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Economic literacy contributes to a second class of knowledge.

For some economic decisions, such as buying a home or investing in the stock market, it is possible to hire professional or technical help when making a choice, but in most cases it is neither economical nor practical for an individual to hire a skilled professional every time an economic decision needs to be made.

There are three essential ingredients for effective economic education in the schools.

The development of economic literacy must begin in the schools. Even young children are capable of learning basic economic concepts that help them understand their economic world. In the secondary years, that initial foundation can be expanded to include instruction in a broader set of economic ideas and concepts

Some may think that economics is too difficult a subject to be taught to children and youth, and that such instruction should wait until college

Waiting until students are in college to teach economics is simply a matter of "too little and too late." The majority of students end their formal education with secondary school, and even those students who continue their learning at a college or university may not take an economics course.

Economic literacy improves the competence of each individual for making personal and social decisions about the multitude of economic issues that will be encountered over a lifetime.

First, teachers must be knowledgeable about the subject and be able to help students learn how to use basic economic concepts to analyze personal and social issues. Second, good curriculum guides and instructional materials are needed that present economic content at an appropriate level for the student to understand. Third, economics must have a central place in the school curriculum—similar to math, science, history and language arts—so that substantial classroom time is devoted to economics instruction

Over the past 40 years there has been a significant improvement in each area.

A study of high school transcripts shows that only about 44 percent of high school students take a separate course in economics. This course is usually offered in the 12th grade as an elective and lasts for only a semester.

Given this situation—that fewer than half of high school graduates take a course in economics—it should not be surprising that study after study show that there is widespread economic illiteracy among youth and the American public.

Some 87 percent of high school seniors rated their knowledge and understanding of economic and economic issues as only fair or poor.

Knowing what determines prices in a market economy and accepting the outcomes are two different things. If demand or supply conditions change, prices in a competitive market will rise and fall. Having a basic understanding of how markets work does not always mean that people will like price changes, especially if prices rise, but it should increase the probability of accepting the market outcome

The development of basic economic literacy is an important goal for a democratic society that relies heavily on informed citizenry and personal economic decision-making.

To achieve that goal will require that significant gaps in the economic education of youth be closed by giving economics a more central place in the school curriculum. More economics coursework at the precollege level sets a foundation for economic literacy, but it is only the beginning.

But the VHS tape itself may be immortal.

Today, a robust marketplace exists, both virtually and in real life, for this ephemera.

“Hold steady. Price seems fair. It is a Classic.”

Driving the passionate collection of this form of media is the belief that VHS offers something that other types of media cannot.

“The general perception that people can essentially order whatever movie they want from home is flat-out wrong,”

“promised as a giant video store on the internet, where a customer was only one click away from the exact film they were looking for.”

“Anything that you can think of is on VHS tape, because, you’ve got to think, it was a revolutionary piece of the media,”

“It was a way for everyone to capture something and then put it out there.”

preservation

“just so much culture packed into VHS,”

a movie studio, an independent filmmaker, a parent shooting their kid’s first steps, etc.

finds the medium inspirational

“some weird, obscure movie on VHS I would have seen at my friend’s house, late at night, after his parents were asleep.

“The quality feels raw but warm and full of flavor,” he said of VHS.

views them as a byway connecting her with the past

from reels depicting family gatherings to movies that just never made the jump to DVD

“I think we were the last to grow up without the internet, cellphones or social media,” and clinging to the “old analog ways,” she said, feels “very natural.”

“I think that people are nostalgic for the aura of the VHS era,”

“So many cultural touch points are rooted there,” Mr. Harris said of the 1980s.

It was, he believes, “a time when, in some ways, Americans knew who we were.”

Not only could film connoisseurs peruse the aisles of video stores on Friday nights, but they could also compose home movies, from the artful to the inane

“In its heyday, it was mass-produced and widely adopted,”

She inherited some of them from her grandmother, a children’s librarian with a vast collection.

Historical Journal of Film, Radio and Television

the first technology that allowed mass, large-scale home media access to films.”

Mr. Arrow said that home videos captured on VHS, or taped television programs that contain old commercials and snippets from the news, are particularly insightful in diving into cultural history.

“There’ll be a news break, and you’ll see, like: Oh my god, O.J.’s still in the Bronco, and it’s on the news, and then it’ll cut back to ‘Mission Impossible’ or something.”

Marginalized communities, Mr. Harris said, who were not well represented in media in the 1980s, benefited from VHS technology, which allowed them to create an archival system that now brings to life people and communities that were otherwise absent from the screen.

The nature of VHS, Mr. Harris said, made self-documentation “readily available,

people who lacked representation could “begin to build a library, an archive, to affirm their existence and that of their community.”

VHS enthusiasts agree that these tapes occupy an irreplaceable place in culture.

“It’s like a time capsule,”

“The medium is like no other.”

When we consider how we engage with the news, some shortcuts we may want to pay close attention to, and reflect carefully on, are cognitive biases.

In fact, without these heuristics, it would be impossible for us to process all the information we receive daily. However, the use of these shortcuts can lead to “blind spots,” or unintentional ways we respond to information that can have negative consequences for how we engage with, digest, and share the information we encounter

These shortcuts, also called heuristics, streamline our problem-solving process and help us make relatively quick decisions.

Confirmation bias is the tendency to seek out and value information that confirms our pre-existing beliefs while discarding information that proves our ideas wrong.

Cognitive biases are best described as glitches in how we process information

Echo chamber effect refers to a situation in which we are primarily exposed to information, people, events, and ideas that already align with our point of view.

Anchoring bias, also known as “anchoring,” refers to people’s tendency to consider the first piece of information they receive about a topic as the most reliable

The framing effect is what happens when we make decisions based on how information is presented or discussed, rather than its actual substance.

Fluency heuristic occurs when a piece of information is deemed more valuable because it is easier to process or recall

Everyone operates under one or more cognitive biases. So, when searching for and reading the news (or other information), it is important to be aware of how these biases might shape how we make sense of this information.

In conclusion, we may not be able to control the content of the news — whether it is fake, reliable, or somewhere in between — but we can learn to be aware of how we respond to it and adjust our evaluations of the news accordingly.

hus Copernicus started to look for something simpler, almost at the same time that Michelangelo undertook another great project, that of decorating the ceiling of the Sistine Chapel.

Copernicus had a full Renaissance résumé: studies in medicine, art, mathematics, canon law and philosophy; experience as an economist and a diplomat; and also a good position as an ecclesiastical official.

By 1514, he had already written a sketch of his theory, although he did not publish it for fear of being condemned as a heretic and also because he was a perfectionist. He spent 15 more years repeating his calculations, diagrams and observations with the naked eye, prior to the invention of the telescope.

Copernicus was the first to recite them in order: Mercury, Venus, Earth, Mars, Jupiter and Saturn, the 6 planets that were then known.

When Copernicus finally decided to publish his theory, the book’s publisher softened it in the prologue: he said that there were “only easier mathematics” for predicting the movements of the planets, and not a whole new way of looking at the reality of the universe. But this was understood as a challenge to Aristotle, to the Church, and to common sense.

It would be 150 years before the Copernican revolution triumphed, and the world finally admitted that the Earth was just one more spinning top.

Animal communication systems, in contrast, typically have at most a few dozen distinct calls, and they are used only to communicate immediate issues such as food, danger, threat, or reconciliation. Many of the sorts of meanings conveyed by chimpanzee communication have counterparts in human 'body language'.

The basic difficulty with studying the evolution of language is that the evidence is so sparse. Spoken languages don't leave fossils, and fossil skulls only tell us the overall shape and size of hominid brains, not what the brains could do

All present-day languages, including those of hunter-gatherer cultures, have lots of words, can be used to talk about anything under the sun, and can express negation. As far back as we have written records of human language - 5000 years or so - things look basically the same.

According to current thinking, the changes crucial for language were not just in the size of the brain, but in its character: the kinds of tasks it is suited to do - as it were, the 'software' it comes furnished with.

So the properties of human language are unique in the natural world.

About the only definitive evidence we have is the shape of the vocal tract (the mouth, tongue, and throat): Until anatomically modern humans, about 100,000 years ago, the shape of hominid vocal tracts didn't permit the modern range of speech sounds. But that doesn't mean that language necessarily began the

Some researchers even propose that language began as sign language, then (gradually or suddenly) switched to the vocal modality, leaving modern gesture as a residue.

. In an early stage, sounds would have been used to name a wide range of objects and actions in the environment, and individuals would be able to invent new vocabulary items to talk about new things

In order to achieve a large vocabulary, an important advance would have been the ability to 'digitize' signals into sequences of discrete speech sounds - consonants and vowels - rather than unstructured calls.

These two changes alone would yield a communication system of single signals - better than the chimpanzee system but far from modern language. A next plausible step would be the ability to string together several such 'words' to create a message built out of the meanings of its parts.

This has led some researchers to propose that the system of 'protolanguage' is still present in modern human brains, hidden under the modern system except when the latter is impaired or not yet developed.

Again, it's very hard to tell. We do know that something important happened in the human line between 100,000 and 50,000 years ago: This is when we start to find cultural artifacts such as art and ritual objects, evidence of what we would call civilization.

One tantalizing source of evidence has emerged recently. A mutation in a gene called FOXP2 has been shown to lead to deficits in language as well as in control of the face and mouth. This gene is a slightly altered version of a gene found in apes, and it seems to have achieved its present form between 200,000 and 100,000 years ago.

Nevertheless, if we are ever going to learn more about how the human language ability evolved, the most promising evidence will probably come from the human genome, which preserves so much of our species' history. The challenge for the future will be to decode it.

Among the novelists, Cervantes, Tolstoy (supreme), Melville, Austen, Proust, Joyce.

He is inevitably at his strongest when dealing with those writers he cares most about. With Jane Austen, for one. And, above all, with Tolstoy:

As for Dickens, whose “David Copperfield” was a direct influence on Tolstoy, to Bloom his greatest achievement is “Bleak House”

He pairs it with Dickens’s final complete novel, “Our Mutual Friend,” a book I care for so extravagantly that I’ve read it three times

The two works in which Bloom is most fully invested are “Moby-Dick” (40 pages) and “Ulysses” (54)

He chooses to give room to not one but two of Le Guin’s novels, “The Left Hand of Darkness” and “The Dispossessed,”

it’s good to know about your environment even if it doesn’t promise a reward right now; knowledge may be useless today, but vital next week. Therefore, evolution has left us with a brain that can reward itself; satisfying curiosity feels pleasurable, so you explore the environment even when you don’t expect any concrete payoff

What’s more, curiosity doesn’t just ensure new opportunities for learning, it enhances learning itself

subjects better remembered those appearing after trivia questions that made them curious. Curiosity causes a brain state that amplifies learning.

This function of curiosity — to heighten memory — is the key to understanding why we’re curious about some things and not others. We feel most curious when exploration will yield the most learning.

Suppose I ask you, “What’s the most common type of star in the Milky Way?” You’ll obviously feel no curiosity if you already know the answer. But you’ll also feel little interest if you know nothing about stars; if you learned the answer, you couldn’t connect it to other knowledge, so it would seem nearly meaningless, an isolated factoid

We’re maximally curious when we sense that the environment offers new information in the right proportion to complement what we already know.

Note that your brain calculates what you might learn in the short term — your long-term interests aren’t a factor

Many websites that snare your time feature scores of stories on the front page, banking that one will strike each reader’s sweet spot of knowledge. So visit websites that use the same strategy but offer richer content, for example, JSTOR Daily, Arts & Letters Daily or ScienceDaily.

Curiosity arises from the right balance of the familiar and the novel. Naturally, writers vary in what they assume their audience already knows and wants to know; when you find an author who tends to have your number, stick with her.

That her medium was poetry is no mere detail. It is almost the whole story. Poetry not only allows her to express herself – her desire for consolation, her anxiety about what’s disappearing. It is also the form of writing par excellence that can keep an eye open for what is peripheral. It can discern truths that words otherwise struggle to articulate. It glimpses, and hopes.

to know Socrates was to know someone who sought all the truth, and in so doing, realised it mostly lies out of sight.

Moses too does not see anything directly. He apparently doesn’t see anything at all. Instead, an oblique experience is granted to him. It is better described as a kind of unknowing, rather than knowing. He must leave behind what he has previously observed because this seeing consists in not seeing. That which is sought transcends all knowledge.

What she realises is that the truth which is beyond us, which is discerned only indirectly, is the only truth that is truly worth seeking. That which we can readily grasp and manipulate is too easy for us. It’s humdrum. It leaves life too small for us, the creature with an eye for the transcendent. But look further, and what you are offered is what she calls truth’s ‘superb surprise’. That’s why success lies in circuit. Our humanity is spoken to, from a direction – a source – that we had not expected. And our humanity expands as a result.

The architect who designed the sculpture, Maarten Struijs, told Dutch broadcaster RTL he was pleased that it likely saved the life of the driver.

plastic

uninjured and there were no passengers on the train

Authorities launched an investigation into how the train could plow through the barrier at the end of the rail tracks.

The driver of a metro train escaped injury

The driver of a metro train escaped injury

was caught by a sculpture of a whale’s tail near the Dutch port city of Rotterdam.

perched upon one of two tail fins known as “flukes”

I’m unable to save money for retirement and I get very anxious when I think about the future.

Worse, I’ve lost my sense of meaning to myself. I feel like the culture has moved on without me, and I don’t know what to do.

I feel alone in many ways and unsuccessful by most measures. I don’t own a home and no one needs me; I am nobody’s mother and now I am nobody’s child, as my parents are no longer living.

on bad ones, I feel such futility, like I’ve squandered my own youth and beauty in the hall of mirrors that is our consumerist society.

A: What you wrote is in no way frivolous; it concerns the entire value, direction and purpose of your life.

You’ve realized that, in curating what we call taste, you’ve unwittingly become part of the system, the media-driven consumerist machine that creates the desire to possess things you’ll likely never be able to afford.

Beauty — distracting, exclusionary, often more talismanic and notional than “real” — has never been a steady organizing principle for life

your sense of what is beautiful has become more complicated, as you have. Your work is no longer satisfying to you because it is no longer relevant to the person you are.

your way of seeing things, including yourself, seems not wholly true or right or your own, and is in dire need of a refresh. It feels reductive and merciless, informed too much by the very aspects of our culture that have become deadening to you.

You’re seeking new paths to the shore, new things that sustain you, and this requires doing the work to find out what that looks like. It requires acknowledging the value shift that probably began happening inside you long ago.

The cerebrum has two halves, or hemispheres, that are further divided into four regions, or lobes. The frontal lobes, located behind the forehead, are involved with speech, thought, learning, emotion, and movement.

Behind them are the parietal lobes, which process sensory information such as touch, temperature, and pain.

At the rear of the brain are the occipital lobes, dealing with vision

Lastly, there are the temporal lobes, near the temples, which are involved with hearing and memory.

The second-largest part of the brain is the cerebellum, which sits beneath the back of the cerebrum.

diencephalon, located in the core of the brain. A complex of structures roughly the size of an apricot, its two major sections are the thalamus and hypothalamus

The brain is extremely sensitive and delicate, and so it requires maximum protection, which is provided by the hard bone of the skull and three tough membranes called meninges.

Want more proof that the brain is extraordinary? Look no further than the blood-brain barrier.

This led scientists to learn that the brain has an ingenious, protective layer. Called the blood-brain barrier, it’s made up of special, tightly bound cells that together function as a kind of semi-permeable gate throughout most of the organ. It keeps the brain environment safe and stable by preventing some toxins, pathogens, and other harmful substances from entering the brain through the bloodstream, while simultaneously allowing oxygen and vital nutrients to pass through.

One in five Americans suffers from some form of neurological damage, a wide-ranging list that includes stroke, epilepsy, and cerebral palsy, as well as dementia.

Alzheimer’s disease, which is characterized in part by a gradual progression of short-term memory loss, disorientation, and mood swings, is the most common cause of dementia. It is the sixth leading cause of death in the United States

50 million people suffer from Alzheimer’s or some form of dementia. While there are a handful of drugs available to mitigate Alzheimer’s symptoms, there is no cure.

Unfortunately, negative attitudes toward people who suffer from mental illness are widespread. The stigma attached to mental illness can create feelings of shame, embarrassment, and rejection, causing many people to suffer in silence.

In the United States, where anxiety disorders are the most common forms of mental illness, only about 40 percent of sufferers receive treatment. Anxiety disorders often stem from abnormalities in the brain’s hippocampus and prefrontal cortex.

Attention-deficit/hyperactivity disorder, or ADHD, is a mental health condition that also affects adults but is far more often diagnosed in children.

ADHD is characterized by hyperactivity and an inability to stay focused.

Depression is another common mental health condition. It is the leading cause of disability worldwide and is often accompanied by anxiety. Depression can be marked by an array of symptoms, including persistent sadness, irritability, and changes in appetite.

The good news is that in general, anxiety and depression are highly treatable through various medications—which help the brain use certain chemicals more efficiently—and through forms of therapy

There might be desks, cushions, or benches arranged in rows or circles—however the teachers want them, as not every classroom will follow a template. Each classroom will be set up based on what is necessary to meet learning objectives. But schools will prioritize configuring classes to inspire learning first and foremost, and, where appropriate, reflect the diversity of environments that students are exposed to outside a school setting.

Students will have beautiful spaces that make them feel good to be at school—with art, living plants, music where appropriate, comfortable seating, and fast internet access.

Windows that open are a nice feature, as are clean bathrooms and individual desks that can be rearranged

Smaller schools and smaller rooms seem to work better than larger schools and larger rooms.  

My experience as a high-school principal taught me to never spend too much time worrying about the “small stuff.”

High-school classrooms will be designed by students themselves, providing breakout space for group work and more private areas for individual work and studying. High-school classrooms will reflect the transition that students are facing, allowing for independence but also providing a nurturing environment for curiosity.

There will be areas where students can post ideas to help make the learning environment more engaging and fun. The classroom will also be tailored to the topic, but all will have interactive stations where hands-on learning can be experienced by all students.

In the future, we won’t have “classrooms.” The enemy of the future of the classroom has arguably been that phrase: “the future of the classroom.” It locks us into a model of believing students will be sorted by age and sit in a room together with one teacher in the front.

Form will follow function, and if one of the key principles of public education is to instill an appreciation for democracy, then classrooms will be arranged so that students are equals with one another

(not some in the front, others in the back), and so that students are active participants in learning, not passive recipients of teachers’ knowledge.

Whereas the traditional lecture hall connotes hierarchy, placing desks in a circle suggests students should be learning to debate and become decision makers. Within the circle, desks will also be clustered in small groups of four to encourage collaboration among students.

There will be a large open space that will serve as a community gathering spot. The classroom will have big windows to let a lot of natural light shine through. The room will be colorful without being obnoxious—colors will be blues, greens, whites, and yellows.

It’s also important to look at the appropriate role of technology in the classroom. Technology can be a powerful tool, but it must be implemented with the intention of enhancing educator-facilitated learning, not replacing i

Fractals and Infinity A fractal may be magnified over and over, to infinity, always revealing more detail. PhotoviewPlus / Getty Images A fractal is an abstract mathematical object, used in art and to simulate natural phenomena. Written as a mathematical equation, most fractals are nowhere differentiable. When viewing an image of a fractal, this means you could zoom in and see new detail. In other words, a fractal is infinitely magnifiable.The Koch snowflake is an interesting example of a fractal. The snowflake starts as an equilateral triangle. For each iteration of the fractal:Each line segment is divided into three equal segments.

Cosmology and Infinity Even if the universe is finite, it might be one of an infinite number of "bubbles.". Detlev van Ravenswaay / Getty Images Cosmologists study the universe and ponder infinity. Does space go on and on without end? This remains an open question. Even if the physical universe as we know it has a boundary, there is still the multiverse theory to consider. Our universe may be but one in an infinite number of them.

A false story is much more likely to go viral than a real story, the authors find. A false story reaches 1,500 people six times quicker, on average, than a true story does.

“In short, I don’t think there’s any reason to doubt the study’s results,” said Rebekah Tromble, a professor of political science at Leiden University in the Netherlands, in an email.

It’s a question that can have life-or-death consequences.“[Fake news] has become a white-hot political and, really, cultural topic, but the trigger for us was personal events that hit Boston five years ago,” said Deb Roy, a media scientist at MIT and one of the authors of the new study.

Ultimately, they found about 126,000 tweets, which, together, had been retweeted more than 4.5 million times. Some linked to “fake” stories hosted on other websites. Some started rumors themselves, either in the text of a tweet or in an attached image. (The team used a special program that could search for words contained within static tweet images.) And some contained true information or linked to it elsewhere.

Tweet A and Tweet B both have the same size audience, but Tweet B has more “depth,” to use Vosoughi’s term. It chained together retweets, going viral in a way that Tweet A never did. “It could reach 1,000 retweets, but it has a very different shape,” he said.Here’s the thing: Fake news dominates according to both metrics. It consistently reaches a larger audience, and it tunnels much deeper into social networks than real news does. The authors found that accurate news wasn’t able to chain together more than 10 retweets. Fake news could put together a retweet chain 19 links long—and do it 10 times as fast as accurate news put together its measly 10 retweets.

What does this look like in real life? Take two examples from the last presidential election. In August 2015, a rumor circulated on social media that Donald Trump had let a sick child use his plane to get urgent medical care. Snopes confirmed almost all of the tale as true. But according to the team’s estimates, only about 1,300 people shared or retweeted the story.

Why does falsehood do so well? The MIT team settled on two hypotheses.First, fake news seems to be more “novel” than real news. Falsehoods are often notably different from the all the tweets that have appeared in a user’s timeline 60 days prior to their retweeting them, the team found.Second, fake news evokes much more emotion than the average tweet. The researchers created a database of the words that Twitter users used to reply to the 126,000 contested tweets, then analyzed it with a state-of-the-art sentiment-analysis tool. Fake tweets tended to elicit words associated with surprise and disgust, while accurate tweets summoned words associated with sadness and trust, they found.

It suggests—to me, at least, a Twitter user since 2007, and someone who got his start in journalism because of the social network—that social-media platforms do not encourage the kind of behavior that anchors a democratic government. On platforms where every user is at once a reader, a writer, and a publisher, falsehoods are too seductive not to succeed: The thrill of novelty is too alluring, the titillation of disgust too difficult to transcend. After a long and aggravating day, even the most staid user might find themselves lunging for the politically advantageous rumor. Amid an anxious election season, even the most public-minded user might subvert their higher interest to win an argument.

Critics of the industry included Brent Bozell from the Media Research Center. He has frequently called for a reduction of violence in games.

“Video games are enjoyed around the world and numerous authorities and reputable scientific studies have found no connection between games and real-life violence," the ESA said in a statement.

In 2013, following the death of 20 pre-school children and six staff members at Sandy Hook Elementary School in Connecticut, the vice-president at the time, Joe Biden, met games representatives from firms such as Electronic Arts and Epic.Mr Biden said games companies were not being "singled out" and there was no "silver bullet" when it came to solving the issue. He said there was no good data either way to support or disprove claims that games violence provoked real actions.