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Preparing for the Future When the Virtual is so Real

Like any mom of teens, I am trying to pull my 13-year-old son away from his game console and get him to try something that I think would benefit him for his growth—something like reading!

“But books are history,” Grant claimed. “And this…” he tilted his head toward the screen with his hands still fixated on the bat-shaped controller, “is the future.”

But, Grant, you see, history is…

Before I could start my usual lecture on the value of reading—and now, the importance of history—my boy had already put his headset on.

“Come on, cover me, Sam! Ha-ha!!! … oh, my God, Nat, whatcha doing!” Through these screams and laughter, he’s communicating electronically with his buddies who could be anywhere in the world, and together, they went back—to the future!

The future, in the eyes of these teenagers, is a virtual world behind the screen. It is a world in which people can pick and choose who they want to be, a place where they can break through walls, turn objects around, and be as competitive as they possibly can.

This is why, when I saw the tech demos and presentations at the 2018 UBtech conference in Las Vegas, I had the feeling that the future has arrived—in the academic world!

Scholarship for Gamers

At the pre-conference Higher Ed Leadership Summit, Jay Prescott, Vice President for Student Affairs at Grand View University, presented their eSports initiative. Grand View created a competitive varsity eSports program in the fall of 2017: they recruited players by offering them scholarship; they built an eSports Arena with custom-build computers and dedicated internet lines (and lockers for gamers or, what they call, student-athletes); they hired a coach to train the players; and they targeted a net revenue of 200K by hosting tournaments and clinics.

As I was sitting in the session, I started texting my husband: “Scholarship for playing video games? Can you believe it? The world has changed! The future is here! But DON’T tell Grant!”

Excited as I am as a mother to find an excuse to ignore my son’s game addiction, my mind as an educator could not help but wondering: is this something that can benefit kids like conventional sports, or is it a sign of surrender? Are we, in higher education, giving in to the explosive force of digital entertainment?

Apparently my feeling is shared by other parents too. As Jay Prescott pointed out in his presentation, he received a phone call from the mother of their first eSports scholarship recipient:

“So you are telling me that my son got a scholarship for playing video game?” the mother asked.

Despite doubts and skepticism, video gaming in the form of eSports is expanding at dazzling speed. Within a year, the number of universities joining the National Association of Collegiate Esports grew from 18 to 64. Even Forbes reports that eSports is the new college football. And at the session, many attendees shared their stories of how their institutions drew high schoolers to campus by hosting events during eSports tournaments. Unlike parents, universities are not trying to pull these kids out of the game world—they are joining them as players.

Scene of eSports Event (Source: straatosphere.com)

Different Reality: the Virtual, the Augmented, and the Mixed!

VR, AR and MR are the buzz words at the conference; something that bring a flavor of the future to college campus. Sean Hauze, instructional media developer and Dr. Harsimran S. Baweja, a professor of neuroscience and director of Immersive Teaching and Learning at San Diego State University, talked about their VITaL initiative.

VITal, which stands for virtual immersive learning and learning, is taking place in a variety of disciplines on their campus: they use virtual reality in astrology class to teach the moon; they use augmented and mixed reality in nursing class to view virtual patients; and they demonstrate brain function changes in their exercise and nutritional sciences class.

When I put on those VR goggles at the exhibit hall, I found myself entering into the world of my son. The only difference is that instead of shooting and breaking through the barriers, I was slicing a heart to study the vessels. Dizzy and clumsy as I felt, I can totally see how comfortable my boy would be to learn in this kind of reality.

Sharon Guan trying VR equipment at UBtech Exhibit Hall

A Teaching Assistant that is so—Artificially—Intelligent!

It is obvious that technology has shortened the distance between the present and the future, and that in the future, men would delegate a lot of tasks to the robots! In fact, some robots have found their position at the campus of Georgia Tech!

In his keynote speech, Charles Isbell, senior associate dean for Georgia Tech’s College of Computing, talked about how artificial intelligence worked as an enabler for their $6,600 master’s degree in computer science. It reminded me of the trepidation it caused in the Higher Ed community back in 2013 when their program was launched. Five years later, my curiosity remains: how can this be viable—financially and quality-wise?

Isbell explained that their online program has received 20,500+ applicants from 150 countries since October 2013. In spring 2018, their online program has an enrollment of 6,365 students. While taking the courses, students developed a strong connection with their digital teaching assistant, Jill Watson, who not only was able to entertain questions but also capable of detecting plagiarism. Jill was highly praised by students in course evaluations for being very responsive and helpful. Jill, who sometimes takes vacations, is a creature of artificial intelligence. Jill, who represents a form of disruptive technology, might just be a game changer of education.

Wandering in the exhibit hall of the UBtech conference, I remembered many movies featuring our world in the future: Wall-E, I,Robot, Blade Runner, Ready Player One… All of them painted a very dark and depressing picture of the world in the future, some of which were as close as 2028. Yet, I see no sign of worrying among the Z generation. To them, the hybridity of a real and a virtual reality comes so naturally.

I once asked my son to tell me what he could learn from playing the games (as a way to justify his play time). He said, “you learn strategies…eye and hand coordination…communicating with people…” Well, those all sound like some needed skills in the future where the virtual world has a significant share of reality.

I learned at the conference that San Diego State University is offering a very cool course in their immersive learning lab—it is called “the Future”! Maybe we should all take it, because whether you want it or not, the future is here.

Source: http://www.iddblog.org/?p=3729

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orchidsheep4-blog · 5 years

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News story: Government joins bus companies to celebrate vital form of transport

Major companies across England are today (Friday, 17 May 2019) highlighting the important role buses play in communities as part of #loveyourbus day.

The Department for Transport is joining bus companies across the country to support the initiative, which showcases operators’ best practice to encourage more people to travel by bus.

Buses Minister Nusrat Ghani has also written to local authorities and companies today to highlight good work across the country as well as reminding them of the powers they have to take greater control of their area’s bus services, such as franchising or enhanced partnerships.

Buses Minister Nusrat Ghani said:

Buses are the most popular form of public transport and play a vital role in communities.

Today is about celebrating the many success stories of rising passenger numbers to inspire further growth in the future – right across the country.

Areas which have seen passenger numbers rise between 2009 and 2018 are Bristol (50%), South Gloucestershire (36%), Reading (31%), Central Bedfordshire (27%), Poole (38%) and Brighton (21%).

The government continues to look at ways to increase bus patronage and has given additional power to local authorities, through the Bus Services Act, to set fares, routes and timetables to give passengers the service they deserve.

Each year the government pays £250 million to support bus services in addition to the £1 billion spent on providing older and disabled people free travel through the bus pass scheme.

In addition, the Department for Transport announced this year that it was funding an open data platform to enable companies to develop smartphone apps so people will have bus times, locations and fares at their fingertips, giving them more confidence in using buses to help drive up passenger numbers.

To help make buses environmentally friendly, the government has also invested £161.5million to pay for new buses and vehicle upgrades, which has led to more than 5,700 green buses on our roads.

Source: https://www.gov.uk/government/news/government-joins-bus-companies-to-celebrate-vital-form-of-transport

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orchidsheep4-blog · 5 years

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A Brief History of Gregor Mendel

I learned recently that Gregor Mendel – who was born 196 years ago Friday – wanted to be what I am: a teacher.

The poor guy tried. Took the qualifying exam twice, and failed both times. (He kept botching the section on “natural history.” Cue Alanis Morissette.) So he put in a few years as a substitute, and eventually left the job behind to focus on his true calling of gardening.

Well… that, and revolutionizing biology.

From 1856 to 1863, Mendel labored in a 120-by-20-foot patch of soil to undertake a prolonged study of pea plants. In thousands of painstaking experiments, he bred the plants together: dusting one’s pollen upon another’s stigma with a camel-hair pencil, handling his “children” (as he called them) with exquisite care.

Mendel had identified seven easy-to-measure traits: the seeds’ shape, the color of their coating, the position of the flowers, and so on. By charting these traits across the generations, he sought to understand the patterns of inheritance. His findings, recorded by hand in two-penny notebooks, went something like this.

Begin with two pure-breed strains of plants: one with smooth, “round or roundish” seeds; the other with seeds that are “irregularly angular and deeply wrinkled.” When kept apart, each type produces more of its own: round yielding round, wrinkled yielding wrinkled. Generation after generation, nothing changes. Then along comes Mendel to breed them together.

The result? All of the offspring, down to the very last plant, exhibit round seeds.

As Mendel notes, there are no “transitional forms” whatsoever. No resulting seeds are kinda-round-but-kinda-wrinkled. Instead, in every experiment Mendel ran, the progeny resembled “one of the parental forms so closely that the other either escapes observation completely or cannot be detected with certainty.” It’s as if the wrinkled trait has vanished entirely, dominated by the round form.

Weird enough. But it gets even weirder when Mendel breeds these round-seeded hybrids together. In the new generation, the wrinkled seeds reemerge—but in smaller proportion. The round seeds now outnumber them by a ratio of 3 to 1.

It wasn’t just seed shape. Mendel found this 3-to-1 ratio cropping up in every experiment:

Trait First Generation Ratio in the Second Generation Seed shape: Round vs. wrinkled 100% Round 2.96 to 1 Seed color: Yellow vs. green 100% Yellow 3.01 to 1 Seed-coat color White vs. gray-brown 100% Gray-brown 3.15 to 1 Pod shape: Inflated vs. constricted 100% Inflated 2.94 to 1 Pod color: Yellow vs. green 100% Green 2.82 to 1 Flower position: Spread out vs. bunched 100% Spread out 3.14 to 1 Stem length: Tall vs. short 100% Tall 2.84 to 1

The puzzle was profound. How could the secondary trait disappear, only to come back a generation later? The wrinkled seed, the constricted pod, the bunched-up flowers—these traits must somehow lie dormant in the first-generation seeds, a form of latent potential, information retained but not acted upon. Such results made no sense if a single factor determined each quality. This prompted Mendel’s first powerful insight.

Each trait must be determined by two factors.

What those “factors” were, Mendel didn’t yet know. (It would be decades before the word “gene” emerged.) Whatever they are, Mendel said, let’s give them names: “A” for the round-seed factor, and “a” for the wrinkled seed. Now, if each plant has duplicate factors, then the pure-breeds will be “AA” and “aa.” When bred together, the offspring receives one factor from each parent, for a combination of “Aa.”

But this does not result in a mingled, transitional state. The hybridity, the conflict between the two instructions, is all on the interior. Outside, roundness dominates, and the plant is visually indistinguishable from the round pure-breed.

What happens when two hybrids are bred together, “Aa” with “Aa”? Then, assuming the offspring receives one factor from each parent, four combinations are possible: “AA,” “Aa,” “aA,” and “aa.

The first three will have round seeds, while the last will have wrinkled ones. That explains the characteristic 3-to-1 ratio that Mendel observed.

Perhaps this all strikes you as a big inferential leap, like claiming to know a poker player’s entire hand from their opening wager. Sure, the two-factor structure explains the observed data, but is that enough? Every good scientific theory makes testable predictions. What predictions does Mendel make, and do they prove true?

Here’s one: take a look at those round-seed offspring from the two hybrid parents. Although indistinguishable on the outside, Mendel’s theory implies that one-third of them are “AA” (restored to their original unmixed state) while two-thirds are “Aa” (hybrids like their parents). The former should have only round-seeded offspring, while the latter should yield progeny in the familiar 3-to-1 ratio. And indeed, when Mendel took his camel-hair pencil and his otherworldly patience to this question, this is exactly what he found.

I don’t know what it’s like to be a visionary scientist unjustly ignored in your own time, but it sounds lonely. I’d rather be a mediocre scientist unjustly celebrated in my time. Alas, nobody gave Gregor Mendel that choice: the founding father of genetics died in 1884 having never heard the word “genetics” (coined in 1905).

And that means he never witnessed, nor could have imagined, the sequence of discoveries soon to unfold:

1889—Scientists first document the separation of chromosomes during cell division. These mysterious black structures appear just before a cell splits, line up down the center of the nucleus, and then migrate to opposite poles. Intriguing, but so far inexplicable.

1903—A hypothesis emerges: Perhaps chromosomes carry the factors of inheritance that Mendel identified?

1910—The hypothesis is verified. Genes reside on chromosomes.

1913—The first chromosomal map is drawn. Genes appear to be located in a consistent linear sequence on a chromosome, like chapters in a book.

1920s-1930s—Not much progress. Everyone too busy developing harebrained eugenicist theories and/or jazz chops.

1941—It finally becomes clear what genes do: provide instructions for building proteins.

1944—Genes are made of DNA.

1953—DNA takes the shape of a gorgeous double helix.

This Mendel-spurred series of increments and revelations has delivered us into a bizarre sci-fi reality. Our species can now convert ancient mysteries (the nature of family, the patterns of inheritance, the connections between parent and child) into concrete scientific questions. We are like newly sentient robots, poking around in our programming. So much of the individuality, complexity, and richness of humanity can be traced back to our 48 chromosomes.

Oops—did I say 48? Sorry, we were just getting there:

1955—An Indonesian biologist notices that the historically accepted number of human chromosomes (24 pairs, for a total of 48) had stemmed from a careless counting error. The actual number is 23 pairs, for a total of 46.

(If you’ve ever tried to take a roll call of 11-year-olds, it won’t surprise you that the hardest part of unlocking the secrets of the genome is getting an accurate head count.)

Gregor Mendel, deemed unqualified to teach a high school biology class, settled for conducting experiments now taught in every biology class in the world.

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Source: https://mathwithbaddrawings.com/2018/07/18/a-brief-history-of-gregor-mendel/

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orchidsheep4-blog · 5 years

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Largest Mass Execution in US History (1862)

The Dakota War of 1862, also known as the Sioux Uprising, (and the Dakota Uprising, the Sioux Outbreak of 1862, the Dakota Conflict, the U.S.–Dakota War of 1862 or Little Crow's War) was an armed conflict between the United States and several bands of the eastern Sioux (also known as eastern Dakota). It began on August 17, 1862, along the Minnesota River in southwest Minnesota. It ended with a mass execution of 38 Dakota men on December 26, 1862, in Mankato, Minnesota.

Throughout the late 1850s, treaty violations by the United States and late or unfair annuity payments by Indian agents caused increasing hunger and hardship among the Dakota. Traders with the Dakota previously had demanded that the government give the annuity payments directly to them (introducing the possibility of unfair dealing between the agents and the traders to the exclusion of the Dakota). In mid-1862 the Dakota demanded the annuities directly from their agent, Thomas J. Galbraith. The traders refused to provide any more supplies on credit under those conditions, and negotiations reached an impasse.[3]

On August 17, 1862, one young Dakota with a hunting party of three others killed five settlers while on a hunting expedition. That night a council of Dakota decided to attack settlements throughout the Minnesota River valley to try to drive whites out of the area. There has never been an official report on the number of settlers killed, although figures as high as 800 have been cited.

Over the next several months, continued battles pitting the Dakota against settlers and later, the United States Army, ended with the surrender of most of the Dakota bands.[4] By late December 1862, soldiers had taken captive more than a thousand Dakota, who were interned in jails in Minnesota. After trials and sentencing, 38 Dakota were hanged on December 26, 1862, in the largest one-day execution in American history. In April 1863, the rest of the Dakota were expelled from Minnesota to Nebraska and South Dakota. The United States Congress abolished their reservations.

Background

Previous treaties

The United States and Dakota leaders negotiated the Treaty of Traverse des Sioux[5] on July 23, 1851, and Treaty of Mendota on August 5, 1851, by which the Dakota were forced to cede large tracts of land in Minnesota Territory to the U.S. In exchange for money and goods, the Dakota were forced to agree to live on a 20-mile (32 km) wide Indian reservation centered on a 150 mile (240 km) stretch of the upper Minnesota River.

However, the United States Senate deleted Article 3 of each treaty, which set out reservations, during the ratification process. Much of the promised compensation never arrived, was lost, or was effectively stolen due to corruption in the Bureau of Indian Affairs. Also, annuity payments guaranteed to the Dakota often were provided directly to traders instead (to pay off debts which the Dakota incurred with the traders).

Encroachments on Dakota lands

Little Crow, Dakota chief

When Minnesota became a state on May 11, 1858, representatives of several Dakota bands led by Little Crow traveled to Washington, D.C., to negotiate about enforcing existing treaties. The northern half of the reservation along the Minnesota River was lost, and rights to the quarry at Pipestone, Minnesota, were also taken from the Dakota. This was a major blow to the standing of Little Crow in the Dakota community.

The land was divided into townships and plots for settlement. Logging and agriculture on these plots eliminated surrounding forests and prairies, which interrupted the Dakota's annual cycle of farming, hunting, fishing and gathering wild rice. Hunting by settlers dramatically reduced wild game, such as bison, elk, whitetail deer and bear. Not only did this decrease the meat available for the Dakota in southern and western Minnesota, but it directly reduced their ability to sell furs to traders for additional supplies.

Although payments were guaranteed, the US government was often behind or failed to pay because of Federal preoccupation with the American Civil War. Most land in the river valley was not arable, and hunting could no longer support the Dakota community. The Dakota became increasingly discontented over their losses: land, non-payment of annuities, past broken treaties, plus food shortages and famine following crop failure. Tensions increased through the summer of 1862.

Breakdown of negotiations

On August 4, 1862, representatives of the northern Sissetowan and Wahpeton Dakota bands met at the Upper Sioux Agency in the northwestern part of the reservation and successfully negotiated to obtain food. When two other bands of the Dakota, the southern Mdewakanton and the Wahpekute, turned to the Lower Sioux Agency for supplies on August 15, 1862, they were rejected. Indian Agent (and Minnesota State Senator) Thomas Galbraith managed the area and would not distribute food to these bands without payment.

At a meeting of the Dakota, the U.S. government and local traders, the Dakota representatives asked the representative of the government traders, Andrew Jackson Myrick, to sell them food on credit. His response was said to be, "So far as I am concerned, if they are hungry let them eat grass or their own dung." [6] But the importance of Myrick's comment at the time, early August 1862, is historically unclear. When Gregory Michno shared the top 10 myths on the Dakota Uprising in True West Magazine, he stated that this statement did not incite the uprising: "An interpreter’s daughter first mentioned it 57 years after the event. Since then, however, the claim that this incited the Dakotas to revolt has proliferated as truth in virtually every subsequent retelling. Like so much of our history, unfortunately, repetition is equated with accuracy." [7] Another telling is that Myrick's was referring the Native American women who were already combing the floor of the fort's stables for any unprocessed oats to then feed to their starving children along with a little grass. Myrick was later found dead with grass stuffed in his mouth.[8]

War

Early fighting

On August 16, 1862, the treaty payments to the Dakota arrived in St. Paul, Minnesota, and were brought to Fort Ridgely the next day. They arrived too late to prevent violence. On August 17, 1862, four young Dakota men were on a hunting trip in Acton Township, Minnesota, during which one stole eggs and then killed five white settlers.[9] Soon after, a Dakota war council was convened and their leader, Little Crow, agreed to continue attacks on the European-American settlements to try to drive out the whites.

On August 18, 1862, Little Crow led a group that attacked the Lower Sioux (or Redwood) Agency. Andrew Myrick was among the first who were killed.[citation needed] He was discovered trying to escape through a second-floor window of a building at the agency. Myrick's body later was found with grass stuffed into his mouth. The warriors burned the buildings at the Lower Sioux Agency, giving enough time for settlers to escape across the river at Redwood Ferry. Minnesota militia forces and B Company of the 5th Minnesota Volunteer Infantry Regiment sent to quell the uprising were defeated at the Battle of Redwood Ferry. Twenty-four soldiers, including the party's commander (Captain John Marsh), were killed in the battle.[citation needed] Throughout the day, Dakota war parties swept the Minnesota River Valley and near vicinity, killing many settlers. Numerous settlements including the Townships of Milford, Leavenworth and Sacred Heart, were surrounded and burned and their populations nearly exterminated.

Early Dakota offensives

1912 lithograph depicting the 1862 Battle of Birch Coulee, by Paul G. Biersach (1845-1927)

Confident with their initial success, the Dakota continued their offensive and attacked the settlement of New Ulm, Minnesota, on August 19, 1862, and again on August 23, 1862. Dakota warriors initially decided not to attack the heavily defended Fort Ridgely along the river. They turned toward the town, killing settlers along the way. By the time New Ulm was attacked, residents had organized defenses in the town center and were able to keep the Dakota at bay during the brief siege. Dakota warriors penetrated parts of the defenses enough to burn much of the town.[10] By that evening, a thunderstorm dampened the warfare, preventing further Dakota attacks.

Regular soldiers and militia from nearby towns (including two companies of the 5th Minnesota Volunteer Infantry then stationed at Fort Ridgely) reinforced New Ulm. Residents continued to build barricades around the town.

During this period, the Dakota attacked Fort Ridgely on August 20 and 22, 1862.[11][12] Although the Dakota were not able to take the fort, they ambushed a relief party from the fort to New Ulm on August 21. The defense at the Battle of Fort Ridgely further limited the ability of the American forces to aid outlying settlements. The Dakota raided farms and small settlements throughout south central Minnesota and what was then eastern Dakota Territory.

Minnesota militia counterattacks resulted in a major defeat of American forces at the Battle of Birch Coulee on September 2, 1862. The battle began when the Dakota attacked a detachment of 150 American soldiers at Birch Coulee, 16 miles (26 km) from Fort Ridgely. The detachment had been sent out to find survivors, bury American dead and report on the location of Dakota fighters. A three-hour firefight began with an early morning assault. Thirteen soldiers were killed and 47 were wounded, while only two Dakota were killed. A column of 240 soldiers from Fort Ridgely relieved the detachment at Birch Coulee the same afternoon.

Attacks in northern Minnesota

Settlers escaping the violence, 1862.

Farther north, the Dakota attacked several unfortified stagecoach stops and river crossings along the Red River Trails, a settled trade route between Fort Garry (now Winnipeg, Manitoba) and Saint Paul, Minnesota, in the Red River Valley in northwestern Minnesota and eastern Dakota Territory. Many settlers and employees of the Hudson's Bay Company and other local enterprises in this sparsely populated country took refuge in Fort Abercrombie, located in a bend of the Red River of the North about 25 miles (40 km) south of present-day Fargo, North Dakota. Between late August and late September, the Dakota launched several attacks on Fort Abercrombie; all were repelled by its defenders.

In the meantime steamboat and flatboat trade on the Red River came to a halt. Mail carriers, stage drivers and military couriers were killed while attempting to reach settlements such as Pembina, North Dakota, Fort Garry, St. Cloud, Minnesota, and Fort Snelling. Eventually the garrison at Fort Abercrombie was relieved by a U.S. Army company from Fort Snelling, and the civilian refugees were removed to St. Cloud.

Army reinforcements

Due to the demands of the American Civil War, the region's representatives had to repeatedly appeal for aid before Pres. Abraham Lincoln formed the Department of the Northwest on September 6, 1862, and appointed Gen. John Pope to command it with orders to quell the violence. He led troops from the 3rd Minnesota Volunteer Infantry Regiment and 4th Minnesota Volunteer Infantry Regiment. The 9th Minnesota Volunteer Infantry Regiment and 10th Minnesota Volunteer Infantry Regiment, which were still being constituted, had troops dispatched to the front as soon as Companies were formed.[13][14] Minnesota Gov. Alexander Ramsey also enlisted the help of Col. Henry Hastings Sibley (the previous governor) to aid in the effort.

After the arrival of a larger army force, the final large-scale fighting took place at the Battle of Wood Lake on September 23, 1862. According to the official report of Lt. Col. William R. Marshall of the 7th Minnesota Volunteer Infantry Regiment, elements of the 7th Minnesota and the 6th Minnesota Volunteer Infantry Regiment (and a six-pounder cannon) were deployed equally in dugouts and in a skirmish line. After brief fighting, the forces in the skirmish line charged against the Dakota (then in a ravine) and defeated them overwhelmingly.

Among the Citizen Soldier units in Sibley's expedition:

Captain Joseph F. Bean's Company "The Eureka Squad"

Captain David D. Lloyd's Company

Captain Calvin Potter's Company of Mounted Men

Captain Mark Hendrick's Battery of Light Artillery

1st Lt Christopher Hansen's Company "Cedar Valley Rangers" of the 5th Iowa State Militia, Mitchell Co, Iowa

elements of the 5th & 6th Iowa State Militia

Iowa Northern Border Brigade

In Iowa alarm over the Santee attacks led to the construction of a line of forts from Sioux City to Iowa Lake. The region had already been militarized because of the Spirit Lake Massacre in 1857. After the 1862 conflict began, the Iowa Legislature authorized “not less than 500 mounted men from the frontier counties at the earliest possible moment, and to be stationed where most needed”, although this number was soon reduced. Although no fighting took place in Iowa, the Dakota uprising led to the rapid expulsion of the few unassimilated Native Americans left there.[15][16]

Surrender of the Dakota

Most Dakota fighters surrendered shortly after the Battle of Wood Lake at Camp Release on September 26, 1862. The place was so named because it was the site where the Dakota released 269 European-American captives to the troops commanded by Col. Henry Sibley. The captives included 162 "mixed-bloods" (mixed-race, some likely descendants of Dakota women who were mistakenly counted as captives) and 107 whites, mostly women and children. Most of the warriors were imprisoned before Sibley arrived at Camp Release.[17]:249 The surrendered Dakota warriors were held until military trials took place in November 1862. Of the 498 trials, 300 were sentenced to death though the president commuted all but 38.[18]

Little Crow was forced to retreat sometime in September 1862. He stayed briefly in Canada but soon returned to the Minnesota area. He was killed on July 3, 1863, near Hutchinson, Minnesota, while gathering raspberries with his teenage son. The pair had wandered onto the land of white settler Nathan Lamson, who shot at them to collect bounties. Once it was discovered that the body was of Little Crow, his skull and scalp were put on display in St. Paul, Minnesota. The city held the trophies until 1971, when it returned the remains to Little Crow's grandson. For killing Little Crow, the state granted Lamson an additional $500 bounty. For his part in the warfare, Little Crow's son was sentenced to death by a military tribunal, a sentence then commuted to a prison term.

Trials

In early December, 303 Sioux prisoners were convicted of murder and rape by military tribunals and sentenced to death. Some trials lasted less than 5 minutes. No one explained the proceedings to the defendants, nor were the Sioux represented by a defense in court. Pres. Abraham Lincoln personally reviewed the trial records to distinguish between those who had engaged in warfare against the U.S., versus those who had committed crimes of rape and murder against civilians.

Henry Whipple, the Episcopal bishop of Minnesota and a reformer of U.S. policies toward Native Americans, first wrote an open letter and then went to Washington DC in the Fall of 1862 to urge Lincoln to proceed with leniency.[19] On the other hand, General Pope and Minnesota Senator Morton S. Wilkinson told him that leniency would not be received well by the white population. Governor Ramsey warned Lincoln that, unless all 303 Sioux were executed, "[P]rivate revenge would on all this border take the place of official judgment on these Indians."[20] In the end, Lincoln commuted the death sentences of 264 prisoners, but he allowed the execution of 38 men.

This clemency resulted in protests from Minnesota, which persisted until the Secretary of the Interior offered white Minnesotans "reasonable compensation for the depredations committed." Republicans did not fare as well in Minnesota in the 1864 election as they had before. Ramsey (by then a senator) informed Lincoln that more hangings would have resulted in a larger electoral majority. The President reportedly replied, "I could not afford to hang men for votes."[21]

Execution

One of the 39 condemned prisoners was granted a reprieve.[17]:252-259[22] The Army executed the 38 remaining prisoners by hanging on December 26, 1862, in Mankato, Minnesota. It remains the largest mass execution in American history.

Drawing of the 1862 mass hanging in Mankato, Minnesota.

Wa-kan-o-zhan-zhan (Medicine Bottle)

The mass execution was performed publicly on a single scaffold platform. After regimental surgeons pronounced the prisoners dead, they were buried en masse in a trench in the sand of the riverbank. Before they were buried, an unknown person nicknamed “Dr. Sheardown” possibly removed some of the prisoners' skin.[23] Small boxes purportedly containing the skin later were sold in Mankato.

At least two Sioux leaders, Little Six and Medicine Bottle, escaped to Canada. They were captured, drugged and returned to the United States. They were hanged at Fort Snelling in 1865.[24]

Medical aftermath

Because of high demand for cadavers for anatomical study, several doctors wanted to obtain the bodies after the execution. The grave was reopened in the night and the bodies were distributed among the doctors, a practice common in the era. The doctor who received the body of Mahpiya Okinajin (He Who Stands in Clouds), also known as "Cut Nose", was William Worrall Mayo.

Mayo brought the body of Mahpiya Okinajin to Le Sueur, Minnesota, where he dissected it in the presence of medical colleagues.[25]:77-78 Afterward, he had the skeleton cleaned, dried and varnished. Mayo kept it in an iron kettle in his home office. His sons received their first lessons in osteology from this skeleton[25]:167 In the late 20th century, the identifiable remains of Mahpiya Okinajin and other Native Americans were returned by the Mayo Clinic to a Dakota tribe for reburial per the Native American Graves Protection and Repatriation Act.[26]

Internment

The remaining convicted Indians stayed in prison that winter. The following spring they were transferred to Camp McClellan in Davenport, Iowa,[27] where they were held in prison for almost four years. By the time of their release, one third of the prisoners had died of disease. The survivors were sent with their families to Nebraska. Their families had already been expelled from Minnesota.

Pike Island internment

Dakota internment camp, Fort Snelling, winter 1862

Little Crow's wife and two children at Fort Snelling prison compound, 1864

During this time, more than 1600 Dakota women, children and old men were held in an internment camp on Pike Island, near Fort Snelling, Minnesota. Living conditions and sanitation were poor, and infectious disease struck the camp, killing more than three hundred.[28] In April 1863 the U.S. Congress abolished the reservation, declared all previous treaties with the Dakota null and void, and undertook proceedings to expel the Dakota people entirely from Minnesota. To this end, a bounty of $25 per scalp was placed on any Dakota found free within the boundaries of the state.[citation needed] The only exception to this legislation applied to 208 Mdewakanton, who remained neutral or assisted white settlers in the conflict.

In May 1863 Dakota survivors were forced aboard steamboats and relocated to the Crow Creek Reservation, in the southeastern Dakota Territory, a place stricken by drought at the time. Many of the survivors of Crow Creek moved three years later to the Niobrara Reservation in Nebraska.[29][30]

Firsthand accounts

There are numerous firsthand accounts of the wars and raids. For example, the compilation by Charles Bryant, titled Indian Massacre in Minnesota, included these graphic descriptions of events, taken from an interview with Mrs. Justina Krieger:

"Mr. Massipost had two daughters, young ladies, intelligent and accomplished. These the savages murdered most brutally. The head of one of them was afterward found, severed from the body, attached to a fish-hook, and hung upon a nail. His son, a young man of twenty-four years, was also killed. Mr. Massipost and a son of eight years escaped to New Ulm."[31]:141

"The daughter of Mr. Schwandt, enceinte [pregnant], was cut open, as was learned afterward, the child taken alive from the mother, and nailed to a tree. The son of Mr. Schwandt, aged thirteen years, who had been beaten by the Indians, until dead, as was supposed, was present, and saw the entire tragedy. He saw the child taken alive from the body of his sister, Mrs. Waltz, and nailed to a tree in the yard. It struggled some time after the nails were driven through it! This occurred in the forenoon of Monday, 18th of August, 1862."[31]:300-301

Continued conflict

After the expulsion of the Dakota, some refugees and warriors made their way to Lakota lands. Battles continued between the forces of the Department of the Northwest and combined Lakota and Dakota forces through 1864. Col. Henry Sibley with 2,000 men pursued the Sioux into Dakota Territory. Sibley's army defeated the Lakota and Dakota in four major battles in 1863: the Battle of Big Mound on July 24, 1863; the Battle of Dead Buffalo Lake on July 26, 1863; the Battle of Stony Lake on July 28, 1863; and the Battle of Whitestone Hill on September 3, 1863. The Sioux retreated further, but faced a United States army again in 1864. General Alfred Sully led a force from near Fort Pierre, South Dakota, and decisively defeated the Sioux at the Battle of Killdeer Mountain on July 28, 1864.

Conflicts continued. Within two years settlers' encroachment on Lakota land sparked Red Cloud's War; the US desire for control of the Black Hills in South Dakota prompted the government to authorize an offensive in 1876 in what would be called the Black Hills War. By 1881, the majority of the Sioux had surrendered to American military forces. In 1890, the Wounded Knee Massacre ended all effective Sioux resistance.

Alexander Goodthunder and his wife Snana, a Dakota family that returned to Minnesota after the war

Minnesota after the war

The Minnesota River valley and surrounding upland prairie areas were abandoned by most settlers during the war. Many of the families who fled their farms and homes as refugees never returned. Following the American Civil War, however, the area was resettled. By the mid-1870s, it was again being used for agriculture.

The Lower Sioux Indian Reservation was reestablished at the site of the Lower Sioux Agency near Morton. It was not until the 1930s that the US created the smaller Upper Sioux Indian Reservation near Granite Falls.

Although some Dakota opposed the war, most were expelled from Minnesota, including those who attempted to assist settlers. The Yankton Sioux Chief Struck by the Ree deployed some of his warriors to this effect, but was not judged friendly enough to be allowed to remain in the state immediately after the war. By the 1880s, a number of Dakota had moved back to the Minnesota River valley, notably the Goodthunder, Wabasha, Bluestone and Lawrence families. They were joined by Dakota families who had been living under the protection of Bishop Henry Benjamin Whipple and the trader Alexander Faribault.

By the late 1920s, the conflict began to pass into the realm of oral tradition in Minnesota. Eyewitness accounts were communicated first-hand to individuals who survived into the 1970s and early 1980s. The stories of innocent individuals and families of struggling pioneer farmers being killed by Dakota have remained in the consciousness of the prairie communities of southcentral Minnesota.[32]

Monuments and memorials

The Camp Release State Monument commemorates the release of 269 captives at the end of the conflict and the four faces of the 51-foot granite monument are inscribed with information about the battles that took place along the Minnesota River during the conflict, the Dakota's surrender, and the creation of the monument.

Large stone monuments at the Wood Lake Battlefield and in the parade ground of Fort Ridgely commemorate the battles and members of the military killed in action.

Located at Center and State Streets, Defender's Monument was erected in 1891 by the State of Minnesota to honor the memory of the defenders who aided New Ulm during the Dakota War of 1862. The artwork at the base was created by New Ulm artist Anton Gag. Except for being moved to the middle of the block, the monument has not been changed since its completion.[33]

In 1972, the City of Mankato, Minnesota removed a plaque that had commemorated the mass execution of the thirty-eight Dakota from the site where the hanging occurred. In 1992, the City purchased the site and created Reconciliation Park.[34] There is purposely no mention of the execution, but several stone statues in and around the park serve as a memorial. The annual Mankato Pow-wow, held in September, commemorates the lives of the executed men, but also seeks to reconcile the European American and Dakota communities. The Birch Coulee Pow-wow, held on Labor Day weekend, honors the lives of those who were hanged.

A number of local monuments honor white civilians killed during the war. These include the: Acton, Minnesota monument to those killed in the attack on the Howard Baker farm; Guri Endreson monument in the Vikor Lutheran Cemetery near Willmar, Minnesota; and Brownton, Minnesota monument to the White family, and the Lake Shetek State Park monument to 15 white settlers killed there and at nearby Slaughter Slough on August 20, 1862.

In popular media

Attacks on settlers by Sioux warriors are portrayed in a 1972 film about immigrants from Sweden titled The New Land (Nybyggarna)

The This American Life episode 'Little War on the Prairie' discusses the continuing legacy of the conflict in Mankato, Minnesota.

Further reading

Anderson, Gary and Alan Woolworth, editors. Through Dakota Eyes: Narrative Accounts of the Minnesota Indian War of 1862, Minnesota Historical Society Press (1988). ISBN 0-87351-216-2

Beck, Paul N., Soldier Settler and Sioux: Fort Ridgely and the Minnesota River Valley 1853–1867, Pine Hill Press, Inc. (2000). ISBN 0-931170-75-3

Berg, Scott W., 38 Nooses: Lincoln, Little Crow, and the Beginning of the Frontier's End Pantheon (2012). ISBN 0-307377-24-5

Collins, Loren Warren. The Story of a Minnesotan, (private printing) (1912, 1913?). OCLC 7880929

Cox, Hank. Lincoln And The Sioux Uprising of 1862, Cumberland House Publishing (2005). ISBN 1-58182-457-2

Folwell, William W.; Fridley, Russell W. A History of Minnesota, Vol. 2, pp. 102–302, Minnesota Historical Society (1961). ISBN 978-0-87351-001-1

Jackson, Helen Hunt. "A Century of Dishonor: A Sketch of the United States Government's Dealings with some of the Indian Tribes (1887), Chapter V.: The Sioux, pp. 136–185. [1]

Johnson, Roy P. The Siege at Fort Abercrombie, State Historical Society of North Dakota (1957). OCLC 1971587

Linder, Douglas The Dakota Conflict Trials of 1862 (1999).

Nix, Jacob. The Sioux Uprising in Minnesota, 1862: Jacob Nix's Eyewitness History, Max Kade German-American Center (1994). ISBN 1-880788-02-0

Tolzmann, Don Heinrich, German Pioneer Accounts of the Great Sioux Uprising of 1862, Little Miami Pub. Co. (April 2002). ISBN 978-0-9713657-6-6.

Yenne, Bill. Indian Wars: The Campaign for the American West, Westholme (2005). ISBN 1-59416-016-3

External links

Source: https://encyclopedia.thefreedictionary.com/Dakota+War+of+1862

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orchidsheep4-blog · 5 years

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Why I am Bringing the Play Kitchen Back to First Grade!

This is my 9th year teaching first grade. When I went to school to become a teacher, I had a certain picture in my mind of what my classroom would look like. In my mind, I saw a little kitchen, an art center, a block area, sand and water table, and a light table. I saw a cozy library, soft lighting, and a busy hum of children engaged in learning. I also remember having to write my own personal philosophy of education, and I made sure that it was based heavily on the importance of play in the classroom.

There are times when I see the classroom I pictured—sure, I have a cozy room with a library of wonderful books and fun furnishings, but none of those centers I imagined are actually in the picture. No art easel, sand table, block center, or light table. I have literacy and math stations, but I struggle with the pressure of meeting standards, while also wanting the classroom I pictured so long ago. Why does it have to be like this? How can I find balance?

Somewhere along the way, play has been banished from classrooms and replaced with worksheets, teaching to the test, and continually moving forward with instruction whether the kids understand or not. Education, along with society, is fast-paced. It gives students little time for play, little time to socialize, and to resolve conflict. Maybe behavior referrals would be reduced if we had the time to allow our students to explore these essential skills again.

This year, I am ready, and desperately hoping for, a change. I brought in a play kitchen for the first time EVER. And when I did, I worried about it. What would people say? Do I need permission? Is it taboo to have a play kitchen in a first grade classroom? Should I be giving this play kitchen to a Kindergarten teacher instead? I actually felt a little guilty, and felt the need to justify my decision to people who came in and saw it sitting in the corner. BUT WHY!? My students are SIX YEARS OLD! Yes, of course they still want to play! It’s what they do, and I am going to allow them to do it!

So, here are some reasons I am bringing the play kitchen to first grade!

1. Play is Age Appropriate

BECAUSE THEY ARE SIX!!! They are little! Let’s let them be little again! Kids are forced to grow up so quickly. When they step into my classroom, I want time to slow down just a bit. For centuries, scholars like Rousseau, Pestalozzi, Montessori, and Hill have promoted the value of play for early childhood development—including children in primary grades. See? SCHOLARS have said that play is OKAY.

2. Literacy and Writing (even math!) Integration

I have big plans for this kitchen. I can’t wait to change it up based on classroom themes-- allowing my students to create signs, lists, recipes, and shops. I plan to use literature to integrate author studies, phonics, and science and social studies topics. During math, students can become shop keepers, setting prices for items and exchanging play money. Since learning will be student directed, I know students will be engaged.

3. Social Skill & Language Development

I have noticed that as the years go by, many of my students have difficulties interacting with new friends. There are times when I feel that I am so bound by standards, that I have to continually move forward with instruction, and I have NO time to let students interact unless it involves a math game or buddy reading. This is hindering them from developing relationships, empathy, and resolving conflict. They simply need time to talk—after all, communicating feelings and ideas is essential in everyday life. That is why “Speaking and Listening” is an ENTIRE Common Core standard strand, right?

4. Imagination and Creativity

Let’s face it. Technology has taken over, and while technology is amazing-- gone are the days when videos, iPad's, Kindles, and such weren’t at our fingertips every given minute. The play kitchen will allow my students the opportunity to pretend again. How many memories do we have with our friends playing in the home living center at school? Dressing up and playing with baby dolls? Developing imagination will inspire them to become creative writers and thinkers. I think I will see a dramatic change in the writing my students produce because of the play kitchen.

So, I am giving it a try--beginning next week. I am so excited about it too! If introducing a play kitchen into our learning stations goes well, then I am definitely saving my money for a light table next. :) If you have any tips and management tricks for play kitchens in a first grade classroom (or any grade for that matter), I would LOVE to hear them! Leave me a comment below!

Source: http://firstgraderatlast.blogspot.com/2016/08/why-i-am-bringing-play-kitchen-back-to.html

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orchidsheep4-blog · 5 years

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3 Things in Education That Have Stayed the Same and How They Have Changed

Throughout the years, I have focused tremendously on the ideas of “change” and “innovation” in both my speaking and writing. Change is a constant in our world, but I have noticed that I have been thinking a lot about what needs to stay the same in education. Now nothing stays the same 100%, but some big ideas are as true today as they were when I went to school, although they can sometimes be forgotten or pushed aside for the sake of “new.” Although the big ideas are the same, the context evolves.

Here are three things that will always be a foundation for education and our school communities but are ever-evolving:

1. Relationships.

Relationships are probably neither forgotten or pushed aside in education today, but I would be remiss not to acknowledge how important this was when I was in school as well. The teachers that treated me as an individual and cared about me first were the ones that I wanted to focus on working harder for in class.

Although relationships have always been meaningful, I feel that with technology, we have created opportunities for learners (at all levels including staff) to share a voice that they might not have thought they had before. The ubiquitous access to technology should allow us to build better relationships than before. Simple video creation will enable us to connect when it is not possible to be “there.” I remind people that if a picture is worth a thousand words, what do you think a video is worth?

This is not to say face-to-face isn’t important (it is crucial), but the use of technology should promote better face-to-face connections, not less.

2. The importance of content.

I have shared this quote from Thomas Friedman many times:

“The world only cares about—and pays off on—what you can do with what you know (and it doesn’t care how you learned it).”

The part of the sentence that is often focused on is the “what you can do” element but the “what you know” part is just as essential. Content is not unnecessary in education; it is crucial. But what has changed is that content can be gathered from so many different sources than from when I first went to school. A school was the place that you went to gather knowledge. But now information is abundant yet good information is as vital as ever.

The best analogy I had ever heard on the importance of content was from John Medina (author of “Brain Rules”). He stated (paraphrasing), “Creation without knowledge is the equivalent of playing the air guitar; you might know the motions, but you aren’t able to play.”

Although content has always been valuable, the shift in education has been to focus more on understanding and deep learning than solely retention. Information that is solely retained yet not understood may look good in the short-term but in the long-term, has little benefit.

3. A focus on lifelong-learning.

I have heard the term “lifelong-learning” in education as long as I can remember as both a student and an educator. This is not new in the 21st century. What is new, are the opportunities for learning and the rate that change is happening. I am wondering if the term should be modified to “rapid-lifelong-learning” as even things that you get used to are seeming to change when you least expect it (hello new Gmail interface). I hate terms like “fail-fast” or “fail-forward” because they insinuate something negative about moving along whereas “learn-fast” or “learn-forward” make a lot more sense to me.

Lifelong-learning is something that will never change, but we might have to get quicker at it.

I have heard this question often:

“What has changed and what has stayed the same?”

But a little shift in the question that could lead to some meaningful discussion is the following:

“What has stayed the same and how has it changed?”

There is so much to learn from all of the great work that has been done in education throughout the years, and the goal is not to rid ourselves of these great things, but to create something better with them.

Source: https://georgecouros.ca/blog/archives/8501

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orchidsheep4-blog · 5 years

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How to Teach One to One Correspondence

About Pre-K Pages

I'm Vanessa, a Pre-K teacher with more than 20 years of classroom teaching experience. Here at Pre-K Pages, I'm committed to helping teachers just like you teach better, save time, and live more by providing you with everything you need to create a fun and engaging learning environment, lesson plans, and activities for your little learners. As an early childhood trainer, I have spoken to thousands of teachers in person at popular early childhood conferences such as Frog Street Splash, I Teach K! and NAEYC. I was honored to receive the 2012 CCAEYC Trainer of the Year Award. My work has been featured in Scholastic Teacher magazine and on popular websites like BuzzFeed.

Learn More >> Source: https://www.pre-kpages.com/how-to-teach-one-to-one-correspondence/

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orchidsheep4-blog · 5 years

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Here's What Makes or Breaks RTI and Other School Support Systems

Multitiered systems of support—including response to intervention and positive behavior interventions and support—have become almost ubiquitous among schools trying to find more personalized ways to support students' academic and behavior needs. But with a lot of moving parts, schools often struggle to make these complex systems effective in the long run.

But how principals and district superintendents approach data use and coordination in the first year of implementation predicts how well schools will be able to sustain their support efforts, according to a study in the journal Education Researcher.

In either behavior or academic contexts, these systems include: universal screening tools that allow teachers to identify which students need help; evidence-based interventions to get those students back on track; multiple "tiers" of intensity to increase support for students who don't improve; and progress monitoring, so that educators have the data on how well a student is responding to the extra help and can make changes if needed.

Researchers from the University of Oregon, Eugene; Texas Christian University in Fort Worth, and the University of British Columbia in Vancouver analyzed implementation and data use among the staffs of 860 schools across 14 states that used or launched schoolwide positive behavior intervention and supports initiatives.

Two out of three schools were still using the support systems after three years, the researchers found. The overall enrollment or concentration of poor students in the schools did not predict whether or not a school continued to use PBIS, though elementary schools were generally more successful than secondary schools. But the researchers did find two very early indicators that flagged which schools would sustain their initiatives:

Team data use and implementation: In the first year, the schools whose PBIS teams most quickly collected, disaggregated, and shared student data with teachers and staff created what the researchers called "continuous regeneration ... wherein school teams adapt their implementation to fit more strongly with changed contexts and school population." This speedy data use proved the strongest marker of whether schools kept using the system three years later.

Critical mass: At the district level, the researchers also found that early in implementation, the more schools in a district that used the PBIS systems, the better all of the schools were able to implement and maintain the systems.

These practices seemed most important as schools worked through the bugs in the first five years of implementing the systems. More-experienced schools were better able to go it alone without a critical mass of other PBIS schools. And notably, once middle and high schools had implemented their systems of support for five years, they were as likely as elementary schools to continue.

The takeaway for district leaders, the researchers concluded, is to support clusters of schools being trained in PBIS systems together, and help them become fluent in analyzing and sharing student data as quickly as possible.

Want more research news? Get the latest studies and join the conversation. Follow @SarahDSparks

Source: http://blogs.edweek.org/edweek/inside-school-research/2018/08/Positive_behavior_systems_support_sustainability.html

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orchidsheep4-blog · 5 years

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How Does School Climate Figure Into State ESSA Plans?

Welcome to another edition of Answering Your ESSA Questions, where we try to demystify the Every Student Succeeds Act. Our next question comes from an anonymous reader.

Question: How many states are including "school climate" in their ESSA accountability systems?

Answer: Not as many as you might think. ESSA told states they had to pick an indicator of school quality or student success to measure alongside test scores. Most states picked either chronic absenteeism and/or college and career readiness. At least four states say they are incorporating "school climate" specifically into school ratings, including Illinois (which is measuring climate through surveys), Maryland (which is also using surveys), Montana (where school climate is part of a broader measure of "program quality" that also includes reducing behavior issues, and increasing engagement) and New Mexico (which is gauging school climate through "Opportunity to Learn" surveys.)

Two other states—California and Ohio—are looking at school discipline data. And Rhode Island and Tennessee are specifically looking at suspensions.

For more, check out our inside look at state ESSA plans.

Got an ESSA question? Email us at [email protected] or [email protected] Or tweet at us @PoliticsK12.

Want to see what other readers are wondering? Here are links to past installments of this feature:

How Does Science Testing Work Under ESSA?

How Do State ESSA Plans Handle Mental Health?

What's New for Children in Foster Care Under ESSA?

What's the Toughest Part of ESSA For District Leaders?

How Does Funding For ESSA's Testing Requirements Work?

Does ESSA Require Teachers to Be Highly Qualified?

Can Districts Use ESSA Funds to Buy Crossing Guard Signs?

How Are States Handling Testing Opt-Outs Under ESSA?

Can Districts Use the SAT or ACT for School Accountability Without State OK?

Which States Are Eschewing School Grades?

How Can Districts and States Use ESSA to Bolster STEM and Computer Science?

What's Going on With Testing Audits?

What's Up With ESSA Block Grant Funding?

Is Testing the Only Way a Student Can Achieve Success Under ESSA?

Want to learn more about the Every Student Succeeds Act? Here's some useful information:

Don't miss another Politics K-12 post. Sign up here to get news alerts in your email inbox.

Source: http://blogs.edweek.org/edweek/campaign-k-12/2018/10/school-climate-testing-essa-discipline.html

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orchidsheep4-blog · 5 years

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Rutgers president orders review of ruling against professor for Facebook posts about white gentrification in Harlem

(Credit: Benjamin Clapp / Shutterstock)

By Marieke Tuthill Beck-Coon August 31, 2018

In a letter sent Wednesday evening, Rutgers President Robert L. Barchi informed senior administrators that he has ordered the reevaluation of an earlier ruling finding Professor James Livingston guilty of violating university policy for two Facebook posts critical of white gentrification in Harlem.

The tenured professor of history at Rutgers-New Brunswick came under investigation earlier this summer by the university’s Office of Employment Equity after several of Livingston’s Facebook posts grabbed the attention of the media.

On May 31, while at a restaurant in his Harlem neighborhood, Livingston posted on his personal account, “OK, officially, I now hate white people. I am a white people, for God’s sake, but can we keep them–us–us out of my neighborhood?” He wrote that the restaurant was “overrun with little Caucasian assholes” and said, “I hereby resign from my race.”

After Facebook removed the post the following day, citing its Community Standards on hate speech, Livingston posted, “I just don’t want little Caucasians overrunning my life … remand them to the suburbs, where they and their parents can colonize every restaurant.”

By June 1, the posts had drawn the attention of conservative website The Daily Caller, and coverage soon followed in local and national outlets.

Media coverage inevitably led offended members of the public to complain to Rutgers. The Office of Employment Equity (OEE) launched an investigation and, in a July 31 findings report, determined that Livingston’s posts violated the university’s Policy Prohibiting Discrimination and Harassment (despite the report’s failure to identify any Rutgers student or community member complaints accusing Livingston of discriminatory conduct). The report concluded the posts were not protected by the First Amendment and amounted to racial discrimination in violation of university policy.

After Livingston’s appeal was denied, FIRE wrote to President Barchi on Aug. 20 to demand that the ruling be reversed. We argued that Professor Livingston’s Facebook posts to his personal account amounted to speech on a matter of public concern — namely, gentrification and race — and are certainly protected by the First Amendment. We reminded the president of his laudable promise in public comments that: “Faculty members, as private citizens, enjoy the same freedoms of speech and expression as any private citizen and shall be free from institutional discipline in the exercise of these rights.”

FIRE’s call to reverse the finding was joined by others, including the American Association of University Professors, which wrote that any discipline of Livingston based on OEE findings would violate Rutgers’ academic freedom policy.

This week, President Barchi appeared to take the first step towards reversing the OEE ruling.

In a letter sent to senior administrators, Barchi explains that he has sent back the findings report to the OEE with the directive to “more rigorously analyze the facts and assumptions underlying its conclusions.” He writes that, while he found Livingston’s speech offensive, “few values are as important to the University as the protection of our First Amendment rights—even when the speech we are protecting is insensitive and reckless.”

The president will also convene an advisory group of scholars and Rutgers faculty to provide guidance on alleged policy violations that raise First Amendment and academic freedom questions.

President Barchi’s words are encouraging and lead us to expect that the OEE’s reevaluation will correct its earlier flawed First Amendment analysis. As we argued to the president on Aug. 20, if Livingston’s speech in this case is not protected by the First Amendment, all of Rutgers faculty should be afraid to post or say anything potentially offensive or controversial, particularly when they are one screenshot or recording away from riling an internet backlash.

We hope to soon be able to report that Professor Livingston has been cleared of charges and that Rutgers stands firmly behind its faculty’s rights to free expression and academic freedom.

Schools: Rutgers University – New Brunswick Cases: Rutgers University: Tenured professor found guilty of violating discrimination and harassment policy for Facebook posts about gentrification

Source: https://www.thefire.org/rutgers-president-orders-review-of-ruling-against-professor-for-facebook-posts-about-white-gentrification-in-harlem/

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orchidsheep4-blog · 5 years

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How to be Successful in the E-Learning Industry

Successful e-learning is measured in many ways. It’s important to provide measurable value. However, a large part of success revolves around how others view your contributions. Thus it’s important to manage how you work with customers and how they understand your contributions.

If you’re just getting started, here are some things to keep in mind:

Successful E-Learning Pleases the Customer

Your customer is why you have a job. Thus it’s important to ensure the customer’s needs are met.

Who is your customer? The obvious answer is the one who commissions the e-learning course. However, there’s also the dynamic between you and your manager (who may not be the customer) but is the person who influences your employment.

How to Please the Customer

There are many things you can do, but here are a few basics:

Establish clear expectations. Write them down and get affirmation. This way everyone is on the same page. I create a Service Level Agreement that documents the project details and expectations.

Find ways to make your customers look good. Often I’ll send encouraging emails and CC their managers. I try to deflect credit from myself and pass it to others. Give them the credit when possible.

Control your costs and resources. Everyone’s on a budget and has limited time.

Finish ahead of schedule. I try to pad extra time into the production, get agreement on the production schedule, and then work to be done early. Sometimes it doesn’t matter if you’re early because they may not be prepared for it, but it builds your reputation and how they perceive you.

Take care of details before they become issues. Be proactive and do this before the customer is aware. The more projects you do, the more you’re able to anticipate potential issues. I always make a list of things that may derail the process so that I can think through a work around before it happens.

Successful E-Learning Knows that the Business is the Business

Ultimately you’re hired to help meet specific organizational goals. Sometimes we lose sight of that. It’s easy to get stuck in the way things have always been done or on our own pet projects. Keep your focus on what the organization says is important and the metrics they use.

When working with customers, try to steer them towards measurable results and not just content. From there you set clear objectives that are tied to a metric which helps measure the course’s efficacy. If the client has no metrics (sometimes that happens with compliance training) measure cost and production time as well as a reduction in training time.

How to Report the Results of Successful E-Learning

It’s important to show the results of your work. The challenge is knowing what to report, getting the numbers, and how to report them. Here are a few thoughts:

Performance results. Create courses with measurable objectives. That gives you something to measure. How does the client know that they need training? What metrics are they using? Use the same process. Connect with the team that collects and curates results. Often training is a small part of the process thus you may not see significant results from training alone.

Measure before and after performance. Create a means to pre-assess the learners and then compare how they did after the training. You may not directly impact real-world performance but you can state that before the training they were at X and after they were at Y.

Measure what was saved. Some training is not performance-based. Thus it’s a challenge to report performance metrics. In those cases, track how much training costs before and how the e-learning courses saved time by reducing travel costs, etc. Another benefit is the flexibility training offers because it is time-shifted. Worst case, compare your production costs to that of an outside vendor.

Building engaging and relevant e-learning is the main measure of success. That happens in the context of supporting a customer and your organization. Develop some strategies to manage those relationships and the expectations. Help them focus on real results and do a good job reporting your success. And their success will be your success.

Upcoming E-Learning Events

Free E-Learning Resources

Source: http://blogs.articulate.com/rapid-elearning/successful-e-learning-industry/

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make the most of

This page is about the idiom make the most of

Meaning

If you make the most of something, you get as much as possible from it.

For example

The warm weather won't last long, so we should make the most of it while we can.

After I retire from work I'll make the most of all the free time and do all the things I've never had time for.

Quick Quiz

She made the most of her time in Egypt by

Idiom of the Day

Contributor: Matt Errey

Next idiom

Home : Learn English : Vocabulary : Reference : Idioms : M : make the most of

Source: https://www.englishclub.com/ref/esl/Idioms/M/make_the_most_of_15.php

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When To Use Branching Scenarios

When should you use a branching scenario rather than other learning strategies? There are no “silver bullets” in learning; we don’t have “one way to rule them all” that works in every single situation. While I’m a big proponent of branching scenarios, they aren’t always the best method.

Criteria for Considering Branching Scenarios

Use these criteria as a starting point for considering when to use branching scenarios.

Shades of Gray: The skill isn’t just black and white; there are nuances and shades of gray.

Strategic: The skill is strategic rather than procedural; it requires more than a checklist.

Multiple Decisions: The skill requires multiple coordinated decisions.

Risky Situations: The skill is too risky to practice on the job.

Shades of Gray, Not Just Black and White

I find that branching scenarios work best for skills that are complex and include gray areas. If the steps are procedural, where there’s a clear list of actions to take in a specific order, a branching scenario is overkill.

Branching scenarios are most effective when they can show decisions that are partially correct or might be correct in certain circumstances. This is reflected in the structure of the branching scenario, where you often have three choices: Best, OK, and Poor.

Strategic, Not Procedural

In her book Scenario-Based e-Learning, Ruth Clark argues that scenario-based elearning, including branching scenarios and simulations, should be used for strategic tasks rather than procedural tasks. She explains:

Scenario-based e-learning is generally better suited to strategic tasks that require judgment and tailoring to each new workplace situation. Unlike procedures, strategic tasks cannot be decomposed into a series of invariant steps. Instead, strategic tasks require a deeper understanding of the concepts and rationale underlying performance in order to adapt task guidelines to diverse situations.

Multiple Steps, Not Isolated Decisions

Branching scenarios work best when the task requires multiple steps and decision points. You want situations where learners need to make several consecutive decisions or take several actions. Each decision affects the outcome and the choices available at the next step.

If you want learners to practice a single decision in isolation, where their choices don’t affect the subsequent actions, a single-question mini-scenario might be a better approach.

Risky Situations, Not Safe To Learn on the Job

Some situations are dangerous to practice or learn on the job. Branching scenarios can give people opportunities to practice in a safe environment without risking injury. We don’t want people learning how to diagnose a problem with heavy construction equipment while they’re on the job and in a potentially hazardous situation. We want those mistakes made in a simulated environment.

Health care is another area where scenario-based learning can be effective because it gives people opportunities to practice diagnosing problems without affecting actual patients.

The consequences for other situations might also be so significant that they lend themselves to branching scenarios even without the risk of physical harm. What about sales people making a pitch to a CTO for a six-figure technology purchase? What about deciding how to ethically report data for a multi-million dollar research project? If the consequences are significant, more realistic practice through branching scenarios may help reduce major mistakes.

Other Considerations

This is a starting point for thinking about when to use branching scenarios. What would you add to this list? Share your suggestions in the comments.

e-Learning

Instructional Design

Storytelling & Scenarios

Workplace Learning

Source: https://christytucker.wordpress.com/2018/07/17/when-to-use-branching-scenarios/

#read more #see more #check it out #interesting #learn more

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orchidsheep4-blog · 5 years

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What’s the Difference?: 40+ Pairs of the Seemingly Similar | Book Review

The Children’s Book Review | April 8, 2019

Written by Emma Strack

Illustrated by Guillaume Plantevin

Age Range: 5-9

Publisher: Chronicle Books (2018)

ISBN: 978-1-4521-6101-3

What to Expect: Science, History, Geography, Language & Semiotics

Differences don’t matter: that’s the message we increasingly hear – differences are divisive, imaginary, degrading. At heart all things are equal, and too often that message is mistakenly translated to mean that at heart all things are the same. However, difference is important. Differences, distinctions, and designations are what make us unique, special individuals, and difference is what fills the world with diversity and wonder. Emma Strack and Guillaume Plantevin’s What’s the Difference? is a celebration of difference, and an exploration of the minute detail so important for diversity.

What’s the Difference? presents the reader with pairs of commonly confused entities: from Camels and Dromedaries, and Clementines and Tangerines, to Tornados and Hurricanes, and Great Britain and England. The book is divided into sections (food and drink, for example, or animals), and provides a wealth of factual detail about the distinctions that help differentiate each half of the pair. Each pair occupies one half of a double-page spread, making it easy for readers to compare not only the factual details but also the visual differences picked out in the sharp-edged, brightly-colored illustrations. Reminiscent of the illustrations you might find in a child’s encyclopedia, these misleadingly simple visuals nevertheless manage to convey details as subtle as the difference in shaping between the body of a bee and that of a wasp. Ranging broadly in discipline, this volume is fascinating and instructive.

Available Here:

About the Author and Illustrator

Emma Strack and Guillaume Plantevin are an author-illustrator team based in Paris, France.

What’s the Difference?, written by Emma Strack and illustrated by Guillaume Plantevin, was reviewed by Dr. Jen Harrison. Discover more books like What’s the Difference? by following along with our reviews and articles tagged with Geography, History, Language, Non-Fiction, Picture Book, and Science.

Please show us some love ...

Source: https://www.thechildrensbookreview.com/weblog/2019/04/whats-the-difference-40-pairs-of-the-seemingly-similar-book-review.html

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orchidsheep4-blog · 5 years

Text

melancolía: (Spanish)

(español) Tips

Translation of

1. melancolía [n] (sorrow) an emotion of great sadness associated with loss or bereavement.

2. melancolía [n] (sadness, unhappiness) emotions experienced when not in a state of well-being.

3. melancolía [n] (grief, sorrow) something that causes great unhappiness.

4. melancolía [n] (sadness, sorrow, sorrowfulness) the state of being sad.

5. melancolía [n] (melancholia) extreme depression characterized by tearful sadness and irrational fears.

6. melancolía [n] (melancholy) a constitutional tendency to be gloomy and depressed.

Source: http://lookwayup.com/lwu.exe/lwu/d;h=rss;slang=Esl?w=melancol%EDa

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orchidsheep4-blog · 5 years

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L'Expresso du 12 septembre 2018

Le fait du jour

"Il est impératif de conforter le statut des directeurs d'école". Le 11 septembre, Angel Gurria, secrétaire général de l'OCDE, a clairement montré la route au gouvernement français à l'occasion de la publication des Regards sur l'éducation 2018. L'OCDE plaide aussi pour davantage d'autonomie des établissements en général pour améliorer l'équité du système éducatif français. Après un rapport parlementaire qui demandait de confier les écoles à de vrais chefs d'établissement (directeurs ou principaux de collèges), l'offensive de l'OCDE renforce un courant dans lequel on trouve aussi la Cour des comptes.. et le ministre de l'éducation nationale. Mais si effectivement les conditions de travail des directeurs d'école sont dures et décourageantes, les pays qui ont suivi ces conseils de l'OCDE ne s'en sont pas toujours forcément bien trouvé...

(...)

12/09/2018 à 07:21 | (0 commentaire)

Le système

"Les collègues qui vont y aller y vont à contre-coeur", nous avait prévenu un syndicaliste. Du 10 au 12 septembre, 1400 inspecteurs de l'enseignement primaire sont réunis par le ministre à l'ESEN pour trois journées de formation. Trois journées avec des inspecteurs généraux ou des scientifiques proches du ministre et pour objectif l'explicitation des "recommandations" ministérielles. Difficile de rater cette tentative de mise au pas des inspecteurs. Evidemment même si on a parlé de nous à l'Esen, nous n'étions pas invité. Alors on a poussé la porte. Et ramené ce compte-rendu des premiers moments du séminaire des inspecteurs...

(...)

12/09/2018 à 07:21 | (1 commentaire)

Le système

Modifié 14h - Rédigée par deux enseignants, Cédric Forcadel et Sylvain Grandserre, soutenue par des militants pédagogiques de l'Icem ou d'autres mouvements, par des syndicalistes et par des chercheurs (P Meirieu, S Connac, C Lelièvre, B Robbes etc.) cette tribune alimente le débat ouvert sur les évaluations nationales de CP et Ce1.

(..)

12/09/2018 à 07:21 | (1 commentaire)

La classe

L'animal inconnu, l'animal familier, l'animal humanisé : ces trois axes sont proposés aux professeurs des écoles dans le cadre d'une nouvelle édition du concours organisé par le Snuipp Fsu, la BNF, la ligue de l'enseignement, le Café pédagogique et de nombreux éditeurs de littérature de jeunesse. Les classes peuvent dorénavant s'inscrire. Le plus beau projet pédagogique gagnera un séjour en classe de découverte , transport compris. Les autres des tablettes, des livres...

(...)

12/09/2018 à 07:21 | (0 commentaire)

L'élève

Après « Les Dames du bois de Boulogne », réalisé par Robert Bresson [1945], magistrale transposition actualisée du plus célèbre épisode de ‘Jacques le fataliste et son maître’ de Denis Diderot, le cinéaste Emmanuel Mouret s’y attèle pour son premier film en costumes, merveille d’intelligence et de grâce. Brillant adepte des comédies dramatiques contemporaines où raison et sentiments font rarement bon ménage –de « Laissons Lucie faire » en 2000 à « Caprice » en 2015-, notre fin analyste du désordre amoureux s’empare d’un texte majeur du XVIIIème siècle dont il restitue la langue, l’esprit et le climat de l’époque, tout en opérant des transformations notables qui confèrent à son œuvre une étonnante modernité. Par la finesse du script et la subtilité de la mise en scène, le terrible récit de la vengeance de Madame de La Pommeraye délaissée par son séducteur, le Marquis des Arcis, se meut en une histoire cruelle où le triomphe de l’amour chez le libertin se conjugue avec la solitude glacée de l’instigatrice en quête d’émancipation. Ainsi « Mademoiselle de Joncquières », du nom de l’objet du désir, cœur battant de la fiction et autre figure féminine ambivalente, met-il au jour la difficile condition des femmes au Siècle des Lumières et interroge-t-il la mise en danger pour toute amoureuse engagée dans une passion déraisonnable, hier comme aujourd’hui.

(...)

12/09/2018 à 07:21 | (0 commentaire)

Le système

Les enseignants français toujours dans les plus mal payés des pays développés ? Regards sur l'éducation, une publication annuelle de l'OCDE, confirme mais nuance ce portrait dans sa nouvelle édition publiée le 11 septembre. S le salaire statutaire des enseignants français reste nettement inférieur à celui de leurs collègues étrangers, le salaire effectif est légèrement meilleur dans le secondaire du fait des primes que certains enseignants touchent. Rappelons qu'elles peuvent représenter autant que le salaire statutaire en CPGE par exemple...

Lisez l'article...

12/09/2018 à 07:21 | (0 commentaire)

Le système

On est les champions, nous dit l'OCDE. Champions des temps d'instruction. Et aussi champions des fondamentaux. Champions aussi des vacances mais pas des vacances d'été comme on le reproche souvent aux enseignants.

Lisez l'article...

12/09/2018 à 07:21 | (0 commentaire)

Le système

L'approche est typiquement économique et peut-être aussi typiquement anglo saxonne. Mais elle éclaire. Dans Regards sur l'éducation 2018, l'OCDE calcule le rendement d'une scolarité allant jusqu'à un diplôme du supérieur. C'est particulièrement rentable en France. A condition d'être un homme. Car pour les filles le rendement est nettement moins bon...

Lisez l'article...

12/09/2018 à 07:21 | (0 commentaire)

Le système

"Blanquer veut enseigner l'anglais aux enfants dès le CP" titre Ouest France le 11 septembre. Il n'aura pas de mal. L'anglais est déjà enseigné en CP depuis 2016... Le ministre recevra le 12 septembre le rapport réalisé par le journaliste Alex Taylor et Chantal Manes-Bonnisseau, inspectrice générale. Les principales idées ont été données à la presse. Par exemple "avoir des cours en langues étrangères" dès l'école primaire ou "commencer l'enseignement des langues le plus tot possible". Autre idée : diffuser sur France télévision des programmes en anglais. Longtemps critiqué, l'enseignement des langues étrangères à l'école a pourtant porté ses fruits comme le montre les enquêtes Cedre de la Depp qui établissement une amélioration du niveau en fin de primaire. Récemment elles ont aussi annoncé une hausse du niveau en anglais en fin de collège. D'autres pistes avaient été proposées récemment pour améliorer l'enseignement des langues dans le 1er degré. Par exemple calquer la méthode québécoise qui met l'essentiel des heures d'enseignement au primaire.

Dépêche AFP

Etude Cedre

Autres pistes

12/09/2018 à 07:21 | (0 commentaire)

Le système

La présidente du Conseil supérieur des programmes est vivement critiquée par des associations d'enseignants et une centaine de linguistes dans une tribune de Médiapart. Ils lui reprochent sa conception de la langue et son ignorance qui met aux manettes "la superstition et la soumission en principes de pilotage des programmes éducatifs, ce qui est contraire aux finalités officielles de l’éducation en France" suite à ses propos dans Le Point.

(...)

12/09/2018 à 07:21 | (0 commentaire)

Le système

Proche des milieux conservateurs , Jean-Michel Blanquer semble avoir perdu leur confiance. En cause, des propos sur l'enseignement de l'arabe tout à fait anodins mais dont le ministre n'a pas vu les conséquences politiques. "Il est évident que l'arabe est une langue très importante" a-t-il déclaré sur BFMTV. "Il faut développer ces langues. Il faut donner du prestige à ces langues. C'est particulièrement vrai pour l'arabe". Le ministre a aussi évoqué l'enseignement de l'arabe à l'école primaire : "on peut avoir d'autres langues comme l'arabe". Ces propos venaient en soutien à un rapport de l'Institut Montaigne, proche du ministre. Ils ont valu au ministre une déferlante de critiques sur sa droite. Ainsi N Dupont-Aignan et les Républicains accusent le ministre d'encourager l'islamisation du pays et Luc Ferry dénonce "une fausse bonne idée". Pourtant l'arabe est bien une langue de civilisation et elle pourrait être enseignée au primaire, comme d'autres langues, dans une proportion un peu plus importante. Aujourd'hui seulement 567 enfants l'apprennent à l'école.

12/09/2018 à 07:21 | (0 commentaire)

Le système

"Nos enfants sont pris comme des déchets", déclare une mère selon Europe 1. Une centaine d'élèves, redoublants de terminale, resteraient à la porte des lycées des Hauts de Seine. Le problème est récurrent dans le département. Mais la loi impose depuis 2015 l'inscription de ces redoublants. "Tout élève ayant échoué à l'examen du baccalauréat, du brevet de technicien, du brevet de technicien supérieur ou du certificat d'aptitude professionnelle se voit offrir, à la rentrée scolaire qui suit cet échec, en vue de préparer cet examen, le droit à une nouvelle inscription dans l'établissement dont il est issu".

Sur Europe1

Le décret d e2015

En 2014

12/09/2018 à 07:21 | (0 commentaire)

La classe

A l'âge de trente-trois ans, j'ai bifurqué dans ma vie professionnelle pour devenir enseignant, enseignant en élémentaire. Ce choix, je ne l'ai jamais regretté. Très vite, j'ai cherché la façon de faire apprendre qui me "parle", de rencontres en rencontres, de stages en stages, et c'est l'esprit de la pédagogie Freinet qui m'a le plus séduit, qui est de permettre à des enfants, pas seulement élèves, de s'exprimer, de chercher, de partager, de penser de la façon la plus libérée possible.

(...)

12/09/2018 à 07:21 | (0 commentaire)

La classe

Texte libre, conseil d'élèves, travail individualisé : tous ces points sont abordés dans Le Mammouth, une revue développée par des enseignants du second degré du mouvement Freinet.

Le Mammouth

12/09/2018 à 07:21 | (0 commentaire)

La classe

" Les collèges parisiens se caractérisent par des niveaux de ségrégation sociale parmi les plus élevés de France, du fait de l’ampleur des contrastes sociaux qui opposent des quartiers pourtant proches géographiquement et de l’importance de l’évitement vers le secteur privé des catégories sociales les plus favorisées. Face à ce constat, le Conseil de Paris a voté au mois de janvier 2017 la création de trois secteurs bi-collèges dans les 18e et 19e arrondissements. Ce dispositif a consisté à mettre en place des secteurs communs à plusieurs collèges afin de diversifier leur recrutement social. Le bilan provisoire que l’on peut tirer de la première année d’expérimentation (2017-2018) est encourageant. Deux des trois secteurs ont atteint leur objectif de mixité sociale et ont entraîné une diminution de l’évitement vers le secteur privé. Si le troisième secteur n’a pas permis de rééquilibrer à court terme la composition sociale des collèges concernés, les résultats de l’évaluation permettent d’envisager plusieurs pistes d’amélioration".

La Note

Dans le Café

12/09/2018 à 07:21 | (0 commentaire)

Les disciplines

Face aux formations imposées par le ministère, particulièrement dans le premier degré, TADA. Né cet été et regroupant des dispositifs pédagogiques utilisant Twitter, TADA apparait comme une réponse aux carences de la formation continue en proposant des projets pédagogiques épaulés par des pairs. Professeure des écoles, Antonia Carriquiry les présente.

(...)

12/09/2018 à 07:21 | (0 commentaire)

Les disciplines

Professeure des écoles en maternelle , Véronique Favre propose un véritable guide pédagogique pour l'utilisation de l'iPad en maternelle. L'ouvrage est salué par de nombreux collègues. Au sommaire : les précautions à prendre, l'organisation pratique de l'espace et du temps, mobiliser le langage à l'oral et à l'écrit, s'exprimer comprendre à travers des activités physiques, structurer sa pensée, explorer le monde. L'ouvrage donne aussi sa place à la relation avec la famille.

Présentation

V Favre : Des tablettes en petite section pour quoi faire ?

12/09/2018 à 07:21 | (0 commentaire)

Par fjarraud , le mercredi 12 septembre 2018.

Source: http://www.cafepedagogique.net/lexpresso/Pages/2018/09/12092018Accueil.aspx

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