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Gil Sperling ’77, senior advisor for policy and programs at the U.S. Department of Energy, noted the urgency of creating a curriculum steeped in sustainability theory and practice. “We need to create incentives for teachers to take risks,” he said. “We’re at a tipping point [with climate change]. We do not have the luxury of open-ended debate. I've had 30 years [to work on this issue.] The kids graduating today don’t have that luxury.”

“Green as a simple concept has a short life, and society is evolving to see sustainability as a complex set of relationships,” said Thom Wallace ’99, communications director for the National Congress of American Indians. “Dickinson is really at the forefront of charting and understanding the complexities of sustainability.”

Rick Shangraw ’81, vice president for research and economic affairs at Arizona State University, noted that Dickinson is in an ideal position to shape national discourse. “We should spend time discussing the meaning of sustainability,” he said. “We can be a leader in defining it.”

Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers. When the system is effective, the layers serve to reinforce one another through clear pathways that allow queries to move from one layer to another with little resistance.

Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia. That makes perfect sense. Through user-generated efforts, Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting. In this unique role, it therefore serves as an ideal bridge between the validated and unvalidated Web.

Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia.

The single most important variable in promoting long-term retention and transfer is "practice at retrieval"

-learners generate responses, with minimal retrieval cues, repeatedly, over time.

without relying on external memory aids.

First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.

Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)

Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.

But we should be careful, in our idealism, not to diminish something that is already a wonder of the world.

Jennifer Aubrey

Brown and Dittmar

¿Existe un punto de convergencia entre las prioridades internacionales e institucionales?

¿qué hay del ideal de preparar a estudiantes con un amplio sentido de ciudadanía global, capaces de trabajar en equipos y ambientes internacionales, que tengan un refinado sentido de tolerancia y concientización multicultural, que hablen varios idiomas y que tengan un claro sentido de responsabilidad tanto local como global?

Home › Parenting ADHD Children More Classroom Tips for Teachers of ADD ADHD Students in Parenting ADHD Children ADHD Checklist for Classroom Teachers Physical Arrangement of Room: Use rows for seating arrangements. Avoid tables with groups of students, for this maximizes interpersonal distractions for the ADHD child. Where possible, it may be ideal to provide several tables for group projects and traditional rows for independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work.

seated near the teacher, as close as possible without being punitive.

away from both the hallway and windows to minimize auditory and visual distractions

Your introduction is an important road map for the rest of your paper.

your introduction should contain a thesis that will assert your main argument. It should also, ideally, give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.

We should be very careful in thinking about whether we’re working on the right problems. If we don’t, that ties into the problem that we don’t have experimental evidence that could move us forward. We're trying to develop theories that we use to find out which are good experiments to make, and these are the experiments that we build.   We build particle detectors and try to find dark matter; we build larger colliders in the hope of producing new particles; we shoot satellites into orbit and try to look back into the early universe, and we do that because we hope there’s something new to find there. We think there is because we have some idea from the theories that we’ve been working on that this would be something good to probe. If we are working with the wrong theories, we are making the wrong extrapolations, we have the wrong expectations, we make the wrong experiments, and then we don’t get any new data. We have no guidance to develop these theories. So, it’s a chicken and egg problem. We have to break the cycle. I don’t have a miracle cure to these problems. These are hard problems. It’s not clear what a good theory is to develop. I’m not any wiser than all the other 20,000 people in the field.

I’m still asking myself the same question that I asked myself ten years ago: "What is going on in my community?" I work in the foundations of physics, and I see a lot of strange things happening there. When I look at the papers that are being published, many of them seem to be produced simply because papers have to be produced. They don’t move us forward in any significant way. I get the impression that people are working on them not so much because it’s what they’re interested in but because they have to produce outcomes in a short amount of time. They sit on short-term positions and have short-term contracts, and papers must be produced.

The field that I mostly work in is the foundations of physics, which is, roughly speaking, composed of cosmology, the foundations of quantum mechanics, high-energy particle physics, and quantum gravity. It’s a peculiar field because there hasn’t been new data for almost four decades, since we established the Standard Model of particle physics. There has been, of course, the Higgs particle that was discovered at the LHC in 2012, and there have been some additions to the Standard Model, but there has not been a great new paradigm change, as Kuhn would have put it. We’re still using the same techniques, and we’re still working with the same theories as we did in the 1970s.

There has been no study exploring the prevalence or characteristics of MPA among professional choral musicians, who may be considered a vocal analogue of orchestral musicians. There may be systematic differences among different types of musicians regarding the level of performance anxiety experienced.

Chorus artists were ideal subjects for the proposed study because they are a clear exemplar of a group of musicians with high performance demands and expectations who have heavy rehearsal and performance schedules.

While this study suggests that treatment efforts be directed at reducing MPA rather than occupational stress, further investigation of the relationship between occupational stress and trait anxiety is needed.