MORAL quandaries often pit concerns about principles against concerns about practical consequences.
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How Firm Are Our Principles? - NYTimes.com - 1 views
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two ethical frameworks. A utilitarian perspective evaluates an action purely by its consequences. If it does good, it’s good. A deontological approach, meanwhile, also takes into account aspects of the action itself, like whether it adheres to certain rules. Do not kill, even if killing does good. No one adheres strictly to either philosophy, and it turns out we can be nudged one way or the other for illogical reasons.
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a very simple manipulation of mind-set that did not change the specifics of the case led to very different responses.
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Class can also play a role. Another paper, in the March issue of the Journal of Personality and Social Psychology, shows that upper-income people tend to have less empathy than those from lower-income strata, and so are more willing to sacrifice individuals for the greater good.
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stressing subjects, rushing them or reminding them of their mortality all reduce utilitarian responses,
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Even the way a scenario is worded can influence our judgments, as lawyers and politicians well know.
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Objective moral truth doesn’t exist, and these studies show that even if it did, our grasp of it would be tenuous.
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Ideas Trump Resources When it Comes to City Growth - Richard Florida - The Atlantic Cities - 0 views
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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."
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Engaging Schools: Fostering High School Students' Motivation to Learn - 59 views
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When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed I really want to learn applied to them. What is it about the school environment pedagogy, curriculum, climate, organization that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents school engagement and motivation to learn including new findings on students sense of belonging and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
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Internet Essentials Home - 2 views
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We want to bring the power of the Internet to more students and families across the country. That's why we created Internet Essentials to offer home Internet service for only $9.95 a month.
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Seriously? You are going to spam us on an education list? What a shmuck.
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I guess you can consider this as spam followed by name calling on a education list serve for professionals. When you actually click on the link you will notice that they are providing a service to low income families who can't afford Internet at their home.
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And don't you think that if I recommended a particular internet company to my students that I wouldn't be called-out for endorsing a particular company? I wouldn't regard that as professional at all. In addition, that company is not necessarily a nation-wide provider of cable services. If you are going to post something about how to get low-cost internet, why don't you list it that way instead of calling it "internet essentials" and making it sound like a legitimate educational tool?
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Susan Linn: About That App Gap: Children, Technology and the Digital Divide - 53 views
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children from low-income families spend more time handling technology -- across platforms -- than their wealthier counterparts, and across class, kids mainly use their "handling skills" for entertainment. They play games, watch videos, and visit social networking sites.
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there's scant evidence that anyone but the companies who make, sell, and advertise on these new technologies benefit from the time young children spend with them, there's plenty of reason to be worried about it.
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studies showing that the bells and whistles of electronic books actually detract from reading comprehension.
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I'm worried that screen-based reading, with omnipresent hyperlinks, interferes with comprehension and memory, and that heavy Internet use appears to encourage distractedness and discourage deep thinking, empathy, and emotion.
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here's what worries me most: We're turning to the companies that profit from these technologies to help parents manage their kids' relationship with screens. While it's great that the Federal Communications Commission is launching a campaign to promote digital literacy, the fact that companies like Best Buy and Microsoft are funding it make it unlikely that weaning kids from their products will be a priority.
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the skills they will always need to thrive -- deep thinking, the ability to differentiate fact from hype, creativity, self-regulation, empathy, and self-reflection -- aren't learned in front of screens. They are learned through face-to-face communication, hands-on exploration of the world, opportunities for thoughtful reflection, and dreams.
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Japanese Real Estate Bubble Recoverry? - 0 views
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it is becoming more apparent that we may be entering a time when low wage jobs dominate and home prices remain sluggish for a decade moving forward.
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looking at the Federal Reserve’s quantitative easing program, growth of lower paying jobs, baby boomers retiring, and the massive amount of excess housing inventory we start to see why Japan’s post-bubble real estate market is very likely to occur in the United States.
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Massive real estate bubble (check) -Central bank bailing out banks (check) -Bailed out banks keep bad real estate loans on their books at inflated values (check) -Government taking on higher and higher levels of debt relative to GDP (check) -Employment situation stabilizes with less secure labor force (check) -Home prices remain stagnant (check)
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the United States had never witnessed a year over year drop in nationwide home prices since the Great Depression.
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home prices are now back to levels last seen 8 years ago. The lost decade is now nipping at our heels but what about two lost decades like Japan?
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the U.S. has such a large number of part-time workers and many of the new jobs being added are coming in lower paying sectors signifies that our economy is not supportive of the reasons that gave us solid home prices for many decades.
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young Japanese workers, some in their late 20s or early 30s, already resigned that they would never buy a home.
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The notion that housing is always a great investment runs counter to what they saw in their lives. Will they even want to buy as many baby boomers put their larger homes on the market
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Lower incomes, more debt, and less job security. What this translated to in Japan was stagnant home prices for 20 full years. We are nearing our 10 year bear market anniversary in real estate so another 10 is not impossible. What can change this? Higher median household incomes across the nation but at a time when gas costs $4 a gallon, grocery prices are increasing, college tuition is in a bubble, and the financial system operates with no reform and exploits the bubble of the day, it is hard to see why Americans would be pushing home prices higher.
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Mr. Holland's Opus Foundation - 1 views
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The Mr. Holland's Opus Foundation receives more than 1,000 applications each year. Although we would like to help all who apply, our resources are limited and the process is very competitive. Music programs serving low-income communities, programs with little or no budget for musical instruments and music programs that serve the most students out of the school population are considered before all others.
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STEM101.org - 4 views
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The STEM Academy is a national non-profit status organization dedicated to improving STEM literacy for all students. We represent a recognized national next-generation high impact academic model. The practices, strategies, and programming are built upon a foundation of identified national best practices which are designed to improve under-represented minority and low-income student growth, close achievement gaps, decrease dropout rates, increase high school graduation rates and improve teacher and principal effectiveness.
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Teachers Can Do Harm | transformED - 51 views
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Teaching is a professional craft. Thinking that any high-scoring college student could come in and excel demeans it as a profession. No one would consider letting smart English majors perform surgery on low-income patients, or allowing cum laude math majors to do legal work for poor clients.
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Stuffing under-prepared rookies’ ears with confidence and sending them into the fray doesn’t have a net neutral impact on our students or our national conversation on education.
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How Free and Open Technologies Benefit the Affluent - EdTech Researcher - Education Week - 1 views
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Like Outliers, the affluent students and schools have more hours of practice and the low-income schools can't catch up.
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I hope that isn't used as a reason NOT to get those resources to lower performing schools. Stop spending money on knowledge level testing and start funding poor schools so that the "Playing Field" becomes somewhat more level than the steep slope it actually is.
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I hope that isn't used as a reason NOT to get those resources to lower performing schools. Stop spending money on knowledge level testing and start funding poor schools so that the "Playing Field" becomes somewhat more level than the steep slope it actually is
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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views
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Critical thinking and problem solving, for example, have been components of human progress throughout history
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What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
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Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
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some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
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First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
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Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
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At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
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if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
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Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
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But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
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We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
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education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
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Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
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These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
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Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
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measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
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When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
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FinAid | Loans | Public Service Loan Forgiveness - 67 views
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Employment: The borrower must be employed full-time in a public service job for each of the 120 monthly payments. Public service jobs include, among other positions, emergency management, government (excluding time served as a member of Congress), military service, public safety and law enforcement (police and fire), public health (including nurses, nurse practitioners, nurses in a clinical setting, and full-time professionals engaged in health care practitioner occupations and health care support occupations), public education, early childhood education (including licensed or regulated childcare, Head Start, and State-funded prekindergarten), social work in a public child or family service agency, public services for individuals with disabilities or the elderly, public interest legal services (including prosecutors, public defenders and legal advocacy on behalf of low-income communities at a nonprofit organization), public librarians, school librarians and other school-based services, and employees of tax exempt 501(c)(3) organizations. Full-time faculty at tribal colleges and universities, as well as faculty teaching in high-need subject areas and shortage areas (including nurse faculty, foreign language faculty, and part-time faculty at community colleges), also qualify.
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The Trouble with Poverty (The Autonomy Myth, Chapter 1) | Aaron Ross Powell - 25 views
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But if incomes tripled—if suddenly everyone in the US could purchase three times as much quality of life as they could before—there would still be a bottom quintile and one-fifth of children would be in it.
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The Astro Banshees | Blog | Closing Argument - 0 views
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In Dennis Burgess article ‘ObesityPproblem stems from Laziness’, he adresses the root cause of obesity. Burgess claims the root of obesity to be laziness. He argues that America does not have an ‘obesity problem’, rather a ‘laziness problem’. More specifically, Burgess makes mention of the correlation between children and parents concerning obesity. ‘As a child, I would go outside and “play”. This involved getting up off the couch and exerting myself. But many of today’s children don’t participate in this type of play. And many of today’s parents sit on the couch right next to them’ (Dennis B. Burgess). Burgess makes the correlation by stating that the parents often times discourage active play by not setting the example. Parents would rather sit with their kids on the couch than take the initiative and go outside with their kids and take a walk or play ball. Parents do indeed play a role in their children’s health and ultimately have some effect on their children’s health. Healthy kids most often have healthy parents who encourage their kids good health by setting the example well and partaking in activity with their kids.
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Andrea Freeman addresses the issue of fast food in her article ‘Fast Food: Oppression Through Poor Nutrition.’ Freeman considers fast food in respects to low- income families. ‘Fast food has become a major source of nutrition in low- income, urban neighborhoods across the United States’ (Freeman, pg. 1). Less privelaged families must make do with their current financial situation. The easiest most convenient food source for low- income families is that of fast food. Therefore, parents have a direct effect on their children’s health.
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Lizzy - Closing Argument - 0 views
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In Dennis Burgess article ‘ObesityPproblem stems from Laziness’, he adresses the root cause of obesity. Burgess claims the root of obesity to be laziness. He argues that America does not have an ‘obesity problem’, rather a ‘laziness problem’. More specifically, Burgess makes mention of the correlation between children and parents concerning obesity. ‘As a child, I would go outside and “play”. This involved getting up off the couch and exerting myself. But many of today’s children don’t participate in this type of play. And many of today’s parents sit on the couch right next to them’ (Dennis B. Burgess).
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Parents do indeed play a role in their children’s health and ultimately have some effect on their children’s health. Healthy kids most often have healthy parents who encourage their kids good health by setting the example well and partaking in activity with their kids.
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Andrea Freeman addresses the issue of fast food in her article ‘Fast Food: Oppression Through Poor Nutrition.’ Freeman considers fast food in respects to low- income families. ‘Fast food has become a major source of nutrition in low- income, urban neighborhoods across the United States’ (Freeman, pg. 1).
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Helping First-Year Students Help Themselves - Commentary - The Chronicle of Higher Educ... - 1 views
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According to a yearly national survey of more than 200,000 first-year students conducted by researchers at the University of California at Los Angeles, college freshmen are increasingly "overwhelmed," rating their emotional health at the lowest levels in the 25 years the question has been asked. Such is the latest problem dropped at the offices of higher-education administrators and professors nationwide: Young adults raised with a single-minded focus on gaining admission to college now need help translating that focus into ways to thrive on campus and beyond.
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The consequences for students who lack those skills have become increasingly clear both on campus and after graduation. At Pitt, where I teach, and at other institutions, student-life administrators have noticed a marked decrease in resiliency, particularly among first-year students. That leads to an increase in everything from roommate disagreements to emotional imbalance and crisis. After graduation, employers complain that a lack of coping mechanisms makes for less proficient workers: According to a 2006 report by the Conference Board, a business-research group, three-quarters of surveyed employers said incoming new graduates were deficient in "soft" skills like communication and decision making.
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Parents and high-school educators certainly have a role to play, but college administrators and professors cannot abdicate their role as an influential socialization force to guide young adults toward better self-management.
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The way to combat the decline in emotional health among first-year students is to offer them opportunities to build such self-efficacy from the start.
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Teaching interpersonal skills of self-presentation is also essential, as it makes students' interactions with roommates, professors, and professional colleagues flow more smoothly. By following suggestions popularized by Dale Carnegie during the Great Depression—to think in terms of the interests of others, smile, and express honest and sincere appreciation—my Generation WTF students report being happily stunned by more-successful interviews, better relationships with family members, and more-meaningful interactions with friends.
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While much of my advice seems revolutionary to them, adults from previous generations know that I'm simply teaching a return to core values of self-control, honesty, thrift, and perseverance—the basic skills that will allow those in "emerging adulthood" to get on with life.