Skip to main content

Home/ Diigo In Education/ Group items tagged wsj

Rss Feed Group items tagged

BTerres

The Dicey Calculus of Contemporary Cooking - WSJ.com - 37 views

  • What's the difference between a 10-inch skillet and a 12-inch skillet?
  • Not just a mere two inches. The larger pan has 44% more surface area.
  • the rate of evaporation of a liquid is proportional to its exposed surface area, a sauce in a larger, flatter skillet will reduce far more rapidly than one in a taller, narrower pan
  • ...6 more annotations...
  • A cook who doubles a recipe but keeps the same size pot and the same cooking time will wind up with a watery sauce.
  • try to stir-fry a batch of meat in a 10-inch skillet instead of a 12-inch skillet, and "instead of sautéeing you'll end up steaming it.
  • Think you can substitute an eight-inch cake pan for a nine-inch?
  • Don't—the nine-inch holds 27% more batter.
  • one teaspoon of table salt is equivalent to 1.5 teaspoons of Morton or two teaspoons of Diamond Crystal.
  • "I don't have table salt at home, because I made that mistake too often," Mr. Willoughby says.
  •  
    Interesante artículo que relaciona matemáticas y cocina. Porcentajes, áreas, volúmenes...
James Davis

An Apple for Your Teacher - WSJ.com - 0 views

  •  
    Money for technology is flowing at the same time money is being pulled back from traditional programs, leaving some districts with difficult choices
Ed Webb

How to Wake Up Slumbering Minds - WSJ.com - 2 views

  • what school requires students to do -- think abstractly -- is in fact not something our brains are designed to be good at or to enjoy
  • it is critical that the task be just difficult enough to hold our interest but not so difficult that we give up in frustration. When this balance is struck, it is actually pleasurable to focus the mind for long periods of time
  • Students are ready to understand knowledge but not create it. For most, that is enough. Attempting a great leap forward is likely to fail.
  • ...4 more annotations...
  • students cannot apply generic "critical thinking skills" (another voguish concept) to new material unless they first understand that material
  • Trying to use "reading strategies" -- like searching for the main idea in a passage -- will be futile if you don't know enough facts to fill in what the author has left unsaid.
  • what is being taught in most of the curriculum -- at all levels of schooling -- is information about meaning, and meaning is independent of form
  • At some point, no amount of dancing will help you learn more algebra
    • Ed Webb
       
      But if you learn dancing AND algebra, you may be better at both, or at least approach each in a more interesting way.
robert morris

When the Art Is Watching You - WSJ - 31 views

  •  
    Personalized learning, opt in or opt out.
Diego J. Vigueras Gonzalez

Science: A New Map of the Human Brain - WSJ.com - 75 views

  •  
    Not Left and Right brains -not cientific Evidence-, but four different brains
dabennett7

Homage or Theft? A Closer Look at the 'Blurred Lines' Verdict - Law Blog - WSJ - 18 views

  • A federal jury in Los Angeles on Tuesday ordered singers Robin Thicke and Pharrell Williams to pay about $7.4 million to the family of Marvin Gaye, after finding the duo’s 2013 hit song “Blurred Lines” copied parts of Mr. Gaye’s “Got to Give it Up.”
    • dabennett7
       
      Attribution and intellectual property are a real concern for everyone. Remixing ideas is not a new practice, but in the 21st century it is easier than ever. How do we help prepare our students for careers in the 21st century?
  • only to compare “Blurred Lines” to the sheet music composition of “Got to Give it Up.” So the jury only heard a stripped down version of Mr. Gaye’s song, with his lyrics over a bass line and keyboards.
    • dabennett7
       
      Attribution and intellectual property are a real concern for everyone. Remixing ideas is not a new practice, but in the 21st century it is easier than ever. How do we help prepare our students for careers in the 21st century?
  • substantial copying
    • dabennett7
       
      From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world.  Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
  • ...3 more annotations...
  • Use extreme caution when referencing your forebears in song (without first getting permission, of course)
    • dabennett7
       
      From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world.  Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
  • It will cause people who want to want to evoke the past to perhaps refrain from doing so
    • dabennett7
       
      From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world.  Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
  • a step backward
    • dabennett7
       
      From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world.  Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
Becky Roehrs

Google-Good to Know :: E-learning Examples - 69 views

  •  
    Good to Know Google's tips for staying safe and protecting data online. View the interactive graphic (Via One Angry Blackman) More Multimedia Examples:Selling You on Facebook - WSJ [Before & After] Interactive case studies Google Doodle: Les Paul Gibson Guitar
Tracy Tuten

Reading and the Web - Texts Without Context - NYTimes.com - 28 views

  • In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
  • Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
  • ...2 more annotations...
  • Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
  • Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
  •  
    Highly insightful and developed argument for how Web 2.0 is changing how we process information, learn, and develop opinions. 
‹ Previous 21 - 29 of 29
Showing 20 items per page