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"Burden of Poverty Lacking money or time can lead one to make poorer decisions, possibly because poverty imposes a cognitive load that saps attention and reduces effort. Mani et al. (p. 976; see the Perspective by Vohs) gathered evidence from shoppers in a New Jersey mall and from farmers in Tamil Nadu, India. They found that considering a projected financial decision, such as how to pay for a car repair, affects people's performance on unrelated spatial and reasoning tasks. Lower-income individuals performed poorly if the repairs were expensive but did fine if the cost was low, whereas higher-income individuals performed well in both conditions, as if the projected financial burden imposed no cognitive pressure. Similarly, the sugarcane farmers from Tamil Nadu performed these tasks better after harvest than before. Abstract The poor often behave in less capable ways, which can further perpetuate poverty. We hypothesize that poverty directly impedes cognitive function and present two studies that test this hypothesis. First, we experimentally induced thoughts about finances and found that this reduces cognitive performance among poor but not in well-off participants. Second, we examined the cognitive function of farmers over the planting cycle. We found that the same farmer shows diminished cognitive performance before harvest, when poor, as compared with after harvest, when rich. This cannot be explained by differences in time available, nutrition, or work effort. Nor can it be explained with stress: Although farmers do show more stress before harvest, that does not account for diminished cognitive performance. Instead, it appears that poverty itself reduces cognitive capacity. We suggest that this is because poverty-related concerns consume mental resources, leaving less for other tasks. These data provide a previously unexamined perspective and help explain a spectrum of behaviors among the poor. We discuss some implications for poverty policy."

"Burden of Poverty Lacking money or time can lead one to make poorer decisions, possibly because poverty imposes a cognitive load that saps attention and reduces effort. Mani et al. (p. 976; see the Perspective by Vohs) gathered evidence from shoppers in a New Jersey mall and from farmers in Tamil Nadu, India. They found that considering a projected financial decision, such as how to pay for a car repair, affects people's performance on unrelated spatial and reasoning tasks. Lower-income individuals performed poorly if the repairs were expensive but did fine if the cost was low, whereas higher-income individuals performed well in both conditions, as if the projected financial burden imposed no cognitive pressure. Similarly, the sugarcane farmers from Tamil Nadu performed these tasks better after harvest than before. Abstract The poor often behave in less capable ways, which can further perpetuate poverty. We hypothesize that poverty directly impedes cognitive function and present two studies that test this hypothesis. First, we experimentally induced thoughts about finances and found that this reduces cognitive performance among poor but not in well-off participants. Second, we examined the cognitive function of farmers over the planting cycle. We found that the same farmer shows diminished cognitive performance before harvest, when poor, as compared with after harvest, when rich. This cannot be explained by differences in time available, nutrition, or work effort. Nor can it be explained with stress: Although farmers do show more stress before harvest, that does not account for diminished cognitive performance. Instead, it appears that poverty itself reduces cognitive capacity. We suggest that this is because poverty-related concerns consume mental resources, leaving less for other tasks. These data provide a previously unexamined perspective and help explain a spectrum of behaviors among the poor. We discuss some implications for poverty policy."

"Create Animated Videos and Presentations. Engage, explain, sell and teach successfully with Moovly"

"Create Animated Videos and Presentations. Engage, explain, sell and teach successfully with Moovly"

1) the ways they currently implement Twitter in their teaching and learning, 2) ideas for future development of Twitter-based assignments and pedagogical practices, and 3) issues concerning the integration of Twitter and other digital media into both traditional and non-traditional pedagogies. Collaborators should feel free to add material to these pages, to comment on existing material, and to share links to relevant external readings and resources. It may be helpful to tag your contributions with your Twitter handle. Collaborators are asked to please respect this space as a forum for open and respectful dialogue and networking. Let's fill up the pages below with great ideas!  Share the ways you currently implement Twitter in your teaching and learning: Students in my course New Information Technologies do an "Internet Censorship" project, focused on a specific country. I ask them to follow a journalist who tweets on that country as part of their research to understand the state of Internet freedom in the country they select. -- Lora Since shortly after Twitter was launched, I've experimented with various iterations of "The Twitter Essay," an assignment that has students considering the nature of the "essay" as a medium and how they might do that work within the space of 140 characters. -- Jesse (@Jessifer) In my fully online classes, I've started using Twitter to replace the discussion forum as the central location for student interaction. -- Jesse (@Jessifer) Show Tweets that have gotten people arrested and prompt discussion on whether it is fair that anyone be arrested for any Tweet in the US, who is likely to be arrested for their Tweets, what kinds of Tweets are likely to prompt arrest, etc. Students in my First Year Seminar course "The Irish Imagination: Yeats to Bono" developed a platform for digital annotation of Irish literature. Embedded in their platform was a twitter feed of relevant individuals/groups, m

1) the ways they currently implement Twitter in their teaching and learning, 2) ideas for future development of Twitter-based assignments and pedagogical practices, and 3) issues concerning the integration of Twitter and other digital media into both traditional and non-traditional pedagogies. Collaborators should feel free to add material to these pages, to comment on existing material, and to share links to relevant external readings and resources. It may be helpful to tag your contributions with your Twitter handle. Collaborators are asked to please respect this space as a forum for open and respectful dialogue and networking. Let's fill up the pages below with great ideas!  Share the ways you currently implement Twitter in your teaching and learning: Students in my course New Information Technologies do an "Internet Censorship" project, focused on a specific country. I ask them to follow a journalist who tweets on that country as part of their research to understand the state of Internet freedom in the country they select. -- Lora Since shortly after Twitter was launched, I've experimented with various iterations of "The Twitter Essay," an assignment that has students considering the nature of the "essay" as a medium and how they might do that work within the space of 140 characters. -- Jesse (@Jessifer) In my fully online classes, I've started using Twitter to replace the discussion forum as the central location for student interaction. -- Jesse (@Jessifer) Show Tweets that have gotten people arrested and prompt discussion on whether it is fair that anyone be arrested for any Tweet in the US, who is likely to be arrested for their Tweets, what kinds of Tweets are likely to prompt arrest, etc. Students in my First Year Seminar course "The Irish Imagination: Yeats to Bono" developed a platform for digital annotation of Irish literature. Embedded in their platform was a twitter feed of relevant individuals/groups, m

"Nowadays teachers and students have a variety of ways to show what they know and to express themselves. Take a look at some of the hottest online and mobile tools for showing, explaining, and retelling in my infographic, "Show What You Know Using Web & Mobile Apps." These web and iPad apps can turn students into teachers and teachers into super-teachers! Furthermore, most of the apps listed in the infographic are free of charge. Updated February 2015 with 11 of the 44 apps in "Show What You Know" replaced with even better apps! New additions include Chatterpix Kids, RecorderHQ, Vocaroo (to replace the defunct RecordMP3), Shadow Puppet Edu, Pixlr, TeleStory, Toontastic (now that it's 100% free), and Purpose Games. You can download the infographic as a PDF by clicking the image below. Web links and app names are hyperlinked within the PDF for one-click access to the apps and resources."

"The Fairphone is a modular handset designed with repairability and ethical sourcing of its materials as headline features. It sold 60,000 units. Amazingly, for what sounds like a nerd-phone, almost half of those buyers had never owned a smartphone before. Now the Fairphone 2 is launching, and with a totally-new, in-house design. The new phone is even easier to repair, and because it was wholly designed by the FairPhone team, its supply chain is even more responsible than ever. The Fairphone is thicker than the latest iPhone or Samsung flagship, but that's the point. Instead of packing everything into a tiny case and keeping it there with glue, the Fairphone is designed to be taken apart. The lightweight magnesium frame supports modules that can be easily replaced by the user. "We have designed it with an aim to last three to five years, looking at making it robust and modular-for repairability," says Fairphone's chief communications officer, Tessa Wernink. "Obviously how long it lasts depends quite heavily on the user, so what we as a company are doing is offering an ecosystem around the phone that supports long-lasting use, first-hand or second-hand." Inside the case (itself one of several options) you'll find the core unit, containing all the chips and radios; a replaceable battery pack; a display that can be snapped off and replaced without any tools (not even a screwdriver); a receiver unit, which contains the front camera, sensors; the headset connector and microphones; a speaker/vibrator unit; and a camera module. These modules are designed to balance manufacturing complexity with repairability. For instance, the display comes as a standalone unit, but less-vulnerable components are bundled into one module. The camera, which people are most likely to upgrade as better versions become available, is also housed in its own module. That way you don't need to toss out your whole phone just to get a better camera. "In fact, the motto from the maker mo

Magnifica iniciativa abierta a la participación de cualquier persona para crear vídeos de 3 minutos de difusión de las Ciencias de la Tierra. Hay una sección específica donde se invita a participar a centros de E. Primaria y de E. Secundaria "ON THE ROCKS is the first geological video contest for everybody. You should participate with a creative, informal video, where you explain your research, passions or new ideas regarding the Earth, in only 180 seconds. We are looking for passionate contributions by utilizing for example animations, stop-motions, cartoons, time-lapse, interviews, music, poems, dance to demonstrate for a wider public of non-specialists. It should focus on the wonders, dangers and surprises of an adventurous, geological journey, which could take place indoor, outdoor, in a lab, in the mountains, at sea or in the outer space. The potential contributors should therefore be from the scientific community, but could also be passionate and professional multimedia storytellers."

"Here's how you can add email notifications to any Google Form in 5 easy steps: Install the Google Forms add-on, then click the add-ons icon inside the Forms Editor (it is the shape of a puzzle icon), choose the Email Notification for Forms menu and then click the Create New Rule menu. The configuration window will open inside the form editor. Enter your full name (or the sender's name) and also specify the list of one or more email addresses (comma separated) who should receive automatic email notifications when a form is submitted. If you would like to send an auto-confirmation email to the form's respondent after they submit the form, check the Notify Submitter option. You'll also need to select the question in your Google Form that asks the respondent for their email address. Go to the next screen and enter the subject line and message body of the email notification. You can customize the emails and include any of the {{form fields}} in the subject or body as explained in the next section. Click the Create Rule button to activate the form notification. Now open your Google Form, submit a test entry and then go to your Gmail Sent Items folder to see the email notification that has gone out to the recipients."

"The Minute Paper comes in many variations, but the simplest one involves wrapping up the formal class period a few minutes early and posing two questions to your students: What was the most important thing you learned today? What question still remains in your mind? Taken together, those two questions accomplish multiple objectives. The first one not only requires students to remember something from class and articulate it in their own words (more about that in a moment), but it also requires them to do some quick thinking. They have to reflect on the material and make a judgment about the main point of that day's class. The second question encourages them to probe their own minds and consider what they haven't truly understood. Most of us are infected by what learning theorists sometimes call "illusions of fluency," which means that we believe we have obtained mastery over something when we truly have not. To answer the second question, students have to decide where confusion or weaknesses remain in their own comprehension of the day's material. Closing connections. If we want students to obtain mastery and expertise in our subjects, they need to be capable of making their own connections between what they are learning and the world around them - current events, campus debates, personal experiences. The last five minutes of class represent an ideal opportunity for students to use the course material from that day and brainstorm some new connections.The metacognitive five. We have increasing evidence from the learning sciences that students engage in poor study strategies. Likewise, research shows that most people are plagued by the illusions of fluency. The solution on both fronts is better metacognition - that is, a clearer understanding of our own learning. What if all of us worked together deliberately to achieve that?Close the loop. Finally, go back to any of the strategies I introduced in my recent column on the first five minutes of clas

"Hardly anyone seems to have noticed that the newest climate science suggests we are about to pass the point of no return, to unstoppable, catastrophic global warming. This short animation explains the positive feedback mechanisms that mean the Earth's climate system has a tipping point, followed by a brief glimpse into the crystal ball of horrors that will almost certainly come to pass if we cross it. Finally, the film explores how we got into the mess we're in, and the possibilities still open to us to prevent the worst natural and humanitarian disaster in human history, and the very real possibility of the end of civilization, and of life as we know it."

Rigurosa y potente investigación en EEUU que pone de manifiesto que los desfases en el aprendizaje de las ciencias comienzan en Educación Infantil, permaneciendo y aumentando en posteriores etapas educativas. Por tanto, si queremos una educación científica sólida de los ciudadanos debemos empezar por iniciarla y en todo caso mejorarla desde la Educación Infantil

"Is the form that you receive a message as significant as the message itself? Marshall McLuhan argued that throughout history what has been communicated has been less important than the particular medium through which people communicate. The technology that transfers the message changes us and changes society, the individual, the family, work, leisure and more. Narrated by Gillian Anderson. Scripted by Nigel Warburton. From the BBC Radio 4 series about life's big questions - A History of Ideas. This project is from the BBC in partnership with The Open University, the animations were created by Cognitive."

"Is the form that you receive a message as significant as the message itself? Marshall McLuhan argued that throughout history what has been communicated has been less important than the particular medium through which people communicate. The technology that transfers the message changes us and changes society, the individual, the family, work, leisure and more. Narrated by Gillian Anderson. Scripted by Nigel Warburton. From the BBC Radio 4 series about life's big questions - A History of Ideas. This project is from the BBC in partnership with The Open University, the animations were created by Cognitive."

Para cuando tus alumnos, colegas, directivos, o alguien te pregunte... o simplemente porque no lo sabés y está bueno que si "Este 28 de agosto de celebra el día Internacional del Software Libre, buen momento para recordar en qué consiste es movimiento. Aquí tienes algunos recursos en audio y video para hablar de este tema en tu radio. Muchas veces se confunde este término con Open Source o con software gratuito o pensamos que se limita a hablar de GNU/Linux. Pero no es así, el Software Libre va mucho más allá. Es un estilo de vida. Tiene que ver con la libertad. Richard Stallman, unos de los principales promotores de esta filosofía siempre dice que: "Con el software, o los usuarios tienen el control del programa o el programa tiene el control de sus usuarios. Siempre es uno u otro." A diario, proporcionamos mucha de nuestra información en redes sociales, programas y en espacios inseguros. ¿Estamos conscientes de eso? Usamos servicios que son gratuitos pero no libres y les damos el control y el poder de usar nuestros datos, como ellos crean convenientes. Por eso, creemos y apostamos por las tecnologías libres y, sobre todo, en el software libre como un sinónimo de libertad. Aprovecha este 28 de agosto para informarte e informar a tu audiencia. Te ofrecemos varios recursos sobre este tema: · 4 cuñas radiales sobre las libertades del Software Libre. Un trabajo en conjunto entre Radialistas.net, CódigoSur.org y RadiosLibres.net · Entrevista a Richard Stallman, por RadiosLibres y FLOK Society. · Infografía por Derechos a Leer: "¿Qué es el Software Libre?" · Entrevistas por Derecho a Leer: "Software libre y libertad de expresión" · ¿Qué es el software libre? Por Nbek video channel · El software libre de Las TIC en un CLIC. Por Fundación CTIC · ¿Qué es el Open Source? Explicado por Lego. Por Bit Blueprint"

Para cuando tus alumnos, colegas, directivos, o alguien te pregunte... o simplemente porque no lo sabés y está bueno que si "Este 28 de agosto de celebra el día Internacional del Software Libre, buen momento para recordar en qué consiste es movimiento. Aquí tienes algunos recursos en audio y video para hablar de este tema en tu radio. Muchas veces se confunde este término con Open Source o con software gratuito o pensamos que se limita a hablar de GNU/Linux. Pero no es así, el Software Libre va mucho más allá. Es un estilo de vida. Tiene que ver con la libertad. Richard Stallman, unos de los principales promotores de esta filosofía siempre dice que: "Con el software, o los usuarios tienen el control del programa o el programa tiene el control de sus usuarios. Siempre es uno u otro." A diario, proporcionamos mucha de nuestra información en redes sociales, programas y en espacios inseguros. ¿Estamos conscientes de eso? Usamos servicios que son gratuitos pero no libres y les damos el control y el poder de usar nuestros datos, como ellos crean convenientes. Por eso, creemos y apostamos por las tecnologías libres y, sobre todo, en el software libre como un sinónimo de libertad. Aprovecha este 28 de agosto para informarte e informar a tu audiencia. Te ofrecemos varios recursos sobre este tema: · 4 cuñas radiales sobre las libertades del Software Libre. Un trabajo en conjunto entre Radialistas.net, CódigoSur.org y RadiosLibres.net · Entrevista a Richard Stallman, por RadiosLibres y FLOK Society. · Infografía por Derechos a Leer: "¿Qué es el Software Libre?" · Entrevistas por Derecho a Leer: "Software libre y libertad de expresión" · ¿Qué es el software libre? Por Nbek video channel · El software libre de Las TIC en un CLIC. Por Fundación CTIC · ¿Qué es el Open Source? Explicado por Lego. Por Bit Blueprint"

"This comic is a timeline on how the temperature has changed from 20,000 BCE (Before Common Era) to the present day (2016), with three predictions for the rest of the 21st century depending on what actions are taken (or not taken) to stop CO₂ emission. This comic is a direct, but much more thorough, follow up on the previous global warming comic: 1379: 4.5 Degrees. By having readers scroll through millennia of slow-paced natural changes, Randall uses the comic to confront the the rapid temperature rise in the recent years. Over the past 100 years, human action has produced a large amount of CO₂ emissions, which have caused a rise in average global temperature through the greenhouse effect. This is called global warming and is part of a climate change, a subject that has become a recurrent subject on xkcd. There are still many people who claim that this is not happening, or at least that it is not caused by any human actions, called climate change deniers. One argument of theirs is that global warming is happening for natural causes, summarized with the phrase "temperature has changed before". "