AECT International Convention Las Vegas, Nevada October 21-25, 2019 Contents

Total Page:16

File Type:pdf, Size:1020Kb

AECT International Convention Las Vegas, Nevada October 21-25, 2019 Contents InspiredProfessional Learning. InspiredLearning Professionals. AECT International Convention Las Vegas, Nevada October 21-25, 2019 Contents Welcome to Las Vegas 2 Convention at-a-Glance 4 Local Information 6 Meet the Candidates 11 What’s New at Convention? 12 Breakfast with Champions 14 Hotel Floor Plan 15 General Convention Information 16 Educational Partners 21 Planning Committee 22 AECT Foundation Members 23 University Reception Participants 24 Addie Kinsinger Leadership Development Program: Meet the Interns 27 AECT Early Career Symposium 28 AECT Board of Directors 30 Inspire! Sessions 32 AECT Division Convention Kickoff 34 The Association for Educational AECT and Divisional Awards 35 Communications and Technology Division & Affiliate Highlights 40 320 W. 8th Street, Suite 101 GSA Sessions & Events 44 Bloomington, IN 47404-3745 IVLA Sessions & Events 46 KSET Sessions & Events 47 NJASL Activities 49 PAECT Sessions & Events 51 Toll Free: 877-677-2328 SICET Sessions & Events 53 Local: 812-335-7675 Governance and Committee Meetings 56 Fax: 812-335-7678 Featured Sessions 58 E-mail: [email protected] Design & Development Showcase 58 Web site: www.aect.org Emerging Technology Showcase 60 AECT 2020 Problem Statement 61 2020 Design & Development Competition 62 2020 Call for Proposals 64 Workshops 67 Schedule by Day: Monday, Oct 21 69 Schedule by Day: Tuesday, Oct 22 72 Schedule by Day: Wednesday, Oct 23 119 Schedule by Day: Thursday, Oct 24 157 Schedule by Day: Friday, Oct 25 213 Divisional and Affiliate Session Index 225 Presenters and Participant Index 243 Convention Notes 250 Las Vegas, Nevada AECT • Inspired. Inspired Professional Learning. Inspired Learning Professionals. • 2019 1 Welcome to Las Vegas Welcome to Las Vegas and the 2019 AECT International Convention! Inspired denotes the extraordinary quality of the sessions at our convention, and we endeavor to improve ourselves through exceptional professional learning opportunities. Inspired also denotes to fill someone with the impetus or ability to do or feel, especially with creativity. As educators and learning professionals, we hope the convention sessions will inspire you to do and feel. This year we strove to offer influential, stimulating, exciting sessions that will spark fires in all of our attendees. AECT, the Association for Educational Communications and Technology, seeks to be the leading international organization in educational technology, the organization to which others refer for best practices and research. Over the past year, we’ve made significant effort to promote scholarship, best practices, exceptional professional development opportunities, and leadership in the creation, use, and management of technologies for effective teaching and learning. This year we received proposals from across our divisions and affiliates headquartered around the world. We achieved the largest number of proposals ever, and we have over 750 sessions for you to choose from in the program. We are excited to introduce a number of fresh and new sessions and events during the convention this year. We are hosting a record number of workshops with a record number of registrants for workshops. Where there are still open seats, I hope you will take advantage of one or more of the 27 workshops. Workshops will occur throughout the week, beginning on Monday morning (October 21) with multiple offerings each day. In particular, note the invited workshops with unique topics, experts, and nominal fees. Workshops require registration and some are limited. Concurrent sessions, Panels, and Inspire! sessions will begin on Tuesday morning 2 AECT • Inspired. Inspired Professional Learning. Inspired Learning Professionals. • 2019 Las Vegas, Nevada Welcome to Las Vegas (October 22) and will continue through Friday (October 25). Concurrent sessions will be 25 minutes each, and two sessions will be bundled together thematically for a 50-minute time slot. Panels and Inspire! sessions will be 50-minutes each. In addition to the fee- based workshops, we are excited to be offering a large number of Inspire! sessions for your professional development. New this year, Inspire! sessions do not require a preregistration and are included with your convention registration. Poster sessions, the Design & Development Showcase, and the Graduate Student Assembly Research Award Posters are designed to showcase a project, program, process, activity, or the like in an informal setting. These presentations will be highlighted this year as part of a Gallery Walk, and all these sessions will occur at the same time, scheduled for Tuesday (October 22) afternoon. Enjoy some snacks and purchase a beverage to enjoy during your walk. Roundtables are designed for small group discussion of specialized topics with the presenter leading the discussion. This participatory format allows for a highly interactive presentation. Like the poster sessions, roundtable sessions are set apart in our schedule in order to increase their prominence. Roundtables are scheduled for a 50-minute presentation on Thursday morning (October 24). We will inform attendees that may switch roundtables after 25 minutes. The Birds of a Feather session is an opportunity for you to join colleagues in informal conversations about contemporary issues across our field. Our divisions are hosting over 60 different topics, and they invite you to join in with other like-minded individuals to discuss consequential topics. More information about these elements of the program can be found here in the program or through the online schedule. Finally, with the number of new events and activities this year, we must thank the division and affiliate planners who have spent many hours preparing for our convention! Special thanks also go to Larry Vernon, AECT Electronic Services Director; Lois Freeland, Convention Consultant/Event Coordinator; and Dalinda Bond, Convention Scheduler and Volunteer Coordinator, and Phil Harris, AECT Executive Director for their limitless support. We hope that everyone enjoys our gathering in Las Vegas! Michael M. Grant John Curry University of South Carolina Idaho State University 2019 International Convention Chair 2019 International Convention Co-Chair 2 AECT • Inspired. Inspired Professional Learning. Inspired Learning Professionals. • 2019 Las Vegas, Nevada Las Vegas, Nevada AECT • Inspired. Inspired Professional Learning. Inspired Learning Professionals. • 2019 3 Convention at-a-Glance 2019 SCHEDULE AT-A-GLANCE Sunday, October 20 7:00 am – 8:00 am Interns meeting 12:00 pm – 5:00 pm AECT Convention Registration (Convention Center Foyer) 2:00 am – 5:00 pm JDFL Writers’ Workshop 3:30 am – 5:00 pm 2019 Convention Planning Work Session Monday, October 21 5:00 am – 7:30 pm Quiet Room 7:00 am – 5:00 pm AECT Convention Registration 7:00 am – 5:00 pm Technology Help Center (Board Room, downstairs Conference Rooms) 7:00 am – 8:00 am Interns meeting 8:00 am – 11:30 am AECT Board meeting 8:30 am – 4:00 pm JDFL Writers’ Workshop 8:30 am – 3:50 pm AECT Professional Development Workshops (1 ½ hour lunch break) 11:30 am – 12:50 pm AECT Leadership Luncheon 1:00 pm – 3:50 pm AECT Professional Development Workshops 1:00 pm – 3:50 pm D&D-IDT Professor’s Forum 1:00 pm – 3:50 pm AECT Foundation Board of Trustees meeting 1:00 pm – 5:50 pm Early Career Symposium hosted by AECT & RTD [not confirmed] 1:00 pm – 1:50 pm GSA Division Board meetings 4:00 pm – 5:30 pm AECT First Timers Orientation 6:00 pm – 8:00 pm AECT/D&D Instructional Design Competition supported by NATO Meet & Greet Tuesday, October 22 5:00 am – 7:30 pm Quiet Room7:00 am – 5:00 pm AECT Convention Registration 7:00 am – 5:00 pm Technology Help Center 7:00 am – 7:50 am Interns meeting 7:00 am – 7:50 am Division meetings 7:30 am – 10:30 am Early Career Symposium hosted by AECT & RTD 8:00 am – 5:00 pm Book Store and Partners Tables 8:00 am – 10:50 am Concurrent Sessions 8:00 am – 10:50 am AECT Professional Development Workshops 8:00 am – 10:50 am SICET Concurrent Sessions 10:30 am – 1:00 pm Jenny K. Johnson International Hospitality Center 11:00 pm – 12:50 pm AECT Division, Affiliate & Committee Kickoff Luncheon 1:00 pm – 3:50 pm Concurrent Sessions 1:00 pm – 3:50 pm AECT Professional Development Workshops 1:00 pm – 3:50 pm SICET Concurrent Sessions 1:00 pm – 3:50 pm AECT/D&D Instructional Design Competition supported by NATO ACT 1:00 pm – 4:00 pm Job Center 2:00 am – 3:50 pm Division meetings 3:00 am – 3:50 pm Committee meeting 4:00 pm – 5:30 pm Gallery Walk with Poster Sessions and D&D Showcase 6:00 pm – 7:00 pm STC Book Club Kickoff meeting 6:00 pm – 8:00 pm TED Game Night 8:30 pm – 9:30 pm Presidents International Affiliates Reception (By invitation only) Wednesday, October 23 5:00 am – 7:30 pm Quiet Room 7:00 am – 5:00 pm AECT Convention Registration 4 AECT • Inspired. Inspired Professional Learning. Inspired Learning Professionals. • 2019 Las Vegas, Nevada Convention at-a-Glance 7:00 am – 5:00 pm Technology Help Center 7:00 am – 7:30 am Interns meeting 7:30 am – 8:50 am Breakfast of Champions 8:00 am – 5:00 pm Book Store and Partners Tables 9:00 am – 4:50 pm Concurrent Sessions 9:00 am – 3:50 pm AECT Professional Development Workshops 9:00 am – 4:50 pm SICET Concurrent Sessions 9:00 am – 4:50 pm Committee Meetings 10:00 am – 4:00 pm Job Center 10:30 am – 4:00 pm Jenny K. Johnson International Hospitality Center 11:00 am – 11:50 am KSET Luncheon 1:00 pm – 1:50 pm DD/RTD Awards 1:00 pm – 2:50 pm CLT Luncheon and McJulien Presentation 6:00 pm – 7:30 pm D&D Awardee Presentations 6:00 pm – 7:30 pm STC Mix
Recommended publications
  • Mentalism Versus Behaviourism in Economics: a Philosophy-Of-Science
    Mentalism versus behaviourism in economics: aphilosophy-of-scienceperspective⇤ Franz Dietrich Christian List CNRS & University of East Anglia London School of Economics 18 November 2012 Abstract Behaviourism is the view that preferences, beliefs, and other mental states in social- scientific theories are nothing but constructs re-describing people’s behavioural dis- positions. Mentalism is the view that they capture real phenomena, no less existent than the unobservable entities and properties in the natural sciences, such as elec- trons and electromagnetic fields. While behaviourism has long gone out of fashion in psychology and linguistics, it remains influential in economics, especially in ‘re- vealed preference’ theory. We aim to (i) clear up some common confusions about the two views, (ii) situate the debate in a historical context, and (iii) defend a men- talist approach to economics. Setting aside normative concerns about behaviourism, we show that mentalism is in line with best scientific practice even if economics is treated as a purely positive science of economic behaviour. We distinguish men- talism from, and reject, the radical neuroeconomic view that behaviour should be explained in terms of people’s brain processes, as distinct from their mental states. 1 Introduction Economic theory seeks to explain the social and economic behaviour of human (and sometimes other) agents.1 It usually does so by (i) ascribing, at least in an ‘as if’ mode, ⇤This paper was presented at the LSE Choice Group workshop on ‘Rationalizability and Choice’, July 2011, the D-TEA workshop, Paris, July 2012, and the EIPE seminar, Rotterdam, September 2012. We are grateful to the participants and especially Nick Baigent, Walter Bossert, Richard Bradley, Mika¨el Cozic, Eddie Dekel, Ido Erev, Itzhak Gilboa, Conrad Heilmann, Johannes Himmelreich, Marco Mariotti, Friederike Mengel, Clemens Puppe, Larry Samuelson, David Schmeidler, Asli Selim, Daniel Stoljar, Kotaro Suzumura, and Peter Wakker for comments and discussion.
    [Show full text]
  • Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa 1
    Revista Electrónica Educare ISSN: 1409-4258 ISSN: 1409-4258 Universidad Nacional. CIDE Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa 1 Barrios-Tao, Hernando; Siciliani-Barraza, José María; Bonilla-Barrios, Bibiana 1 Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa Revista Electrónica Educare, vol. 21, no. 1, 2017 Universidad Nacional. CIDE Available in: http://www.redalyc.org/articulo.oa?id=194150012011 DOI: 10.15359/ree.21-1.11 PDF generated from XML Redalyc JATS4R Project academic non-profit, developed under the open access initiative Artículo Original Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa 1 Programas de Educación en escenarios de posconflicto: Una revisión de Liberia, Sierra Leona y Suráfrica Hernando Barrios-Tao 1 [email protected] Universidad Militar Nueva Granada, Colombia hp://orcid.org/000-0002-8999-0586 José María Siciliani-Barraza 2 [email protected] Universidad de la Salle, Colombia hp://orcid.org/0000-0002-9639-2277 Bibiana Bonilla-Barrios 3 [email protected] Universidad del Rosario, Colombia hp://orcid.org/0000-0003-0793-8758 Abstract: Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. e purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. e paper reviews a unique topic with specific reference to education plans implemented in post-conflict Revista Electrónica Educare, vol.
    [Show full text]
  • Introduction 1 What Motivated Hegel's Philosophical Project?
    Notes Introduction 1 . PH 472. 1 What Motivated Hegel’s Philosophical Project? 1 . In recent decades, several important attempts have been made to fill this lacuna – the absence of a post-Kantian schema – the most salient of which has been that of Henrich (1982, 1991, 2003), who revisits the story of the genesis of German Idealism. See too Horstmann (1991). 2 . The English-speaking world has of late experienced a resurgence of interest in German Idealism, especially Hegel, attested to by the numerous books and articles on the subject published over the past decade. Although these studies are far from monolithic, we can safely say, without fear of over-simplification, that the interpretations offered tend to see Hegel’s philosophy as the culmi- nation of Kant’s epistemological project. See Pippin (1997, 6); Pinkard (1994, 230). 3 . Let me pre-empt a possible misunderstanding. The rupture thesis does not, of course, seek to claim that German Idealism is altogether free of Kantian influ- ence, which would be absurd. The rupture thesis can also be formulated as follows: Kant is the source of the problem of Kantian dualism, and its solution requires total rejection of his philosophy, which must be supplanted by a new philosophical program. 4 . For a thorough defense of the philosophical importance of this question, see Düsing (1983); Pippin (1989); Henrich (1991); Horstmann (1991). 5 . This route is also chosen both by those who seek to show that German Idealism provides insight only into highly speculative epistemological or ontological questions, a claim that is patently indefensible, and by those who seek to show how Idealism sheds profound light on the flaws of the philosophy of subjectivity, and on how accepting the suggested remedy will render the theo- retical position espoused by German Idealism less vulnerable to critique.
    [Show full text]
  • Exploring Aspects of Korean Traditional Music in Young Jo Lee's
    EXPLORING ASPECTS OF KOREAN TRADITIONAL MUSIC IN YOUNG JO LEE’S PIANO HONZA NORI Jin Kim, B.M., M.M. Dissertation Prepared for the Degree of DOCTOR OF MUSICAL ARTS UNIVERSITY OF NORTH TEXAS August 2013 APPROVED: Adam Wodnicki, Major Professor Elvia Puccinelli, Committee Member Joseph Banowetz, Committee Member Steven Harlos, Chair of the Division of Keyboard Studies John Murphy, Interim Director of Graduate Studies in the College of Music James C. Scott, Dean of the College of Music Mark Wardell, Dean of the Toulouse Graduate School Kim, Jin. Exploring Aspects of Korean Traditional Music in Young Jo Lee’s Piano Honza Nori. Doctor of Musical Arts (Performance), August 2013, 29 pp., 4 tables, 9 figures, 13 musical examples, bibliography, 32 titles. Since the 1960s, several gifted Korean composers, including perhaps most notably Young Jo Lee (b. 1943), have been internationally acclaimed for their work. In Western countries, however, there has been a scarcity of academic studies examining the artistry of the music of these Korean composers. Nonetheless, as one of today’s most recognized composers in Korea, Young Jo Lee has been invited to numerous international concerts, conferences, and festivals where his works have been played and discussed. A salient feature of his compositions is the fusion of Korean traditional music and the elements of Western compositions, such as in, for one distinctive example, his piano composition, Piano Honza Nori. This musical study describes and analyzes how Lee integrates Korean traditional elements with Western musical ideas in Piano Honza Nori. Results of this study will contribute to the limited literature on the analysis of contemporary piano composition that integrates Korean traditional elements.
    [Show full text]
  • Mentalism Versus Behaviourism in Economics: a Philosophy-Of-Science Perspective
    Franz Dietrich & Christian List Mentalism versus behaviourism in economics: a philosophy-of-science perspective Article (Accepted version) (Refereed) Original citation: Dietrich, Franz and List, Christian (2016) Mentalism versus behaviourism in economics: a philosophy-of-science perspective. Economics and Philosophy, 32 (2). pp. 249-281. ISSN 0266-2671 © 2016 Cambridge University Press This version available at: http://eprints.lse.ac.uk/62444/ Available in LSE Research Online: August 2016 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s final accepted version of the journal article. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. Mentalism versus behaviourism in economics: aphilosophy-of-scienceperspective Franz Dietrich & Christian List⇤ First version 1 April 2012, this version 17 May 2015 Abstract Behaviourism is the view that preferences, beliefs, and other mental states in social- scientific theories are nothing but constructs re-describing people’s behaviour. Mentalism is the view that they capture real phenomena, on a par with the unobserv- ables in science, such as electrons and electromagnetic fields.
    [Show full text]
  • 2020-Commencement-Program.Pdf
    THE JOHNS HOPKINS UNIVERSITY COMMENCEMENT 2020 Conferring of degrees at the close of the 144th academic year MAY 21, 2020 1 CONTENTS Degrees for Conferral .......................................................................... 3 University Motto and Ode ................................................................... 8 Awards ................................................................................................. 9 Honor Societies ................................................................................. 20 Student Honors ................................................................................. 25 Candidates for Degrees ..................................................................... 35 2 ConferringDegrees of Degrees for Conferral on Candidates CAREY BUSINESS SCHOOL Masters of Science Masters of Business Administration Graduate Certificates SCHOOL OF EDUCATION Doctors of Education Doctors of Philosophy Post-Master’s Certificates Masters of Science Masters of Education in the Health Professions Masters of Arts in Teaching Graduate Certificates Bachelors of Science PEABODY CONSERVATORY Doctors of Musical Arts Masters of Arts Masters of Audio Sciences Masters of Music Artist Diplomas Graduate Performance Diplomas Bachelors of Music SCHOOL OF NURSING Doctors of Nursing Practice Doctors of Philosophy Masters of Science in Nursing/Advanced Practice Masters of Science in Nursing/Entry into Nursing Practice SCHOOL OF NURSING AND BLOOMBERG SCHOOL OF PUBLIC HEALTH Masters of Science in Nursing/Masters of Public
    [Show full text]
  • A Critique of the Learning Brain
    A CRITIQUE OF THE LEARNING BRAIN JOAKIM OLSSON Department of Philosophy Master Thesis in Theoretical Philosophy (45 ECTS) Autumn 2020 Supervisor: Sharon Rider Examiner: Pauliina Remes Table of Contents 1. INTRODUCTION ............................................................................................................... 1 1.1 A Brief Overview ............................................................................................................. 1 1.2 Method, Structure and Delimitations ............................................................................... 4 2. BACKGROUND ON THE LEARNING BRAIN ............................................................. 8 2.1 The Learning Brain and Its Philosophical Foundation .................................................... 9 2.2 Cognitivism’s Three Steps: Mentalism, Mind-Brain Identity and Computer Analogy . 14 3. A CRITIQUE OF COGNITIVISM .................................................................................. 24 3.1 A Critique of Mentalism ................................................................................................ 24 3.1.1 The Exteriorization of the Mental ........................................................................... 25 3.1.2 The Intentionality of Mind Seen Through Intentional Action ................................ 32 3.2 A Critique of the Mind-Brain Identity Theory .............................................................. 54 3.3 A Critique of the Computer Analogy ............................................................................
    [Show full text]
  • Administration International Studies
    InternationalAdministration Studies in Educational Administration Journal of the Commonwealth Council for Educational Administration & Management CCEAM Volume 48 Number 1 2020 International Studies in Educational Administration by the Commonwealth Council for Educational Administration and Management (CCEAM). Details of the CCEAM and its affiliated national societies throughout the Commonwealth are given at the end of this issue. Enquiries about subscriptions and submissions of papers should be addressed to the editor, Associate Professor David Gurr via email at: [email protected]; website: www.cceam.org. Commonwealth Members of CCEAM receive the journal as part of their membership. Other subscribers in Commonwealth countries receive a discount, and pay the Commonwealth rates as stated below. Payment should be made to the Commonwealth Council for Educational Administration and Management (CCEAM). The rest of the world Subscribers in the rest of the world should send their orders and payment to the Commonwealth Council for Educational Administration and Management (CCEAM). Account details for all payments are as follows Account name: Canadian Association for the Study of Educational Administration c/o Dr. Patricia Briscoe Bank: Royal Bank of Canada, 2855 Pembina Hwy – Unit 26, Winnipeg, MB, R3T 2H5 Institution number: 003 Transit number: 08067 Account number: 1009232 Swift code: ROYCCAT2 Subscription rates for 2020 Institutions, Commonwealth £150 Institutions, rest of world £170 Individuals, Commonwealth £30 Individuals, rest of world £35 © CCEAM, 2020 International Studies in Educational Administration Journal of the Commonwealth Council for Educational Administration & Management Volume 48 ● Number 1 ● 2020 International Studies in Educational Administration Professor Alma Harris, Director of the Institute (ISEA) for Educational Leadership, University of Malaya An official publication of the Commonwealth Council MALAYSIA for Educational Administration and Management Dr A.A.M.
    [Show full text]
  • Reenvisioning Postconflict Reconstruction and Education in Rural Liberia
    University of Northern Iowa UNI ScholarWorks Dissertations and Theses @ UNI Student Work 2019 Empowering children's social ecology: Reenvisioning postconflict reconstruction and education in rural Liberia Kristen N. McNutt University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2019 Kristen N. McNutt Follow this and additional works at: https://scholarworks.uni.edu/etd Part of the Elementary Education Commons Recommended Citation McNutt, Kristen N., "Empowering children's social ecology: Reenvisioning postconflict econstructionr and education in rural Liberia" (2019). Dissertations and Theses @ UNI. 952. https://scholarworks.uni.edu/etd/952 This Open Access Thesis is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Dissertations and Theses @ UNI by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Copyright by KRISTEN N. MCNUTT 2019 All Rights Reserved EMPOWERING CHILDREN’S SOCIAL ECOLOGY: REENVISIONING POSTCONFLICT RECONSTRUCTION AND EDUCATION IN RURAL LIBERIA An Abstract of a Thesis Submitted in Partial Fulfillment of the Requirements for the Degree Master of Arts Kristen N. McNutt University of Northern Iowa May 2019 ABSTRACT Despite the Accra Comprehensive Peace Agreement calling the end to Liberia’s back-to-back civil wars in 2003, Liberia’s peace remains fragile with a high number of out of school children, especially in rural communities. As an indicator of state fragility, rural education needs to be a priority in post-conflict reconstruction. This thesis emerged to support the nongovernmental organization, Supporting Programs in Community Empowerment (SPICE), an emerging Liberian-based nongovernmental organization.
    [Show full text]
  • 4 C. D. Broad (1887–1971)
    4 C. D. Broad (1887–1971) JAMES VAN CLEVE Charlie Dunbar Broad was a leading contributor to analytic philosophy of the twenti- eth century, known not so much for any startlingly original doctrines he propounded as for his formidable powers of distinction, analysis, and argument. Born in London, he was educated at Dulwich College and Cambridge. He entered Cambridge in 1905, first studying physics and chemistry in the natural science tripos and then switching to philosophy in the moral science tripos. The influence of Russell and Moore at Cambridge was then very strong and shows itself in Broad’s work (see RUSSELL and MOORE). He published his dissertation as Perception, Physics, and Reality in 1914. For a period of years beginning in 1911 he served as G. F. Stout’s assistant in St. Andrews, and in 1920 he was appointed professor at the University of Bristol, where he gave the course of lectures in philosophy for natural science students that became Scientific Thought. In 1922 he delivered the Tarner Lectures, subsequently published as The Mind and Its Place in Nature, and was invited to succeed McTaggart as lecturer at Cambridge. After McTaggart’s death in 1925, he oversaw the publication of the second volume of McTaggart’s The Nature of Existence, which served as the stimulus for writing his own monumental Examination of McTaggart’s Philosophy. (This is the book of choice for any metaphysician who is sentenced to exile on a desert island.) From 1933 until his retire- ment in 1953 he was Knightbridge Professor of Moral Philosophy at Cambridge.
    [Show full text]
  • Like a Vigorous Horse
    2014 Hopeful New Year Like a Vigorous Horse Seol (Lunar New Year) Grand Festival 2014. 1. 30.Thu - 2. 2.Sun 30 Jan Thu Time Contents Location Admission How to participate 10:30-16:00 Sehwa New Year’s painting Drawing 2 sessions:10:30-12:30/14:00-16:00 Eoulim Classroom ₩3,000 Online Registration Play with Old Toys!│Experiencing a Stilt Ochondaek Front Yard Free Drop-in Retro Play with Horse Toys Ochondaek Front Yard Free Drop-in Hanji Korean paper Tray Making Ochondaek Entrance ₩3,000 Drop-in Year of Horse, Sharing a Horse Character Gift! Museum Courtyard Free Drop-in Bokjori Sharing for visitors who are wearing Hanbok and were born in the year of horse Museum Courtyard Free Drop-in Let’s Snack in Memories for visitors who were born in the year of horse Museum Courtyard Free Drop-in Mabang horse stable 1│rest area Next to Ochondaek Free Drop-in Mabang horse stable 2│rest area Museum Courtyard Free Drop-in Yut Fortunetelling Museum Courtyard Free Drop-in Tteok-guk rice cake soup Exhibition & Garaetteok Sharing 11:00/12:00/13:00/14:00/15:00 Museum Courtyard Free Drop-in 11:00-16:00 Seol Beverages Exhibition and Sikhye Sharing 11:30/12:30/13:30/14:30/15:30 Museum Courtyard Free Drop-in Bokjori fortune strainer Making Museum Courtyard ₩3,000 Drop-in Yeon kite Making Museum Courtyard ₩3,000 Drop-in Bokjumeony fortune pouch Making Museum Courtyard ₩3,000 Drop-in Baessi Headband Making Children’s Museum Courtyard ₩1,000 / ₩2,000 Drop-in Bukcheong Saja with Wishes Children’s Museum Courtyard Free Drop-in Danso bamboo flute Making Children’s Museum
    [Show full text]
  • Measuring Global Citizenship Education a Collection of Practices and Tools
    APRIL 2 0 1 7 Measuring Global Citizenship Education A Collection of Practices and Tools APRIL 2 0 1 7 Measuring Global Citizenship Education A Collection of Practices and Tools ii Measuring Global Citizenship Education Acknowledgments This catalog was produced by a working group of 88 people convened by the Center for Universal Education at the Brookings Institution, the United Nations Educational, Scientific, and Cultural Organization (UNESCO), and the U.N. Secretary General’s Education First Initiative Youth Advocacy Group (GEFI-YAG). Convening agencies and lead members Center for Universal Education, Brookings Institution Kate Anderson Jasodhara Bhattacharya UNESCO Lydia Ruprecht Theophania Chavatzia Alexander Leicht U.N. Secretary General’s Education First Initiative Chernor Bah Youth Advocacy Group Esther MacFarlane David Crone Working group members Note: The working group contributed to the drafting of this report but the final content is ultimately the responsibility of CUE, UNESCO, and GEFI-YAG. We greatly appreciate the contributions of the working group to the early phases of the project. Name Organization Region Co-chairs Ndidi Nwuneli Leadership, Effectiveness, Accountability, Africa Professionalism (LEAP) Africa, Sahel Capital & Partners, AACE Food Processing & Distribution Ltd. Kartikeya Sarabhai Center For Environmental Education (CEE) South Asia Andrés Mejía Universidad de Los Andes (Colombia) Latin America and the Caribbean Ahmad Alhendawi U.N. Secretary General’s Envoy on Youth North America Jeongmin Eom UNESCO Asia-Pacific
    [Show full text]