these minerals and metals? This is a general problem with substitution.
Tomorrow's Professor eNewsletter: 1315. Forming "Teams" or "Discussion Groups" to Facilitate Learning UP NEXT: Texting in Class Tomorrow's Teaching and Learning---------- 1693 words ----------Forming "Teams" or "Discussion Groups" to Facilitate Learning Background Learning is enhanced when the material to be learned is thought about deeply and also when related material is retrieved from memory and associated with the new material. Nelson (4) argues that courses taught by the traditional lecture are actually biased against those students who come to our classes without strong preparatory training. Overall, scholarly work consistently shows that working in groups and teams is a benefit to all students because this pedagogical approach emphasizes sound principles of learning and memory. Helpful Hints There are many ways to incorporate discussion groups or teams into the course, including think-pair-share, team-learning, problem-based learning, case-based learning, jigsaw method, simulations, gaming, and service-learning (7, 8). Present good scenarios; ask good questions. Assessment Issues 1.
2052: Intervista con Jorgen Randers Intervista con Jorgen Randers: ’2052′ – “E' la storia dell'umanità che non è all'altezza della situazione” Da “Transition Culture”. Traduzione di Massimiliano Rupalti. Jorgen Randers è professore di strategia climatica alla BI, Scuola Norvegese per il Commercio, e fra le molte cose è stato coautore de I Limiti dello Sviluppo nel 1972, Oltre i Limiti, nel 1992 e Limiti dello Sviluppo: l'aggiornamento dei 30 anni nel 2004 Potete leggere la sua biografia completa qui). Recentemente ha pubblicato ‘2052: una previsione globale per i prossimi quarant'anni‘. Potete vedere un suo video mentre parla del libro al suo lancio qui. Rob Hopkins: La prima domanda che ti volevo fare è: qual'era il tuo obbiettivo quando ti sei seduto a scrivere '2052'? RH: Per la gente che non ha ancora letto il libro, puoi raccontarci del 2052? JR: E' un libro che descrive quanto più in dettaglio mi era possibile cosa accadrà da adesso al 2052, quindi è una storia sugli sviluppi del mondo durante i prossimi 40 anni.
8 ways teachers can talk less and get kids talking more If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it? Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task. Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work. 1. It can be uncomfortable to watch kids struggle to figure out an answer, but they need time and silence to work through it. 2. It’s easy to get in an instructional rut when you stand at the same place near the board all day long. 3. Cut down on conversations about bathroom/water/pencil sharpening/etc by teaching kids to use sign language to request permission: use sign language to indicate your answer back: yes, no, or wait. 4. 5. 6. 7. 8.