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david stong

Do Dyslexia Fonts Actually Work? | Edutopia - 2 views

www.edutopia.org/...o-dyslexia-fonts-actually-work

fonts reading dyslexia

shared by david stong on 26 Jun 22 - No Cached
  • david stong on 26 Jun 22
     
    Short answer: No
Siri Anderson

(1) The Race - YouTube - 6 views

www.youtube.com/...featured

news synopsis social_studies

shared by Siri Anderson on 26 Jan 21 - No Cached
  • Siri Anderson on 26 Jan 21
     
    The Race is a 30-minute weekly newscast meant to give Americans the information they need. Short topic specific information.
Deborah Baillesderr

8x8 Education Video Lesson - 19 views

8x8.turtl.co/...3

remote learning

shared by Deborah Baillesderr on 17 Mar 20 - No Cached
  • Deborah Baillesderr on 17 Mar 20
     
    This is a short start guide for 8x8
Deborah Baillesderr

FREE Remote Learning Workshop - 6 Doable Lessons - Minds in Bloom - 10 views

minds-in-bloom.com/remote_learning_workshop

free remote learning workshop lessons minds bloom

shared by Deborah Baillesderr on 17 Mar 20 - No Cached
  • Deborah Baillesderr on 17 Mar 20
     
    If you are new to remote learning, these short tutorials will help you.
Nigel Coutts

Desirable Patterns of Learning for Online Learning - The Learner's Way - 15 views

thelearnersway.net/...f-learning-for-online-learning

learning online learning education covid19 coronavirus thinking

shared by Nigel Coutts on 15 Mar 20 - No Cached
  • Nigel Coutts on 15 Mar 20
     
    With the emerging threat of COVID19 and the closure of schools, teachers are scrambling to move to online learning environments. This will bring with it a myriad of challenges the short time frame is not going to help the situation. While we are fortunate that there are many technological solutions for the provision of remote learning, the more significant challenges will revolve around how we interact with our learners.
meghankelly492

Technology Is Changing How Students Learn, Teachers Say - The New York Times - 13 views

www.nytimes.com/...udents-learn-teachers-say.html

world Music

shared by meghankelly492 on 21 Feb 20 - No Cached
  • hat the education system must adjust to better accommodate the way students learn, a point that some teachers brought up in focus groups themselves
  • roughly 75 percent of 2,462 teachers surveyed said that the Internet and search engines had a “mostly positive” impact on student research skills. And they said such tools had made students more self-sufficient researchers.
  • But nearly 90 percent said that digital technologies were creating “an easily distracted generation with short attention spans.”
  • ...2 more annotations...
  • About 60 percent said it hindered students’ ability to write and communicate face to face, and almost half said it hurt critical thinking and their ability to do homework.
  • Other teachers said technology was as much a solution as a problem.
Nigel Coutts

The folly of goal setting activities - The Learner's Way - 10 views

thelearnersway.net/...lly-of-goal-setting-activities

education learning neurobiology goals purpose thinking reflection teaching

shared by Nigel Coutts on 19 Jan 20 - No Cached
  • Nigel Coutts on 19 Jan 20
     
    It is soon the start of a new school year for students in Australia. In other parts of the world, the year continues after a short break for Christmas while New Year festivities are just around the corner for those observing the lunar new year. The start of the year is considered an excellent time to reflect on key ideas that matter to our learning and potential for success. But does this equate with goal-setting?
meghankelly492

(PDF) Treatment of music performance anxiety - 1 views

www.researchgate.net/...t_of_music_performance_anxiety

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • A study that evaluated the relative efficacy of four types of treatment for people with comorbid diagnoses showed that conclu-sions about the efficacy of the different therapeutic approaches changed depending on the nature of the outcome measure used.
  • Cognitive behavioral therapy is underpinned by the proposition that emotions and behavior are influenced by cognitions
  • We began with the ‘classical’ psychoanalytic psychotherapies, moving to some recent developments, such as the relational and attachment-based psychotherapies, and intensive short-term dynamic psychotherapy (ISTDP), followed by the behavioral, cognitive, and cognitive behavioral therapies, including the ‘new wave’ of therapies such as mindfulness-based therapies, acceptance and commitment therapy (ACT) and dialectical behavior therapy (DBT).
  • ...4 more annotations...
  • medication in the treatment of music performance anxiety. I considered a range of prescribed substances, including beta-blockers,
  • Kenny, D.T. (2011). The Psychology of Music Performance Anxiety. Oxford: Oxford University Press
  • Three groups of therapies—behavioral, cognitive, and cognitive behavioral—are all based on the same principles, but use the available therapeutic techniques in different amounts.
  • These researchers identified six techniques/interventions that are unique to CBT when compared with the spectrum of psychodynamic-interpersonal psycho-therapies, as follows
Martin Burrett

Running an Extra Curricular Activity (Why, What and How) by @richardjarogers - UKEdChat - 4 views

ukedchat.com/...extra-curricular

extra curricular club

shared by Martin Burrett on 27 Jun 19 - No Cached
  • Martin Burrett on 27 Jun 19
     
    "My teenage years were brilliant, and one of the reasons for this is that I was involved in so many active clubs and hobbies. I was an army cadet, I did karate and I even tried hockey and acting for a short while. The Extra-Curricular Activities (ECAs) I did as a kid shaped my character more than my lessons in school. I can say that with conviction. In my ECAs, I made new and lasting friendships and learnt cool skills (such as how to start a fire with potassium permanganate, and how to disarm an attacker with a pistol)."
Martin Burrett

Break times shortened in England schools - 0 views

ukedchat.com/...england-break-time

research

shared by Martin Burrett on 14 May 19 - No Cached
  • Martin Burrett on 14 May 19
     
    "Research undertaken by University College in London has found that school break times in England have shortened, with infants receiving 45 minutes less per week, with their secondary peers losing 65 minutes over the same period. Researchers analysed questionnaires completed at 993 primaries and 199 secondaries in 2017 along with separate pupil surveys at 37 schools. These were compared with surveys in similar schools in 2006 and 1995. The report claims their results gave the impression that breaks were being kept as "tightly managed and as short as possible" and this meant pupils could be missing out on social development and highlighted how "school is increasingly the main, and in some cases the only, context where young people get to socialise"."
Caroline Kuhn

From Internet to Gutenberg 1996 - 30 views

www.umbertoeco.com/...nternet-to-gutenberg-1996.html

Gutenberg Humberto Ecco

shared by Caroline Kuhn on 10 Jun 15 - Cached
  • remember books. Books challenge and improve memory
  • (The book will kill the cathedral, alphabet will kill images).
  • During the sixties, Marshall McLuhan wrote his The Gutenberg Galaxy, where he announced that the linear way of thinking instaured by the invention of the press, was on the verge of being substituted by a more global way of perceiving and understanding through the TV images or other kinds of electronic device
  • ...8 more annotations...
  • the computer has become, first of all, an alphabetic instrument
  • These same teen-agers, if by chance they want to program their own home computer, must know, or learn, logical procedures and algorithms, and must type words and numbers on a keyboard, at a great speed. In this sense one can say that the computer made us to return to a Gutenberg Galaxy.
  • Today the concept of literacy comprises many media. An enlightened policy of literacy must take into account the possibilities of all of these media. Educational preoccupation must be extended to the whole of media.
  • Images have, so to speak, a sort of Platonic power: they transform individuals into general idea
  • who will receive pre-fabricated images and therefore prefabricated definitions of the world, without any power to critically choose the kind of information they receive, and those who know how to deal with the computer, who will be able to select and to elaborate information.
  • This will re-establish the cultural division which existed at the time of Claude Frollo, between those who were able to read manuscripts, and therefore to critically deal with religious, scientifical or philosophical matters, and those who were only educated by the images of the cathedral, selected and produced by their masters, the literate few.
  • With a hypertext, instead, I can navigate through the whole encyclopedia. I can connect an event registered at the beginning with a series of similar events disseminated all along the text, I can compare the beginning with the end, I can ask for the list of all the words beginning by A, I can ask for all the cases in which the name of Napoleon is linked with the one of Kant, I can compare the dates of their birth and death - in short, I can do my job in few seconds or few minutes.
  • Even if it were true that today visual communication overwhelms written communication, the problem is not to oppose written to visual communication. The problem is how to improve both.
  • Caroline Kuhn on 10 Jun 15
     
    Or the Elements of Euclid.
Martin Burrett

Book: Developing Tenacity by @LucasLearn & @DrEllenSpencer - 2 views

ukedchat.com/...developing-tenacity

book book review tenacity

shared by Martin Burrett on 12 Nov 18 - No Cached
  • Martin Burrett on 12 Nov 18
     
    "What are those key phrases you hear from frustrated teachers in the staffroom during breaks? Or on those rare occasions, you get to meet up with teachers from other schools on training courses? For me it is the following: 'They give up so easily,' 'Where is their stickability?' 'Why do they fear making a mistake?' However it is phrased, you get the gist, that pupils today have no resilience, they aren't prepared to keep going in the face of challenge or set back. They can't think their way around a problem. In discussions with staff within my own school (a large primary in an area of high deprivation in the north of England) I am frequently asked how we can help these children. As part of our school's SLT I have already supported staff to make daring changes to our curriculum but we still seem to be falling short of what we state in our vision; that we want our children to become resilient learners, confident individuals, critical thinkers and lifelong learners. (Traits that I am sure many schools up and down the land wish for their pupils to develop.) Why are our pupils struggling with 'resilience'? What opportunities can we, as a school, provide our children so that they develop these skills? After reading the blurb and the introductory pages, I was, as you can imagine, excited to delve further into this book to see if it could answer some of my questions."
Martin Burrett

A Headteacher's Wonderings; Two Years in! by @susanwalter99 - 2 views

ukedchat.com/...headteachers-wonderings-two

headteacher

shared by Martin Burrett on 07 Oct 18 - No Cached
  • Martin Burrett on 07 Oct 18
     
    "Last week, we had a welcome evening for the new staff joining DBIS at the start of this academic year, and as I was sharing a glass of wine and chatting to our newly arrived teachers, I realised that just two short years ago, it was me who was the newbie; just landed in Hong Kong and starting to settle in my new country and starting to get to know my new school."
Martin Burrett

@NFERClassroom launches free 'Assessment Hub' resource for teachers - 10 views

ukedchat.com/...nfer-resource-teachers

assessment

shared by Martin Burrett on 03 Oct 18 - No Cached
  • Martin Burrett on 03 Oct 18
     
    "The NFER Assessment Hub, which has been designed to help school practitioners build their confidence with classroom assessment, offers a host of free support written by NFER's team of assessment researchers with teaching backgrounds. This support includes a collection of short-read articles which introduce various aspects of classroom assessment, as well as an exclusive new practitioner guide series titled 'Brushing up on assessment', due to be released weekly throughout October and November. From guidance on understanding assessment policies to tips on making the most of assessment data, the guides will offer valuable insight and advice to support practitioners in delivering an assessment approach that is right for their pupils and their school."
Candy Boyer

Tom Wolfe, Author and Satirist of America, Dies at 88 | Time - 4 views

time.com/...writer-tom-wolfe-dies-87

Obituaries Literature Biography author journalism

shared by Candy Boyer on 22 May 18 - No Cached
  • American maverick who insisted that the only way to tell a great story was to go out and report it.
  • journalism could offer the kinds of literary pleasure found in books.
  • Wolfe scorned the reluctance of American writers to confront social issues and warned that self-absorption and master’s programs would kill the novel. “So the doors close and the walls go up!” he wrote in his 1989 literary manifesto, “Stalking the Billion-Footed Beast.” He was astonished that no author of his generation had written a sweeping, 19th century style novel about contemporary New York City, and ended up writing one himself, “The Bonfire of the Vanities.”
  • ...9 more annotations...
  • “My contention is that status is on everybody’s mind all of the time, whether they’re conscious of it or not,”
  • “new journalism” combined the emotional impact of a novel, the analysis of the best essays, and the factual foundation of hard reporting. He mingled it all in an over-the-top style that made life itself seem like one spectacular headline.
  • pointed look at fund-raising for the Black Panther Party by Leonard Bernstein and other wealthy whites.
  • And no one more memorably captured the beauty-and-the-beast divide between the Beatles and the Rolling Stones: “The Beatles want to hold your hand,” he wrote, “but the Rolling Stones want to burn down your town!”
  • s a child, he did rewrites of the Authurian legends and penned biographies of his heroes.
  • unsuccessful pitching tryout with the New York Giants before
  • The Washington Post, where he won Washington Newspaper Guild awards in 1960 for his coverage of U.S.-Cuban affairs and a satiric account of that year’s Senate civil rights filibuster.
  • The next year, Wolfe was assigned to cover a “Hot Rod & Custom Car” show. He completed a story, the kind “any of the somnambulistic totem newspapers in America would have come up with.” But he knew there was a much richer, and longer story to tell, one about a thriving subculture that captured the post-World War II economic boom and the new freedom to “build monuments” to one’s own style. No newspaper could contain what Wolfe had in mind, so he turned to Esquire magazine, wrote up 49 pages and helped give birth to a new kind of reporter. “For the who-what-where-when-why of traditional journalism, he has substituted what he calls ‘the wowie!'” according to a 1965 Newsweek story.
  • “A Man in Full” turned Wolfe’s smirk to Atlanta society. His 2004 novel, “I Am Charlotte Simmons,” looked at life on a fictional elite college campus rife with drinking, status obsession and sex.
  • Candy Boyer on 22 May 18
     
    includes short VIDEO "Wolfe scorned the reluctance of American writers to confront social issues and warned that self-absorption and master's programs would kill the novel."
Gareth Jones

Looking in the Wrong Places | Edge.org - 5 views

www.edge.org/...er-looking-in-the-wrong-places

NaturalScience senseperception paradigm

shared by Gareth Jones on 19 May 18 - No Cached
  • 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.
  • ...10 more annotations...
  • That makes this field of science rather peculiar and probably explains why there hasn’t been much progress. But it’s not like we don’t have any questions that need to be answered. There are a lot of questions that have been around for decades. For example, what is dark energy? What is dark matter? What are the masses of the Standard Model particles? And what’s up with the foundation of quantum mechanics? Is a theory that's fundamentally not deterministic, where we cannot predict outcomes, the last word that we have, or is there something more to it? Is there maybe another underlying structure to reality?
  • but we haven't reached the fundamental level. Maybe we will never reach it. Certainly, the theories that we have right now are not all there is. The question is, of course, if we don’t have any guidance by experiment, how do we make progress? And are we doing the right thing?
  • We’ve reached this point where we have to carefully rethink if the criteria that we’re using to select our theories are promising at all. If one looks at the history of this field in the foundations of physics, progress has usually been made by looking at questions that, at least in hindsight, were well posed, where there was an actual mathematical contradiction. For example, special relativity is incompatible with Newtonian gravity. If you try to resolve this incompatibility, you get general relativity.
  • There are various similar examples where such breakthroughs have happened because there was a real problem. There was an inconsistency and people had to resolve it. It had nothing to do with beauty. Maybe beauty was, in some cases, the personal motivation of the people to work on it. There’s certainly some truth to this, but I don’t think it’s good to turn this story around and say that if we only pay attention to this motivation that comes from ideals of beauty it will lead to progress.
  • 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.
  • The way that research is funded in foundations of physics and in many other fields just puts a lot of things at a disadvantage that are not pursued anymore. Typically, everything that takes longer than three years to complete, no one will start it because they can’t afford it. They can literally not afford it.
  • Who makes the decisions about the funding? Superficially, people say that it's a funding agency, so it’s the university who get to hire people. But that puts the blame on the wrong party. In the end it’s the community itself who makes the decisions. What do the funding agencies do if they get a proposal? They send it to reviewers. And who are the reviewers? They're people from the same community. If you look at how hiring decisions are being made, there’s some committee and they are people from the same community. They have some advisory boards or something, which contains people from the same community.
  • Even if that wasn’t so, what the people in these committees would be doing is looking at easy measures for scientific success. Presently, the most popular of these measures are the number of publications and the number of citations. And maybe also whether the person has published in high-impact journals. So, these are the typical measures that are presently being used. But what do they measure? They primarily measure popularity. They indicate whether somebody’s research is well received by a lot of people in the same community. And that’s why once a research area grows beyond a certain critical mass, you have sufficiently many people who tell each other that what they’re doing is the good thing to do. They review each other’s papers and say that that’s great and it's what we should continue to do. It’s a problem in all communities that grow beyond a certain size.
  • I later came to the United States and then Canada, and that gave me the opportunity to learn a lot about quantum gravity. I also figured out that much of what goes on in quantum gravity is very detached from reality. It’s pretty much only mathematics. Yes, the mathematics is there, but I still don’t know if it’s the mathematics that describes reality.
  • That’s the very reason why we don’t normally think of gravity as a weak force. It’s the only force that is left over on long distances, and the reason for this is that it adds up. It gets stronger the more mass you pile up. More precisely, we should say that the reason we find it so hard to measure quantum gravitational effects is that we either have a particle that has very pronounced quantum properties, like, say, a single electron or something like that, but then it’s so light that we cannot measure the gravitational field. Or we have some object that is so heavy that we can measure the gravitational field, but then it doesn’t have quantum properties. Okay, so that’s the actual problem.
Clint Heitz

ASCD Express 13.16 - The Keys to Content-Area Writing: Short, Frequent, and Shared - 17 views

www.ascd.org/...1316-steineke.aspx

writing writing-content-area

shared by Clint Heitz on 09 May 18 - No Cached
  • Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning.
  • If we continue to believe that we must collect and grade every piece of student writing, our exhaustion will result in students writing far less. Sure, if necessary, we can award points, checks, or stamps, but these should simply be records of whether the students gave a good-faith effort (full credit) or not (no credit), not grades that attempt to assess the writing (Vopat, 2009).
  • Offer students an intriguing content-area prompt. For example, if the topic was e-waste, you might ask students to write about the importance of e-devices in their own lives or you might project a photograph of a mountain of discarded, obsolete cell phones. Let students think and write for a minute or two. Then, working with a partner, have each student read aloud what they wrote and discuss their ideas. Another very social writing activity is written conversation. Starting in groups of three or four, students silently respond to a content-related prompt, writing for several minutes until most class members have about a third or half a page of writing. Then, within the group, students pass their papers to their right. Now, each student must read the previous writer's thoughts and expand the conversation by exploring ideas and asking questions. After a few minutes of writing, papers are passed again, and the conversation continues to blossom as more and more ideas and responses are added. When the paper returns to the owner after several passes, each student gets to read a very interesting conversation that began with their initial written response. Of course, this written conversation could continue as an out-loud discussion, as well.
  • ...1 more annotation...
  • If you want students to be better readers, writers, and thinkers in every content area, then writing every day in every class is key. Be sure to make that informal and spontaneous writing short, frequent, and shared.
  • Clint Heitz on 09 May 18
     
    "Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning."
tthomasuscu

Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views

www.nytimes.com/...ar-for-what-it-has-become.html

shared by tthomasuscu on 02 Apr 18 - No Cached
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
  • What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
  • ...70 more annotations...
  • so long as the buyer has a purchase permit or a concealed-carry license.
  • I felt uneasy
  • He liked the rifle. I needed the cash. We shook hands, and off we went.
  • There is rarely a moment when I’m not within reach of a firearm.
  • We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
  • Rarely do we mention what we carry
  • I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
  • Guns were often a bridge between father and son.
  • or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
  • had a gun put to my head
  • I can remember that
  • steel
  • I can remember
  • In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
  • surrounded myself with the people I did as a form of protection.
  • I dropped to the ground as gunfire rang from a car at a bonfire party.
  • I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
  • his service weapon pushed into the base of my skull.
  • I stood there trembling while they apologized.
  • Jackson County
  • I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
  • hared passion for wilderness and time spent in the field with gun in hand.
  • Those types of things are rare now, even in places like Appalachia.
  • A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
  • centuries of experience gathered around the campfire each night
  • the .308 blew apart the morning.
  • There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
  • Life is sustained by death
  • the killing is not easy, nor should it be.
  • would feed me for a year
  • I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
  • He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
  • As I headed toward the mountains, all I could think about was Philando Castile,
  • situation was re
  • All I could think about was how things might have been different if the
  • versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
  • It was impossible not to recognize how gun culture reeks of privilege.
  • Ruger 10/22s and Marlin Model 60s, the .22LRs
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
  • There were always guns, but nothing like the assault weapons that line the shelves today.
  • firearms whose sole purpose would be to take human life if I were left with no other choice.
  • I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
  • they joke about the minute hand of the doomsday clock inching closer to midnight.
  • as they wait for the end of the world.
  • they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
  • step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
  • None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Where is the fault in this logic? It just doesn't add up.
  • They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
  • I understand what’s at stake
  • I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
  • changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
  • an unrelenting fear of what could be lost
  • a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
  • He cut a look in my direction as if I’d absolutely lost my mind.
  • I’d be fine with an assault-weapons ban
  • question is irrelevant, that the reason doesn’t supersede the right.
  • Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
  • As sad as it is to say, the silence is easier
  • there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
  • ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
  • The muzzle was pointed in our direction. Ashley was terrified.
  • The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
  • I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
  • Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
  • I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
  • I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
  • I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
  • we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
Clint Heitz

The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific American - 25 views

www.scientificamerican.com/...reading-paper-screens

reading digital resources

shared by Clint Heitz on 20 Mar 18 - No Cached
  • The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
  • Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
  • ...5 more annotations...
  • At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.
  • Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.
  • An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
  • In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do.
worcestere

Flipgrid - Video for student engagement and formative assessment - 52 views

info.flipgrid.com

Formative Assessment

shared by worcestere on 15 Aug 17 - No Cached
  • worcestere on 14 Feb 18
     
    Teachers post topics and then students are able to respond with a short video clip. Students can then view and comment on responses (moderated by teacher). Free and paid versions.
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