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Fabiola Berdiel

Atlantic Avenue: Adventures in Consumption Landscapes [IFP Beirut] | International Fiel... - 18 views

gpia-ifp.info/...sumption-landscapes-ifp-beirut

shared by Fabiola Berdiel on 04 Mar 11 - No Cached
  • I grew up in a Muslim and Christian home, and because of my Iranian passport, I am legally and exclusively Muslim (in that nation’s eyes at least). I don’t ever identify with a religion, but if I do, I say I’m both. Most people are confused by this response, and so at best it leads to a converse. At worst, it easily fends off people who want to put me neatly and nicely into a box of their own choosing
    • Fabiola Berdiel
      Fabiola Berdiel on 04 Mar 11
       
      Powerful self-reflection and positioning yourself within the context, one of the goals of participant observation
  • My personal ethnic ambiguity invites questions as much as it doesn’t. The ability to “pass” as a member of a community, albeit religious, ethnic, or otherwise made me realise I might need to hash out some of the answers to the uncomfortable questions I avoid asking myself, at least before Beirut.
  • Atlantic Avenue: Adventures in Consumption Landscapes [IFP Beirut]
Stephanie Holt

The Rad New Words Added to the Dictionary in the 90s: Where Are They Now? - 24 views

www.theatlantic.com/...279145

dictionaries neologisms AMEweek11 technology Atlantic specialistEnglishes E&Pweek2

shared by Stephanie Holt on 29 Apr 14 - No Cached
  • Stephanie Holt on 29 Apr 14
     
    From the Atlantic, a quick, instructive survey of established, passing, and redefined words, drawn largely (but not exclusively) from tech language.
Jessica Hallonqvist

Greta Thunberg Arrives in New York After Sailing Across Atlantic | Time - 3 views

time.com/...thunberg-arrives-sail-atlantic

shared by Jessica Hallonqvist on 29 Aug 19 - No Cached
David Hochheiser

Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views

www.theatlantic.com/...274362

tracking atlantic

shared by David Hochheiser on 30 Mar 13 - No Cached
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Terribly generalized.  
  • treated accordingly.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Mistreated accordingly.
  • ...22 more annotations...
  • Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
  • public schools have done away with "tracking"
  • deemed low achievers or of low cognitive ability?
  • Jonathan Kozol brought accusations against a system they found racist and sadistic.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      He condemns a lot more than the eduction system.  His approach to reform is much more like Finland's, holistic.
  • to restore equity to
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      As if it ever existed?!
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      This is an essential issue.  Are we doing it well?
  • Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      I never knew that equality had such a nasty undertone to it.
  • -- a practice viewed by many in the education establishment as synonymous with tracking
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      It is "tracking." I'm not sure what his point is here.
  • Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Again, a nasty generalization.  Not only that, but the following practices he cites aren't products of heterogeneous grouping.  
  • In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Now he's just not making sense.
  • Dallas Independent School District
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Ed research from Texas??  They want to teach evolution in science classes.
  • The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Is this a for or against grouping statement?
  • this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Practices do not support this assertion.  Upward trajectory is very limited.
  • David Hochheiser on 30 Mar 13
     
    "Mark Bowden on Being in the Slow Kids' Class"
Matt Renwick

Why Cliques Form at Some High Schools and Not Others - The Atlantic - 37 views

www.theatlantic.com/...2

form schools atlantic design pbis

shared by Matt Renwick on 21 Nov 14 - No Cached
  • Schools that grouped students by academics and created other ways to force kids with different backgrounds to cooperate (whether in clubs or on sports teams) were less ruled by segregation and hierarchy.
  • how organizations shape our behavior
  • People are social animals, but we’re also creatures of our environment. Our habitats shape our habits.
N Carroll

Hurricane Tracker - weather.com - 2 views

www.weather.com/...tracker

hurricane Tracker weather.com weather hurricanes

shared by N Carroll on 25 Jun 12 - No Cached
  • N Carroll on 25 Jun 12
     
    Find Hurricanes in the Atlantic or Pacific with this site. (There are ads on this site.)
Mary Blow

Suggest a character - 7 views

thecomposites.tumblr.com/ask

character characterization web 2.0

shared by Mary Blow on 22 Feb 12 - No Cached
  • Mary Blow on 22 Feb 12
     
    "Images created using law enforcement composite sketch software and descriptions of literary characters. All interesting suggestions considered. Include descriptive passages if you can. Read more on the project at The Atlantic. "
smilex3md

How Scholars Hack the World of Academic Publishing Now - Robinson Meyer - The Atlantic - 16 views

www.theatlantic.com/...279119

scholars hack academic publishing atlantic cartel citation

shared by smilex3md on 30 Aug 13 - No Cached
  • smilex3md on 30 Aug 13
     
    If you want to understand the modern academy, it wouldn't hurt to start at "impact factor." Citation cartels.
leijosa

Visualizing gun deaths - Comparing the U.S. to rest of the world - 46 views

www.humanosphere.org/...g-the-u-s-to-rest-of-the-world

gun deaths u s world

shared by leijosa on 22 Jun 15 - No Cached
  • leijosa on 22 Jun 15
     
    Map of the US from The Atlantic comparing gun related deaths in the states to other countries 
Paul Klym

How Black Students Tend to Learn Science - The Atlantic - 47 views

www.theatlantic.com/...2

students science atlantic beliefs+practices

shared by Paul Klym on 05 Dec 14 - No Cached
  • limits students’ sense of isolation and fosters communal feeling among classmates
  • active learning limits students’ sense of isolation and fosters communal feeling among classmates
  • active learning limits students’ sense of isolation and fosters communal feeling among classmates.
  • ...1 more annotation...
  • So why are students relegated to lectures when it’s proven that active learning can significantly enhance the educational experience?
    • Matt Renwick
      Matt Renwick on 05 Dec 14
       
      Simple. They don't have instructional beliefs that they all agree upon. These teachers work as independent contractors, and take any criticism of their practice personally. But they forget that it is not about them. It's about the students.
    • Paul Klym
      Paul Klym on 08 Dec 14
       
      I think that you have forgot to include a lack of professional development (training) to demonstrate successful educational strategies.  Telling someone (a teacher) they must change is just like a lecture.  Showing them how they can change their practice to make a difference is needed as well.
Matt Renwick

What Happens When Students Control Their Own Education? - The Atlantic - 64 views

www.theatlantic.com/...3

students control education atlantic

shared by Matt Renwick on 17 Nov 14 - No Cached
  • some staff members rejected
  • eliminated the principal position and instead installed two deans at the helm
  • strong leaders, supported teachers, and an engaged community
  • ...3 more annotations...
  • no longer in the bottom 5 percent
  • incredibly freeing
  • I’m a better teacher
Kay Bradley

Population Control, Marauder Style - NYTimes.com - 73 views

www.nytimes.com/...on-control-marauder-style.html

population marauders death rate war casualties nytimes

shared by Kay Bradley on 06 Nov 11 - No Cached
  • Kay Bradley on 06 Nov 11
     
    Compare death rates from Mideast slave trade, Famines in British India, World Wars I and II, Genghis Khan, Mao Zedong, Atlantic slave trade . . . at the bottom of the graphic there's a table translating figures into % of world population at the time they occurred. Astounding!
Mrs. Lail2

How Self-Expression Damaged My Students - Robert Pondiscio - The Atlantic - 47 views

www.theatlantic.com/...262656

education English Writing

shared by Mrs. Lail2 on 25 Sep 12 - No Cached
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • ...7 more annotations...
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
Jon Dorbolo

The World's Richest College Dropout Urges Colleges to Stop Dropouts - Jordan Weissmann ... - 22 views

www.theatlantic.com/...265251

shared by Jon Dorbolo on 18 Nov 12 - No Cached
  • Gates sees this problem largely as a matter of incentives. Publications such as U.S. News and World Report reward colleges for the resources they spend on students and their exclusivity, but not necessarily for their results. High SAT scores will move a colleges up in the rankings (and so, it should be noted, will having a high graduation rate). Making sure your alums have a well-paid job, or a job at all, will not. To begin fixing this problem, we need need flip U.S. News' logic, Gates said, and reward schools that "take people with the low SAT and actually educate them well."  
    • Jon Dorbolo
      Jon Dorbolo on 18 Nov 12
       
      Taking in less qualified students in order to bring them up to speed is part of the the Land Grant University mission. Sal Khan (Khan Academy) recently observed that for students who take longer to master fundamental math skills, once they do so they accelerate faster such that they catch up to those who are ahead. Ubiquitous learning is species survival.
Randolph Hollingsworth

Ideas Trump Resources When it Comes to City Growth - Richard Florida - The Atlantic Cities - 0 views

www.theatlanticcities.com/...4963

shared by Randolph Hollingsworth on 22 Mar 13 - No Cached
  • Randolph Hollingsworth on 22 Mar 13
     
    important for all us educators to remember: knowledge and extractive industries do not mix. "Across all U.S. metros, the share of workers in resource and extractive industries had no correlation whatsoever to four key measures of regional development: economic output per capita, average wages per capita, income, or median household income (the correlations range from -.08 to .09, none being statistically significant). Conversely, the share of workers employed in idea-based knowledge and creative industries was strongly associated with all four regional development measures (with correlations ranging from .53 to .74). In line with the resource curse hypothesis, the share of employment in resource and extractive industries was negatively associated with share of employment in knowledge industries and also with the share of adults with college degrees, a key measure of skill and human capital which economists uniformly find to be a key driver of short and long-run economic prosperity."
Mr. Mohan

The Cost of Saving Lives in Bangladesh - Ben W. Heineman Jr. - The Atlantic - 13 views

www.theatlantic.com/...275749

shared by Mr. Mohan on 14 May 13 - No Cached
  • if real reform is to occur on the ground, hard, complex questions must be asked and answered
    • Mr. Mohan
      Mr. Mohan on 14 May 13
       
      what are these questions in your mind?
  • consumers across the globe looking for cheap prices
    • Mr. Mohan
      Mr. Mohan on 14 May 13
       
      what is OUR responsibility?
  • global garment retailers who want the incur the lowest cost--and offer the lowest price--to compete in developed markets but who do not want to be complicit in publicized worker tragedies in developing markets
  • ...19 more annotations...
  • $38 dollars per month
  • whether Bangladesh has the means to enforce such laws
  • International Labor Organization
  • Inadequate government is a huge obstacle to change
  • only about one percent of Bangladesh garment factories have good standards.
  • garment factory owners are willing to allow workers to organize in unions or associations in order to have a voice in health and safety conditions
  • "who pays" and "who is accountable"
  • Approximately 60 percent of the clothing made there goes to United States or the European Union
  • there are several problems
  • standards may depend on local law
  • buyers may simply cut off the suppliers rather than helping them improve their practices
  • global buyers simply leave the country when they conclude that conditions are so bad
  • question then becomes whether international buyers are willing to go beyond imposition of standards and supplier cut offs and to pay, in some form, for the undetermined costs
  • actually implementing major substantive change
  • significant challenge in a weak state like Bangladesh.
  • Can a robust consumer movement arise among those shopping for discount clothing in response to the Bangladesh building collapse?
  • What are the standards? What is the cost? Who is accountable?
  • drawn an analogy between the collapse of the Rana Plaza in the Bangladesh Capital of Dhaka and the 1911 Triangle Shirtwaist factory fire in New York which claimed 146 lives
  • Rana Plaza catastrophe represents a more complicated set of fractured global relationships, responsibilities and financial capabilities.
dmassicg

How Do Millennials Like to Read the News? Very Much Like Their Grandparents - Derek Tho... - 34 views

www.theatlantic.com/...266126

elearning book trends

shared by dmassicg on 18 Dec 12 - No Cached
  • Attention publishers: For all the attention given to "bold rich multi-media experiences," young mobile news readers still prefer stories the way their great-great-grandparents did: In columns of text.
Brandie Hayes

5 Ideas That Could Have Prevented Flooding in New York - Emily Badger - The Atlantic Ci... - 20 views

www.theatlanticcities.com/...3754

ideas flood prevention sea gates surge barriers elevated infrastructure wave attenuators oysters and sand development patterns

shared by Brandie Hayes on 30 Apr 13 - No Cached
  • mitigate
  • Wave Attenuators.
  • played a critical role in stabilizing the shoreline
  • Brandie Hayes on 30 Apr 13
     
    Article that describes 5 flood prevention ideas. Each idea includes a visual to aid in understanding (a video, photograph, map or visualization)
anonymous

Bringing Twitter to the Classroom - Atlantic Mobile - 59 views

m.theatlantic.com/...379777

Twitter Communication Reading Annotating

shared by anonymous on 21 Sep 14 - No Cached
    • anonymous
      anonymous on 22 Sep 14
       
      This could all be done within Diigo if Twitter isn't an option for students...
  • Learning to be concise, engaging in online dialogue about serious and important topics, condensing information, and forming an opinion in real time—these are skills that will only become more important as technology takes deeper root in society.
    • anonymous
      anonymous on 22 Sep 14
       
      Life skills - not just reading/ELA/school skills!
  • ...1 more annotation...
    • anonymous
      anonymous on 22 Sep 14
       
      This is the same principle as using Edmodo or Google Classroom discussion forums in a way.  Just a different, more concise platform.
  • Judy Arzt on 21 Sep 14
     
    Good example of Twitter use in classroom. Seeing more examples like this one popping up daily.
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