Americans actually live in Russia, although they think they live in Sweden. And they would like to live on a kibbutz. This isn’t the set-up for some sort of politically incorrect Catskills stand-up joke circa 1960. It is the takeaway from a remarkable study by Michael Norton and Dan Ariely on how Americans think about income inequality.
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Virginia rethinks limits on student-teacher policy | HamptonRoads.com | PilotOnline.com
The latest proposal says school division policies “should ensure that electronic and online communications between employees, volunteers and individual students are transparent, accessible to supervisors and parents, and professional in content and tone.” It lists factors to consider when determining whether an electronic interaction is appropriate, but it doesn’t forbid specific tools or online platforms.
Social Scheduling For Events – Conference & Festival Calendar – SCHED*
Tablet Wars: A Breakdown of iPad 2 Vs The Competition |
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Portraits de criminels australiens dans les années 1920 | La boite verte
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Sparkies | from “SXSW 2011: The internet is over”
A related danger of the merging of online and offline life, says business thinker Tony Schwartz, is that we come to treat ourselves, in subtle ways, like computers. We drive ourselves to cope with ever-increasing workloads by working longer hours, sucking down coffee and spurning recuperation. But “we were not meant to operate as computers do,” Schwartz says. “We are meant to pulse.” When it comes to managing our own energy, he insists, we must replace a linear perspective with a cyclical one: “We live by the myth that the best way to get more work done is to work longer hours.” Schwartz cites research suggesting that we should work in periods of no greater than 90 minutes before seeking rest. Whatever you might have been led to imagine by the seeping of digital culture into every aspect of daily life – and at times this week in Austin it was easy to forget this – you are not, ultimately, a computer.
Preschool lessons: New research shows that teaching kids more and more, at ever-younger ages, may backfire. – By Alison Gopnik – Slate Magazine
As so often happens in science, two studies from different labs, using different techniques, have simultaneously produced strikingly similar results. They provide scientific support for the intuitions many teachers have had all along: Direct instruction really can limit young children’s learning. Teaching is a very effective way to get children to learn something specific—this tube squeaks, say, or a squish then a press then a pull causes the music to play. But it also makes children less likely to discover unexpected information and to draw unexpected conclusions.