Just when we've begun to convince women not to dumb themselves down....now if you have a vision for an organization, you'd better not - as Kipling would say - "look too good or talk too wise."
The upside, though, is that those who didn't fit in can honestly say, "I guess I was too smart to work for company X," or "I was too smart to work in the ___ industry." While that won't help anyone find work, perhaps it will help some to sleep at night.
How many European countries once had a foothold in the New World? How many years did it take to sort out who would go where and when?
Colonization might be underway, and we wouldn't even realize it until it was a done deal.
That's scary.
He also posted quite a few clues that helped narrow the search area. Lots of people got involved - pretty significant crowdsourcing.
If you have a backpack and $5000, you have about a six month jump into the void on the Pacific Crest Trail, or the Appalachian Trail if you're from the west.
Lots of cash labor out there. Get to Key West, dig swimming holes for cash like Jack Reacher. Save money, disappear. It's when you want stability & a career and such that you have issues.
No, but that was extraordinarily instructive to me.
I'd hope that if I didn't know your poet (or poem), and if it was relevant to the paper, I'd sniff around to see what else that poet had written.
You'll need to create a body of work for that poet, along with a biography. Maybe rig up some source materials so you can write a decent Wikipedia entry with sufficient citations to elude the speedy delete.
It's also a commentary on just what the professor intends to assess.
If it's a book review, that's one thing. No primary sources, so it won't be horribly original, but there's lots of words to choose from in discussing the major arguments offered. The assessment? "Show me that you can read sufficiently to tell me why this book Exists - what value it offers to this field - what arguments it presents, what questions it asks, and so forth. If you're really good, you can review similar works and show me that you understand this book (and author) within the context of this area of the field in question. I'll also assess how well you communicate with others (well, actually, with me) in a written medium."
If it's a short literature review - say, a comparison between two or three brief books or articles, contrasting the major ideas - again, it's not going to be horribly original. It's still secondary sources. The bulk of the work was done by others; the assessment is, "How well does the student read and synthesize information in this field, how well does the student summarize, and how well does the student communicate that knowledge to others in a written medium? Again, if you're really good, you might illuminate a dusty corner, or find an interesting question lying about unanswered - and if this is your major, you could turn that question into Real Research. In an advanced college class for your major, you should crank these out at the rate of 2-3 per course. It's the scholarly equivalent of mining for gold - what you're really looking for is a Good Question To Answer in a Research Paper.
If it's a longer research paper - say, 1500-2500 words using 4-5 articles from a pool of 30-40 articles suggested by the professor - the professor wants to see what you'll make of the information. You're actually doing Research, even if it's strongly directed, and you will likely consult primary sources that these authors used. You'll have to read carefully, find themes - even unintended themes - and make connections between research done by different authors in different contexts for different reasons. You will Make An Argument (e.g. Offer a Thesis). This might be a National History Day paper for a high school student, or even an advanced middle school student. It should be commonplace for college upperclassmen to write at least one of these for each advanced course in a major. The big difference? This is not at all a book report. If you find a complex enough Question to Answer - and you also find that there are Other Sources you could explore in presenting An Answer - you may have found something to use for a Thesis Paper (senior or graduate. I'm feeling generous). (Also, this sort of paper is the currency of trade in graduate school.)
If you find a Good Question, your research may lead to Other Good Questions and Other Interesting Arguments. This is where you transition from Student to Scholar - but you probably won't notice the difference. In your mind, you'll never entirely stop seeing yourself first as a Student - which will bode well for you, as the greatest scholars are first and last voracious learners.
Each discipline has its form of papers - lab reports, musical analysis, art portfolio - but the complexity should be similar.
A good assessment discourages brute-force hacks by complexity and depth; a great assessment prevents it entirely.
I suspect that a great assessment would also have understood the flaw in OP's thinking on that single problem and turned its focus to teaching/correcting that flaw rather than discouraging OP with repetitive work.
SC (and SC2) are games to me. I play them. I like playing them. I like the creative part of trying different things, of solving a problem a different way, of blah blah blah. If I were to focus on 500 Clicks A Minute, and stealing builds and strategies from the uber-1337 players who would just destroy me with a single SCV, it would be Another Job. It would no longer be Fun. I would have Investment, and Expectations, and More Bad Stress. I would have rivalries, and would spend energy thinking about those rivalries, and it would feel like another profession.
I just want a huge-ass carrier fleet. Or BC fleet. Or whatever comes to mind. I get PLENTY of challenge trying to beat, say, a low campaign level on the hardest difficulty. It's just complex enough to achieve without making me want to go sit at my desk and do Real Work to relieve the stress of a pastime.
I teach for Realz. Relationships with the students? Worried right now, and I'm off today. Everything about doing That is REAL to me, and important enough to take on an archangel if needs be. Don't screw with me about teaching or my students. (That doesn't mean we don't have fun, and don't laugh a lot, but it's the Real Deal as far as Important to me.)
Let SC2 be as important to you as it should be. If you're trying to make it your livelihood, then by all means, you should study video and styles. I know every professional competitor in every field should be doing their homework about their medium of competition and the other competitors.
If that's not you, just enjoy playing. It's a game. Don't make it another freaking job. Life's too short.
Story about a social worker who was having trouble getting a kid to get home by curfew.
She talked to the drug dealer who worked the corner near the kid's home.
Kid was never late for curfew after that.
Just to clarify - appearing green to most people is much, much more important than actually being green.
There are people living utterly sustainable lifestyle with very little societal support. News Flash: that sort of lifestyle is more than a full-time job for an entire family.
At the risk of commenting too much, I'm also a voracious reader and have used the Nook, Kindle, and Stanza apps on my iPad since I bought it.
There is huge advantage to ease of use. I can carry an entire library in that little slice of tech. Turning pages is a twitch of a finger, highlighting at least as easy as the paper version, and notetaking has potential (once I use a wireless keyboard and can get a copy of my notes as a single document, preferably with my highlighted passages included).
Even when I take notes by hand, it's much easier to stop tapping the screen, pick up a pen, and write than to get something to hold the book open or hold it open while I write.
We really haven't begun to recast the book as a text/video/interactive medium, but that time will come - we'll have embedded videos, connections to the bulletin board, and probably even connection to other resources and the author, all from the "book page."
The danger, of course, is that I also have some cool games and a web browser on my iPad.
TL; dr: only Apple could combine the White Magic of Endless Learning with the Dark Magic of Eternal Distraction.
I've taught PK through college undergraduate, in nearly every discipline.
1. Societal advances in technology have been largely an effort at efficiency.
2. Educational applications in technology are rarely about increasing efficiency in student learning, but are occasionally about increasing efficiency in materials management for the teacher. Think electronic gradebooks: the reason they are nearly ubiquitous has nothing to do with administrative mandate, but with making things easier for the teacher. It's nothing for the computer to average grades? Weighting by assignment or category? No problem. Doing this with a calculator is a much more complicated proposition.
Electronic whiteboards are catching on for preserving lecture notes, but the real revolution here has passed - it was the change from overhead projector to video projector, especially if accompanied by a document camera. I use my projector ALL THE TIME for lecture notes, video, audio, still pictures - and when I have something to show I haven't captured digitally, I use the document camera.
The web-based communication tools allow me to post assignments and lesson plans online for involved parents and absent students. Video would help this, I suppose, but my classroom thrives on interaction - being a spectator to my lectures without being able to ask questions isn't the riveting experience I wish it would be.
Email allows an asynchronous communication between all of us, as do message board style discussions. These can have value among inquisitive students.
Here's the point, though: really inquisitive students are already doing inquisitive things that eclipse their peers' knowledge without huge effort. Extraordinary students drive their own learning. If I help a student become excited about a subject, and perhaps provide some resources & guidance for their own learning and research, then I've made the most important contribution. After that, it's a different sort of guidance than the "you need to know this so you won't be stupid" sort of instruction.
Ben Carson, head of pediatric neurology at John Hopkins, wrote about figuring out that he learned best by reading, and once he did this, he stopped going to class except for tests and labs. Instead, he read books. He read the assigned material, then read the source material for the assigned material, and then probably read more on top of that.
He redefined the whole field because he knew his strengths as a learner.
Anything technology can do to help a teacher advance that sort of self-knowledge is helpful, possibly important, and maybe even essential.
But if we can't state clearly how a technology will help advance student learning (or even improve teacher efficiency), we have no business expecting teachers to use that technology in their work.
TL;dr: use the best tool for the Learning, not the best tool available.
....we'll actually send someone there, and knowing how humanity can be, whoever it is will wipe the dust off the solar panels (or attach an pocket atomic battery), and with the help of a hydraulic jack, the rover will resume its mission.
We will know other things by then, but we'll still be glad for the messages it sends.
Until then, a round of applause - and heartfelt gratitude - to the team that made a 90 day mission feel like a lifetime.
Slashdot Mirror
What do people expect to happen from attacking robots?
Companies won't look the other way forever, especially once serious damage occurs.
And stranding delivery robots? That's just rude - and asking for civil charges.
Just when we've begun to convince women not to dumb themselves down....now if you have a vision for an organization, you'd better not - as Kipling would say - "look too good or talk too wise."
The upside, though, is that those who didn't fit in can honestly say, "I guess I was too smart to work for company X," or "I was too smart to work in the ___ industry." While that won't help anyone find work, perhaps it will help some to sleep at night.
How many European countries once had a foothold in the New World? How many years did it take to sort out who would go where and when? Colonization might be underway, and we wouldn't even realize it until it was a done deal. That's scary.
He also posted quite a few clues that helped narrow the search area. Lots of people got involved - pretty significant crowdsourcing.
If you have a backpack and $5000, you have about a six month jump into the void on the Pacific Crest Trail, or the Appalachian Trail if you're from the west.
Lots of cash labor out there. Get to Key West, dig swimming holes for cash like Jack Reacher. Save money, disappear. It's when you want stability & a career and such that you have issues.
He also spent more time in batting practice than the rest of his team - combined. That probably helped, too.
Drink the kool-aid. Assimilate. Become a Paullower. It is....inevitable.
Fine lines exist between "inspired by," "derived from," "quoted," and "plagiarized."
No, but that was extraordinarily instructive to me.
I'd hope that if I didn't know your poet (or poem), and if it was relevant to the paper, I'd sniff around to see what else that poet had written.
You'll need to create a body of work for that poet, along with a biography. Maybe rig up some source materials so you can write a decent Wikipedia entry with sufficient citations to elude the speedy delete.
It's also a commentary on just what the professor intends to assess.
If it's a book review, that's one thing. No primary sources, so it won't be horribly original, but there's lots of words to choose from in discussing the major arguments offered. The assessment? "Show me that you can read sufficiently to tell me why this book Exists - what value it offers to this field - what arguments it presents, what questions it asks, and so forth. If you're really good, you can review similar works and show me that you understand this book (and author) within the context of this area of the field in question. I'll also assess how well you communicate with others (well, actually, with me) in a written medium."
If it's a short literature review - say, a comparison between two or three brief books or articles, contrasting the major ideas - again, it's not going to be horribly original. It's still secondary sources. The bulk of the work was done by others; the assessment is, "How well does the student read and synthesize information in this field, how well does the student summarize, and how well does the student communicate that knowledge to others in a written medium? Again, if you're really good, you might illuminate a dusty corner, or find an interesting question lying about unanswered - and if this is your major, you could turn that question into Real Research. In an advanced college class for your major, you should crank these out at the rate of 2-3 per course. It's the scholarly equivalent of mining for gold - what you're really looking for is a Good Question To Answer in a Research Paper.
If it's a longer research paper - say, 1500-2500 words using 4-5 articles from a pool of 30-40 articles suggested by the professor - the professor wants to see what you'll make of the information. You're actually doing Research, even if it's strongly directed, and you will likely consult primary sources that these authors used. You'll have to read carefully, find themes - even unintended themes - and make connections between research done by different authors in different contexts for different reasons. You will Make An Argument (e.g. Offer a Thesis). This might be a National History Day paper for a high school student, or even an advanced middle school student. It should be commonplace for college upperclassmen to write at least one of these for each advanced course in a major. The big difference? This is not at all a book report. If you find a complex enough Question to Answer - and you also find that there are Other Sources you could explore in presenting An Answer - you may have found something to use for a Thesis Paper (senior or graduate. I'm feeling generous). (Also, this sort of paper is the currency of trade in graduate school.)
If you find a Good Question, your research may lead to Other Good Questions and Other Interesting Arguments. This is where you transition from Student to Scholar - but you probably won't notice the difference. In your mind, you'll never entirely stop seeing yourself first as a Student - which will bode well for you, as the greatest scholars are first and last voracious learners.
Each discipline has its form of papers - lab reports, musical analysis, art portfolio - but the complexity should be similar.
I suppose I should get back to my questions.
The issue is the type of assessment and feedback.
A good assessment discourages brute-force hacks by complexity and depth; a great assessment prevents it entirely.
I suspect that a great assessment would also have understood the flaw in OP's thinking on that single problem and turned its focus to teaching/correcting that flaw rather than discouraging OP with repetitive work.
I'm thinking of Khan Academy, btw.
SC (and SC2) are games to me. I play them. I like playing them. I like the creative part of trying different things, of solving a problem a different way, of blah blah blah. If I were to focus on 500 Clicks A Minute, and stealing builds and strategies from the uber-1337 players who would just destroy me with a single SCV, it would be Another Job. It would no longer be Fun. I would have Investment, and Expectations, and More Bad Stress. I would have rivalries, and would spend energy thinking about those rivalries, and it would feel like another profession. I just want a huge-ass carrier fleet. Or BC fleet. Or whatever comes to mind. I get PLENTY of challenge trying to beat, say, a low campaign level on the hardest difficulty. It's just complex enough to achieve without making me want to go sit at my desk and do Real Work to relieve the stress of a pastime.
I teach for Realz. Relationships with the students? Worried right now, and I'm off today. Everything about doing That is REAL to me, and important enough to take on an archangel if needs be. Don't screw with me about teaching or my students. (That doesn't mean we don't have fun, and don't laugh a lot, but it's the Real Deal as far as Important to me.)
Let SC2 be as important to you as it should be. If you're trying to make it your livelihood, then by all means, you should study video and styles. I know every professional competitor in every field should be doing their homework about their medium of competition and the other competitors.
If that's not you, just enjoy playing. It's a game. Don't make it another freaking job. Life's too short.
I wonder if the devices still store locations while running in Airplane Mode.
That would be troublesome (for Apple) on even deeper levels than personal privacy.
Exploding sodium. Never forgot it.
Slashdot is the intelligentsia.
Reddit is the hivemind.
4chan is the dark underbelly of the internet. When archangels travel within 4chan, they do it as a group, with heavy air support.
Tl; dr: 4chan is virtual hell
I bet it's already happened with death-row prisoners.
Mod this up. This is the second reason I havee read that makes the practice illegal.
Story about a social worker who was having trouble getting a kid to get home by curfew. She talked to the drug dealer who worked the corner near the kid's home. Kid was never late for curfew after that.
People must be paid. Stock options are a form of payment. But people don't work for free.
Great example. He was fortunate to have the right people around him. That happens much less frequently in the real world.
Why do we think we HAVEN'T gone there already with uber secret missions?
Just to clarify - appearing green to most people is much, much more important than actually being green.
There are people living utterly sustainable lifestyle with very little societal support.
News Flash: that sort of lifestyle is more than a full-time job for an entire family.
It's coming soon, I'm sure:
Time for annual review. Do I suck? Am I hot-hot-hot? Vote now at ratemyteachers.com/teacherme.
At the risk of commenting too much, I'm also a voracious reader and have used the Nook, Kindle, and Stanza apps on my iPad since I bought it.
There is huge advantage to ease of use. I can carry an entire library in that little slice of tech. Turning pages is a twitch of a finger, highlighting at least as easy as the paper version, and notetaking has potential (once I use a wireless keyboard and can get a copy of my notes as a single document, preferably with my highlighted passages included).
Even when I take notes by hand, it's much easier to stop tapping the screen, pick up a pen, and write than to get something to hold the book open or hold it open while I write.
We really haven't begun to recast the book as a text/video/interactive medium, but that time will come - we'll have embedded videos, connections to the bulletin board, and probably even connection to other resources and the author, all from the "book page."
The danger, of course, is that I also have some cool games and a web browser on my iPad.
TL; dr: only Apple could combine the White Magic of Endless Learning with the Dark Magic of Eternal Distraction.
I've taught PK through college undergraduate, in nearly every discipline.
1. Societal advances in technology have been largely an effort at efficiency.
2. Educational applications in technology are rarely about increasing efficiency in student learning, but are occasionally about increasing efficiency in materials management for the teacher. Think electronic gradebooks: the reason they are nearly ubiquitous has nothing to do with administrative mandate, but with making things easier for the teacher. It's nothing for the computer to average grades? Weighting by assignment or category? No problem. Doing this with a calculator is a much more complicated proposition.
Electronic whiteboards are catching on for preserving lecture notes, but the real revolution here has passed - it was the change from overhead projector to video projector, especially if accompanied by a document camera. I use my projector ALL THE TIME for lecture notes, video, audio, still pictures - and when I have something to show I haven't captured digitally, I use the document camera.
The web-based communication tools allow me to post assignments and lesson plans online for involved parents and absent students. Video would help this, I suppose, but my classroom thrives on interaction - being a spectator to my lectures without being able to ask questions isn't the riveting experience I wish it would be.
Email allows an asynchronous communication between all of us, as do message board style discussions. These can have value among inquisitive students.
Here's the point, though: really inquisitive students are already doing inquisitive things that eclipse their peers' knowledge without huge effort. Extraordinary students drive their own learning. If I help a student become excited about a subject, and perhaps provide some resources & guidance for their own learning and research, then I've made the most important contribution. After that, it's a different sort of guidance than the "you need to know this so you won't be stupid" sort of instruction.
Ben Carson, head of pediatric neurology at John Hopkins, wrote about figuring out that he learned best by reading, and once he did this, he stopped going to class except for tests and labs. Instead, he read books. He read the assigned material, then read the source material for the assigned material, and then probably read more on top of that.
He redefined the whole field because he knew his strengths as a learner.
Anything technology can do to help a teacher advance that sort of self-knowledge is helpful, possibly important, and maybe even essential.
But if we can't state clearly how a technology will help advance student learning (or even improve teacher efficiency), we have no business expecting teachers to use that technology in their work.
TL;dr: use the best tool for the Learning, not the best tool available.
....we'll actually send someone there, and knowing how humanity can be, whoever it is will wipe the dust off the solar panels (or attach an pocket atomic battery), and with the help of a hydraulic jack, the rover will resume its mission.
We will know other things by then, but we'll still be glad for the messages it sends.
Until then, a round of applause - and heartfelt gratitude - to the team that made a 90 day mission feel like a lifetime.