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Scott Walters

On Campus, Vampires Are Besting the Beats - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009030501541.html

shared by Scott Walters on 09 Mar 09 - Cached
  • Here we have a generation of young adults away from home for the first time, free to enjoy the most experimental period of their lives, yet they're choosing books like 13-year-old girls -- or their parents. The only specter haunting the groves of American academe seems to be suburban contentment.
  • two-thirds of freshmen identify themselves as "middle of the road" or "conservative." Such people aren't likely to stay up late at night arguing about Mary Daly's "Gyn/Ecology" or even Robert Pirsig's "Zen and the Art of Motorcycle Maintenance."
  • "I have stood before classes," he tells me, "and seen the students snicker when I said that Melville died poor because he couldn't sell books. 'Then why are we reading him if he wasn't popular?' "
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  • a notable uptick in superficiality and a notable uptick in the anesthetizing of that native curiosity that was once a prominent feature of the adolescent mind."
  • maybe young people's reading choices reflect our desire to keep them young
  • "People don't necessarily read their politics nowadays. They get it through YouTube and blogs and social networks. I don't know that there is a fiction writer out there right now who speaks to this generation's political ambitions. We're still waiting for our Kerouac."
  • "Don't trust anyone over 140 characters."
Gregory Louie

Curriki - TerrariumsandVivariums - 1 views

www.curriki.org/...TerrariumsandVivariums

Education Curriculum SciEd Ecology

shared by Gregory Louie on 13 Sep 09 - Cached
  • Gregory Louie on 13 Sep 09
     
    In this comprehensive five to ten week unit, late elementary students (grades 5-6) will plan, create and observe three different environments: woodland, desert, and tropical. Each environment provides opportunity for activities studying adaptations of plants and animals, with focused activities on the earthworm and isopod. Humane treatment of organisms is stressed. This resource includes correlations with NY state standards. Each "kit" in the Curriki repository includes a teacher's manual and student activity book. The teacher's manual includes a unit overview, scheduling information, extensive and clear background information materials, preparation instructions, discussion questions, an assessment, cross-curricular extension ideas, a glossary and teacher references. Each student manual includes clear, reproducible student handouts and a glossary. The last section in the "kit" is a wiki, and Curriki members are encouraged to edit and build up the existing curriculum. It may take some time initially to organize and order all the necessary supplies, but these written materials are excellent and can be used immediately in the classroom.
Cindy Sheets

HOME - a film by Yann Arthus-Bertrand - 1 views

www.home-2009.com/index.html

earth home ecology sustainability

shared by Cindy Sheets on 07 Jun 09 - Cached
  • Cindy Sheets on 07 Jun 09
     
    stunning photography of the Earth in a video about sustaining our home planet
Deb White Groebner

Welcome to Project BudBurst - 41 views

www.windows.ucar.edu/...index.php

budburst science environmental_education ecology climatechange research education

shared by Deb White Groebner on 10 Mar 10 - Cached
  • Deb White Groebner on 10 Mar 10
     
    Great opportunity for students to contribute to US climate records by tracking phenology of local plant species. Lots of helpful resources for teachers at all grade levels, and appropriate for many areas (not just science). Show students how they can quite easily participate in real, meaningful research that encourages them to care for and observe the environment!
Deb White Groebner

KidWings Virtual Owl Pellet Dissection - 31 views

www.kidwings.com/...index.htm

owlpellets virtual dissection interactive biology ornithology ecology

shared by Deb White Groebner on 08 Apr 10 - Cached
  • Deb White Groebner on 08 Apr 10
     
    Virtual dissection of owl pellets. Good practice for doing the real thing!
Deb White Groebner

Discover Life - 36 views

www.discoverlife.org

Biology Ecology science_education biodiversity teaching pollinator bees

shared by Deb White Groebner on 14 Apr 10 - Cached
  • Deb White Groebner on 14 Apr 10
     
    Check out the ID Nature Guides and Albums. Great tools for biology folks and naturalists.
Holly Barlaam

Biodiversity Snapshots - 33 views

biodiversitysnapshots.net.au/...about.htm

biodiversity fauna ecology biology

shared by Holly Barlaam on 10 Mar 11 - No Cached
  • Holly Barlaam on 10 Mar 11
     
    designed to assist students and teachers to field trip and report on their local fauna in Australia; even if you are not in Australia there are great pictures and info here
Holly Barlaam

ARKive - 76 views

www.arkive.org/about

ecology biodiversity endangered endangered species conservation biology life science

shared by Holly Barlaam on 09 May 11 - Cached
  • Gerald Carey on 09 May 11
     
    "A vast treasury of wildlife images has been steadily accumulating over the past century, yet no one has known its full extent - or indeed its gaps - and no one has had a comprehensive way of gaining access to it. ARKive will put that right, and it will be an invaluable tool for all concerned with the well-being of the natural world." Sir David Attenborough Wildscreen Patron
  • Holly Barlaam on 28 May 11
     
    Information and wonderful photography on endangered species. Information includes stats about each species, such as its classification, range, habitat, threats, current endangered status, conservation efforts, etc. The photos/videos are amazing.
Martin Burrett

EekoWorld - 61 views

pbskids.org/index.html

environment science ecology games videos animation

shared by Martin Burrett on 29 Aug 11 - Cached
  • Martin Burrett on 29 Aug 11
     
    An environmental site for kids. Play games, watch animations and even design your own creatures. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Jennie Snyder

Why schools must move beyond 'one-to-one computing' | eSchool News - 114 views

www.eschoolnews.com/...2

computing 1:1

shared by Jennie Snyder on 13 Feb 13 - No Cached
Sean McHugh liked it
  • Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
  • “one-to-world.”
  • The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
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  • As soon as you shift from “one-to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support.
  • learning how to manage the transition from a learning ecology where paper is the dominant technology for storing and retrieving information, to a world that is all digital, all the time.
  • Leaders must be given the training to: Craft a clear vision of connecting all students to the world’s learning resources. Model the actions and behaviors they wish to see in their schools. Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology. Move in to the role of systems analyst to ensure that digital literacy is aligned with standards. Ensure that technology is seen not as another initiative, but as integral to curriculum.
  • In a one-to-world approach, the critical question is not, “What technology should we buy?” The more important questions revolve around the design of the culture of teaching and learning.
  • t’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.
  • Jennie Snyder on 13 Feb 13
     
    Thoughtful article by ed-tech consultant, Alan November. 
Mary Phillips

World of 7 Billion | Population Education, PSA Contest for Students - 3 views

www.worldof7billion.org

world of 7 billion ecology social studies science film production

shared by Mary Phillips on 22 Apr 12 - No Cached
  • Mary Phillips on 22 Apr 12
     
    Neat resource for exploring the impact the world's population has on our resources and a perspective on how we got here. Site features a student video contest.
marshastockphd

How urbanization affects the epidemiology of emerging infectious diseases | Neiderud | ... - 17 views

www.infectionecologyandepidemiology.net/...27060

shared by marshastockphd on 23 Oct 15 - No Cached
  • BrowseCurrent VolumeArchivesFor AuthorsAuthor GuidelinesAuthor BenefitsPublication FeesSubmit a ManuscriptAbout the JournalEditorial ContactEditorial TeamEditorial & Publishing PoliciesFAQsReviewer GuidelinesMetrics & IndexingAnnouncements
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
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