Hi everyone, please download the following files for my curriculum and my rationale.
Minh, Barbara and I visited with two upperclassmen, Sruthi and Hira on an ecological tour of the campus.. This is my account
Hey everybody, I don't really know if this has any place in this Ecological Imaginings class, but maybe if we can imagine the preservation of women to be a form of ecology, not unlike the preservation of all plant life, animal life.
I just wanted to call everyone's attention to this excellent documentary currently being shown on PBS on Mon & Tues nights at 9:00 PM. I imagine you guys have lots of time to watch films, yeah! But this is an amazing series.
"Half the Sky" about gender based violence.
Here's the link to the first & second segment:
I'm still struggling with figuring out what should education provide for humans, considering the new role of technology. I keep hearing the opinion that with computers around to help us, we can bypass the basics of math/science, depending on the computers for that knowledge, and skip right to the quantum mechanics and other higher-level ideas that we haven't taught computers how to do yet. My hesitation is that I am not convinced that higher-level ideas can be accessed without an understanding of how the basics work, especially when we want to put our current ideas to the test. I have trouble imagining a creative scientific process that relies on information feeding from computers. Also, I think it would be really difficult to solve a higher-level problem without having first grappled with the lower-level ideas first. Just because a machine can produce relevant information instantaneously doesn't automatically give this information meaning. What are ways a teacher can facilitate a deeper understanding/meaning to a concept, not burdening the student with calculations that computers can do, but still bearing in mind that any program created to help foster this understanding is a human creation and can still be (and should be) called into question.
One morning in September 2011, I was in awe when my eye caught the following Al Jazeera news headline: “Scientists claim to break the speed of light”. It was a break from Einstein’s theory of special relativity that establishes the photonas the fastest particle and a break from the core laws of physics that govern the world around us. Little did I take notice of the science news article as a break in the science writing genre.
Although writing in a natural or physical science discipline can be easily distinguished from a literary text by the subject topic, different genres of writing branch out of science as well. As a physics major and a student in other science courses, I have had a range of experience in different types of science writing. Presenting my laboratory work for an experimental physics course, an individual research project on the chaos in heart rate for classical mechanics, or a popular science report on human evolution for biology, I must say that each writing experience was unique regardless of the topic in question. The writing assignments are framed in a specific context, either by the professor or the course itself, that allow for a genre of writing. As mentioned by Debbie in class on Thursday, the different genres of writing appear as a result of the context of each sample. A sample from a magazine such as Harper’s or an academic literary essay from the PMLA fall under different genres as each addresses a different audience with different backgrounds on the topic. Other writing samples cannot be understood out of a historical or political context at which they were originally written. Whether a science paper is to be published in Scientific American or the Physical Review Letters does create separate genres in scientific writing as a result of the expected audience and their varying technical and science background.