The Philosophy and Practices That Are Revolutionizing Education and Science
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Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D
Philosophical Inquiry in Education, Volume 26 (2019), No. 1, pp. 102-105 Review of Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D. Burroughs. New York: Rowman and Littlefield, 2016 TREVOR NORRIS Brock University For several decades philosophers and educational theorists have advocated for the inclusion of philosophy into the K-12 school system instead of reserving it for the post-secondary context. Lone and Burroughs’ Philosophy in Education: Questioning and Dialogue in Schools avoids extensive philosophical considerations about the nature of philosophy or philosophical education, though much emerges implicitly through the activities they present. Instead, it is more of a practical handbook, guidebook, or reference. While Lone and Burroughs outline dozens of simple and effective ways to engage students of younger ages in philosophy, the book is more than just a “how to”: the authors present several compelling arguments that can be used to persuade students, parents, administrators and the general public that philosophy is worthwhile for those of younger ages. Recent years have seen a boom in literature arguing that philosophy in schools is both possible and worthwhile. Even the Stanford Encyclopedia of Philosophy now has an entry for philosophy for children.1 Early founders of P4C include Matthew Lipman and Gareth Matthews, who helped its establishment in the northeastern US in the 1960s and 70s. Examples of recent scholarship include Philosophy in Schools: An Introduction for Philosophers and Teachers by Goering, Shudak, & Wartenberg (2013) which is divided into distinctive approaches for elementary and secondary contexts. Its editors provide a convincing and thorough description of the merits of including philosophy in schools. -
Podcasting-Based Mobile Learning in Blended Learning Courses 1 Introduction
Conference ICL2009 September 23 -25, 2009 Villach, Austria Podcasting-based Mobile Learning in Blended Learning Courses Michael Zeiller University of Applied Sciences Burgenland, Austria Key words: podcasting, enhanced podcasts, screencasts, mobile learning, blended learning, distance learning Abstract: Blended learning scenarios benefit from educational content delivered to mobile devices supporting full mobility of students. Podcasting and the utilization of various types of podcasts are discussed as an efficient means of providing mobile students in a part-time degree programme with learning content. Crucial to the success of podcasting is the chosen course design that mixes face-to-face phases with distance learning phases based on the delivery of appropriate content embedded in podcasting episodes. The type and output format of those episodes has to be chosen accurately according to the applied usage scenario. 1 Introduction The educational landscape and especially Higher Education is characterized by a significant increase in the number of part-time (postgraduate) studies. New and elaborated didactic concepts have to be applied in part-time degree programmes to achieve the teaching aim and also meet the requirements of students. Blended learning concepts are often applied in part- time studies since they mix phases of attendance in the classroom and distance learning phases [1][2]. Blended learning introduces online or mobile media into a course programme while at the same time retains face-to-face contact and other traditional approaches to support students [2]. Different models of teaching and learning can be implemented based on various amounts of blends of face-to-face activities and online activities [1]. The most important aspects of blended learning scenarios are time (asynchronous vs. -
International Centre for Philosophy, Education and Citizenship
International Center for Philosophy, Education and Citizenship PlayWise Olympiads George Ghanotakis, Ph.D. and Pleen le Jeune, University of Sherbrooke student (M.A) «Philosophy thrives on the understanding of, respect and consideration for the diversity of opinions, thoughts and cultures that enrich the way we live in the world. As with tolerance, philosophy is an art of living together, with due regard to rights and common values. It is the ability to see the world with a critical eye, aware of the viewpoints of others, strengthened by the freedom of thought, conscience and belief». Irina Bokova. UNESCO Director-General Extract, World Philosophy Day 2016 Critical acclaim of the game (PlayWise) “An excellent tool in the form of a parlour game. Satisfying for the stimulation and the chance to appreciate each individual’s unique way of seeing things.” – CM Reviewing Journal of Canadian Materials for Youth vol 7/3 Canadian Library Association. “... adapts itself to all ages: it is fun to play for children, interests teens and stimulates adults ...contributes to the development of basic skills in language arts, mathematics, science, and social studies.” - Vie Pédagogique, Quebec Ministry of Education. “ The built in debating aspects of the game provided fun to all players, be they students or adults. Would no doubt enlarge the students understanding of self and others in various life situations, teach students to be analytical and evaluative in judgment making, decision making and problem solving in the learning process. These evaluators all made strong recommendations for their institutions to purchase the game” Professor Louis K.Ho Librarian, Fellow Canadian College of Teachers “ ..has been assessed by the English and French Consultants. -
Of Us Research Program Ethical, Legal, and Social Implications (ELSI)
All of Us Research Program Ethical, Legal, and Social Implications (ELSI) Research Priorities Workshop June 24–25, 2019 Executive Summary The All of Us Research Program’s Ethical, Legal, and Social Implications (ELSI) Research Priorities Workshop was held on June 24–25, 2019. The workshop convened ELSI professionals and All of Us participant ambassadors to help identify ELSI research opportunities using the All of Us Research Program, provide feedback on how to advance ELSI research by using the program and its data resources, and suggest ELSI-related research use cases.1 On Day 1, attendees received information on the program’s research platform, scientific framework and priorities, commitment to diversity, participant engagement strategy, data access and privacy policies, and new activities that are being planned. They also received a demonstration of the All of Us public data browser. Attendees then divided into working groups organized around three themes: (1) genomics; (2) social determinants of health; and (3) legal, regulatory, and policy issues. In these groups, attendees participated in a facilitated activity where they discussed and recorded ELSI research questions of interest and the data needed to answer them, including data with planned availability through the program’s Research Hub. During an open discussion on Day 2, attendees raised significant concerns about the structure of Day 1 and asserted that the program could make better use of their deep and varied expertise by reframing the workshop to allow for exploration of some important ELSI considerations that the program raises, including protecting participants’ rights and privacy and ensuring that participants have a real voice in the program. -
A Fool's Errand
COMMENT by the madness of mobs. Will a crowd- sourced scholarship be dominated by pro- vocative pap that fills without nourishing? Here we must recall first that schol- arship has always been a community MONROE BRENDAN enterprise, driven by building consen- sus among experts10. So the question is not ‘Should we crowdsource?’ but ‘How should we crowdsource?’. Second, we must dispose of the straw-man argument that hundreds of uninformed readers’ opinions will count for more than one Fields medallist’s recommendation. Authority and expertise are central in the Web era as they were in the journal era. The difference is that whereas the paper- based system used subjective criteria to identify authoritative voices, the Web- based one assesses authority recursively from the entire community. We now have a unique opportunity as scholars to guide the evolution of our tools in directions that honour our val- ues and benefit our communities. Here’s what to do. First, try new things: publish new kinds of products, share them in new places and brag about them using new metrics. Intellectual playfulness is a core scholarly virtue. Second, take risks (another scholarly virtue): publishing more papers may be safe, but scholars who establish early leadership in Web- native production will be ahead of the curve as these genres become dominant. A fool’s errand Finally, resist the urge to cling to the trap- pings of scientific excellence rather than Objections to the Creative Commons attribution excellence itself. ‘Publication’ is just one mode of making public and one way of licence are straw men raised by parties who want open validating scholarly excellence. -
DJ Fresh Feat. Rita
DJ Fresh Hot Right Now mp3, flac, wma DOWNLOAD LINKS (Clickable) Genre: Electronic Album: Hot Right Now Country: UK Style: House, Electro, Drum n Bass, Dubstep MP3 version RAR size: 1871 mb FLAC version RAR size: 1583 mb WMA version RAR size: 1407 mb Rating: 4.1 Votes: 156 Other Formats: VOX TTA MP3 AUD ASF WAV MIDI Tracklist Hide Credits 1 Hot Right Now (Extended Remix) Hot Right Now (Zed Bias Remix) 2 Remix – Zed Bias Hot Right Now (Zomboy Remix) 3 Remix – Zomboy Notes Promo Cdr In PVC Sleeve Other versions Category Artist Title (Format) Label Category Country Year DJ Fresh* Feat. DJ Fresh* Germany, Rita Ora - Hot 88725430452 Feat. Rita Columbia 88725430452 Austria, & 2012 Right Now (CD, Ora Switzerland Single) DJ Fresh* Feat. DJ Fresh* Rita Ora - Hot Ministry Of none Feat. Rita none UK 2012 Right Now (6xFile, Sound Ora AAC, EP, 256) DJ Fresh* Feat. DJ Fresh* Rita Ora - Hot Hussle none Feat. Rita Right Now none New Zealand 2012 Recordings Ora (Remixes) (7xFile, AAC, 256) DJ Fresh* Feat. DJ Fresh* Rita Ora - Hot Ministry Of MOS221T Feat. Rita MOS221T UK 2012 Right Now (12", Sound Ora EP) Hot Right Now Ministry Of none DJ Fresh* none UK Unknown (CDr, Promo) Sound Related Music albums to Hot Right Now by DJ Fresh Chriss Green Feat. Romero Maui - Aurora 2 Papaya Fresh - Nextlevelism Rita Moreno - Rita Moreno Sings Sydney Fresh Feat. Good Guyz - What You Wanna Do DJ Fresh - Louder EP Rita Ora Feat. Tinie Tempah - R.I.P. Balistrari Feat Fad$on - It's On EP DJ Lora feat. -
The Fourth Paradigm
ABOUT THE FOURTH PARADIGM This book presents the first broad look at the rapidly emerging field of data- THE FOUR intensive science, with the goal of influencing the worldwide scientific and com- puting research communities and inspiring the next generation of scientists. Increasingly, scientific breakthroughs will be powered by advanced computing capabilities that help researchers manipulate and explore massive datasets. The speed at which any given scientific discipline advances will depend on how well its researchers collaborate with one another, and with technologists, in areas of eScience such as databases, workflow management, visualization, and cloud- computing technologies. This collection of essays expands on the vision of pio- T neering computer scientist Jim Gray for a new, fourth paradigm of discovery based H PARADIGM on data-intensive science and offers insights into how it can be fully realized. “The impact of Jim Gray’s thinking is continuing to get people to think in a new way about how data and software are redefining what it means to do science.” —Bill GaTES “I often tell people working in eScience that they aren’t in this field because they are visionaries or super-intelligent—it’s because they care about science The and they are alive now. It is about technology changing the world, and science taking advantage of it, to do more and do better.” —RhyS FRANCIS, AUSTRALIAN eRESEARCH INFRASTRUCTURE COUNCIL F OURTH “One of the greatest challenges for 21st-century science is how we respond to this new era of data-intensive -
Open Educational Resources: CLIPP
CLIPP 45 College Library Information on Policy and Practice from the College Libraries Section of the Association of College and Research Libraries Open Educational Resources COMPILED AND WRITTEN BY MARY FRANCIS Association of College and Research Libraries A division of the American Library Association Chicago, Illinois 2021 The paper used in this publication meets the minimum requirements of American National Stan- dard for Information Sciences–Permanence of Paper for Printed Library Materials, ANSI Z39.48- 1992. ∞ Library of Congress Control Number: 2021931261 Copyright ©2021 by the Association of College and Research Libraries. All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Printed in the United States of America. 25 24 23 22 21 5 4 3 2 1 TABLE OF CONTENTS VII CLS CLIPP COMMITTEE 1 INTRODUCTION 3 LITERATURE REVIEW AND BIBLIOGRAPHY 13 ANALYSIS AND DISCUSSION OF SURVEY RESULTS 18 Appendix A: Survey With Results 50 Appendix B: Resources From Survey Respondents 51 Appendix C: Sample Documents 53 OER RESOURCES LISTS: 53 Elon University Belk Library Elon, NC 53 Open Educational Resources (OER) 54 Furman University James B. Duke Library Greenville, SC 54 Open Educational Resources (OERs): OERs by Subject 55 FACULTY STIPEND PROGRAMS: 55 Connecticut College Charles E. Shain Library New London, CT 55 Open Educational Resources Grant Program 55 Rationale 56 Program Design 56 Application Categories 59 Fort Hays State University Forsyth Library Hays, KS 59 Open Textbook Grant -
Philosophy of Education and the Growing Impact of Empirical Research*)
1 Jürgen Oelkers *) Philosophy of Education and the Growing Impact of Empirical Research 1. Point of Departure: The Triumphant Success of Empiricism Empirical research methods have been used in education since the end of the 19th century. Initially experimental methods taken from psychological laboratories of the time were used and quickly also complemented with applied statistics methods which were popularized in American educational science first and foremost by Edward Thorndike. These procedures made it possible to study large test series of students who before had been outside the horizon of education. Field observations were also developed, making it possible to study concrete phenomena in children's play or in adolescents' behavior. The pioneer of this current of research was the psychologist G. Stanley Hall. This international research had undisputed advantages and was also supported politically or by teacher unions. Indeed, demands of the public or relevant groups of stakeholders influenced the behavior of educational science. This in turn brought with it another advantage: Philosophical abstractions had to be avoided as did classification into opposing philosophical camps or approaches. Theoretically speaking, there are no "isms" in empirical research which did not require long-term devotees, but rather merely topics and methods. The topics are practice-oriented and the methods are just as transparent as they are demanding, requiring instruction and constant training. Findings of early empirical research also seemed to actually have an immediate benefit. The famous learning curve from memory research gained admission to the classroom as did the intelligence test and achievement measurements and also contemporary management methods designed to ensure an efficient school organization. -
Calderon, Nicholas Interview 2 Calderon, Nicholas
Fordham University Masthead Logo DigitalResearch@Fordham Oral Histories Bronx African American History Project 5-27-2010 Calderon, Nicholas Interview 2 Calderon, Nicholas. Bronx African American History Project Fordham University Follow this and additional works at: https://fordham.bepress.com/baahp_oralhist Part of the African American Studies Commons Recommended Citation Calderon, Nicholas. May 27, 2010. Interview with the Bronx African American History Project. BAAHP Digital Archive at Fordham University. This Interview is brought to you for free and open access by the Bronx African American History Project at DigitalResearch@Fordham. It has been accepted for inclusion in Oral Histories by an authorized administrator of DigitalResearch@Fordham. For more information, please contact [email protected]. Interviewee: Nicholas Calderon Interviewer: Mark Naison Date: May 27, 2010 Mark Naison (MN): Hello. Today is Thursday May 27th, 2010. This is the Bronx African American History Project and we’re dealing with the second interview with Nicholas Calderon aka Young Buggs. Leader Interviewer is Noel Wolfe, assisting is Mark Naison and our videographer is Dawn Russell. So Noel, take it away. Noel Wolfe (NW): So we last left off when we were talking about how you were shifting into music in a way from drug dealing and I wanted to start there. What did music provide you at that stage? You were 17 years old? Nicholas Calderon (NC): Yes mam. Basically my comfort because it wasn’t my home, so music was a way out to get away from that temporarily though. MN: Now we’re talking about music, were you thinking about being a leader assist like writing rhymes and telling stories? NC: That’s what mainly it was about. -
What's up There and How It Got That Way
h What's up there and how it got that way by Benjamin McLaughlin throughout the laboratory. Various explosives testing and Nuclear Safety (CCNS), a Santa Fe-based environmental storage sites throu·ghout the lab produce much of this activist group, is concerned that a paitial cleanup won't In the pre-dawn days of the nuclear age, Ashley Ponds' chemical waste, which includes different solvents, lead and fully address the problem and Ihat radiation could one day Los A1anloS Ran~I1BchoOl"':'" where, for over 20 years, young mercury. be carried into Ihe Rio Grande and evenlt\a1ly, further bOys had galhered to .learn Ihe skills and values of ranch life Radioactive waste is categorized in different ways. Under downstream. - was. fo~ced. to dn8C.1ts·dOG~< m !~.p!ace ~~·bullt y~'hat cn:l:t:~.1::mmenta! r-eguillHbns,· ror instance, traristirank waste, . ~if this iSn~t dt:aned up;:.' saY; Arends,·;;ii is g6tng~to have· came ·to be known as Los Alamos NatiOnal ·Laboratory or TRI}, is generally generated by working with ph;tonium. a profound effect on what ends up in Cochiti dam .and in (LANL). Here, die world's first nuclear weapons were creat· Such waste can contain anything from. contaminated the fISh In the Rio Grande." . ed. Dubbed "fat man" (a plutonium bomb) and "little boy" machinery to old protective clothing. There is also low level LAN!:s main .dump site is Technical Acea 54, otherwise Ja uranh,lm bomb) '-0 and developed In Los Alamos under waste, or LLW; which can be roughly deflned as anything known as Area G.lt's southeast of Ihe lab toward the town the Manhattan Project - these first two atomic bombs dev· ·lhat can't be classified as TRU. -
The Use of Technology in Teaching and Learning
FEEDBACK Feedback regarding the editorial content of this book or any of its essays should be directed toward the individual authors or the book’s editors. They (authors and editors) are solely responsible for the substance of the text. Feedback regarding technical matters of formatting or accessibility of this text via the online environment of the Internet should be directed to the Internet Editor. If you have any complaints or difficulties in accessing these materials, be sure to provide as detailed a description of your problem(s) as you can; you should include information about the browser you are using and the type of computer you are using. COPYRIGHT AND OTHER LEGAL NOTICES The individual essays and chapters contained within this collection are Copyright © 2018 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2018 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author’s name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use).