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Multicultural Education in 2010

Moursund — Thu, 09 Sep 2010 18:41:54 GMT

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-	This entry examines the rationale for and the implementation of various multicultural curricula developed by critical educational reformers and classroom teachers who share a belief that the “absolute certainties and universal truths as mined from the depths of white, Western culture – are weak and limiting guidelines for deciding what and how students will learn in the twenty-first century (Oakes & Lipton, 2007, p, 95). Advocates for curricula that embraces both multicultural and sociocultural perspectives,

-	Press for reform with two main principles in mind: that the curriculum should be culturally democratic, and that the contents of the curriculum should suit what we know about learning and cognition. It follows from these principles that social justice in schools and society is a powerful guide for developing curricula that are useful, intellectually rigorous, culturally cohesive and accessible to all. (ibid., p. 95)

-	For example, Jane Addams’s writing encourages the developers of multicultural and bilingual curriculum to include the “handicrafts and occupations, their traditions, their folksongs and folk lore, the beautiful stories which every immigrant colony is ready to tell and translate” (Addams in Calhoun, 1969, pp. 421-423) of first generation Americans. W. E. B. DuBois cautions that,

-	~~We should fight to~~ the ~~last ditch to keep open the right to learn, the right to have examined in our schools not only what we believe, not only what our leaders say, but what~~ the ~~leaders~~ of ~~other groups~~ and ~~nations,~~ and the ~~leaders~~ of ~~other centuries have said. We must insist upon this to give our children the fairness of a start which will equip them with such an array of facts~~ and ~~such an attitude toward truth that they can have a real chance to judge~~ what the ~~world is and what its greater minds have thought it might be.~~ (~~DuBois in Foner~~, ~~1970~~, ~~pp. 230-231~~)	+	==Brief Overview==
		+	This entry examines the rationale for and the implementation of various multicultural curricula developed by critical educational reformers and classroom teachers who share a belief that the “absolute certainties and universal truths as mined from the depths of white, Western culture – are weak and limiting guidelines for deciding what and how students will learn in the twenty-first century (Oakes & Lipton, 2007, p, 95).

-		+	==Multicultural and Sociocultural Perspectives==
		+	Advocates for curricula that embraces both multicultural and sociocultural perspectives,

-	~~Researcher Ladson-Billings (1994) addresses~~ the ~~role of language~~ and ~~culture as a factor in children’s academic success. She examines~~ the ~~connection between the content and structure~~ of ~~schools and~~ the ~~social class~~ and ~~race of the students~~. ~~“Cultural capital” or~~ that ~~which~~ a ~~society most values when awarding high-paying jobs~~, ~~entrée to most professions, or even high-status colleges, aligns with white, middle or upper class knowledge~~, ~~values~~ and ~~dispositions~~. ~~Delpit~~ (~~1995)~~, in her seminal work Other Peoples’ Children, insists that all children, regardless of race or economic status, “should have access to the knowledge and skills they will need to participate fully in the culture – as long as they understand that they are learning a particular code of power and not simply the ‘right’ or ‘best’ culture or language” (p. 46).	+	:: Press for reform with two main principles in mind: that the curriculum should be culturally democratic, and that the contents of the curriculum should suit what we know about learning and cognition. It follows from these principles that social justice in schools and society is a powerful guide for developing curricula that are useful, intellectually rigorous, culturally cohesive and accessible to all. (ibid., p. 95)

		+	For example, Jane Addams’s writing encourages the developers of multicultural and bilingual curriculum to include the “handicrafts and occupations, their traditions, their folksongs and folk lore, the beautiful stories which every immigrant colony is ready to tell and translate” (Addams in Calhoun, 1969, pp. 421-423) of first generation Americans. W. E. B. DuBois cautions that,
		+
		+	:: We should fight to the last ditch to keep open the right to learn, the right to have examined in our schools not only what we believe, not only what our leaders say, but what the leaders of other groups and nations, and the leaders of other centuries have said. We must insist upon this to give our children the fairness of a start which will equip them with such an array of facts and such an attitude toward truth that they can have a real chance to judge what the world is and what its greater minds have thought it might be. (DuBois in Foner, 1970, pp. 230-231)
		+
		+	Researcher Ladson-Billings (1994) addresses the role of language and culture as a factor in children’s academic success. She examines the connection between the content and structure of schools and the social class and race of the students. “Cultural capital” or that which a society most values when awarding high-paying jobs, entrée to most professions, or even high-status colleges, aligns with white, middle or upper class knowledge, values and dispositions. Delpit (1995), in her seminal work Other Peoples’ Children, insists that all children, regardless of race or economic status, “should have access to the knowledge and skills they will need to participate fully in the culture – as long as they understand that they are learning a particular code of power and not simply the ‘right’ or ‘best’ culture or language” (p. 46).

-
	Nieto (1996) advocates for classroom teachers to employ a “critical pedagogy” or social critique when examining the cultural content of their school’s curriculum. Critical pedagogy,		Nieto (1996) advocates for classroom teachers to employ a “critical pedagogy” or social critique when examining the cultural content of their school’s curriculum. Critical pedagogy,

-	Links knowledge of diversity and inequality with actions that can make the culture more socially just…the goals is not merely to expose injustice (or to generate guilt among white affluent Americans). Rather, it is to help students see that the possibility for liberation exists side by side with oppression. (Oakes & Lipton, p. 100)	+	:: Links knowledge of diversity and inequality with actions that can make the culture more socially just…the goals is not merely to expose injustice (or to generate guilt among white affluent Americans). Rather, it is to help students see that the possibility for liberation exists side by side with oppression. (Oakes & Lipton, p. 100)

	Brazilian educator Freire suggests that “students reflect on what they learn by examining its history and politics, by generating alternative explanations, by acting on what they learn…Applying these ideas to American culture…is a curriculum that teaches students the knowledge and skills of recognizing and combating racism and discrimination” (ibid. p. 101).		Brazilian educator Freire suggests that “students reflect on what they learn by examining its history and politics, by generating alternative explanations, by acting on what they learn…Applying these ideas to American culture…is a curriculum that teaches students the knowledge and skills of recognizing and combating racism and discrimination” (ibid. p. 101).

-		+	Banks, who is credited as being the seminal thinker in multicultural education, identifies five dimensions of an effective multicultural curriculum: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure. Some of the ideas embedded in the tenets of multicultural education embrace the teachings of Dewey over one hundred years ago. The ideas that knowledge is constructed, that knowledge becomes meaningful when presented in context, and that new knowledge is best learned when it is connected to what the student already knows.
-		+
-	Banks, who is credited as being the seminal thinker in multicultural education, identifies five dimensions of an effective multicultural curriculum: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure. Some of the ideas embedded in the tenets of multicultural education embrace the teachings of Dewey over one hundred years ago. The ideas that knowledge is constructed, that knowledge becomes meaningful when presented in context, and that new knowledge is best learned when it is connected to what the student already knows.	+
-		+
-		+

	Other researchers, like Moll (1992), view students as “funds of knowledge…that provide a rich and valid basis for learning” (in Oakes & Lipton, p. 108). Unlike traditional curricula that might “enrich” content by including examples from diverse cultures, a multicultural unit places the children, their families, and the local community at the heart of a democratic and inclusive curricula that celebrates multiple perspectives.		Other researchers, like Moll (1992), view students as “funds of knowledge…that provide a rich and valid basis for learning” (in Oakes & Lipton, p. 108). Unlike traditional curricula that might “enrich” content by including examples from diverse cultures, a multicultural unit places the children, their families, and the local community at the heart of a democratic and inclusive curricula that celebrates multiple perspectives.
-
-

	Almost immediately, advocates for multicultural education came under fire from political conservatives who touted an essentialist curriculum that did not challenge dominant cultural values. Declining SAT scores and American students’ poor performance on international test comparisons led to the publication of the A Nation at Risk report which strongly recommended a return to basics in the curriculum. Hirsch (1992) argues that the emphasis on “discovery learning” and teachers embracing a constructivist, social justice perspective caused the nation’s educational problems.		Almost immediately, advocates for multicultural education came under fire from political conservatives who touted an essentialist curriculum that did not challenge dominant cultural values. Declining SAT scores and American students’ poor performance on international test comparisons led to the publication of the A Nation at Risk report which strongly recommended a return to basics in the curriculum. Hirsch (1992) argues that the emphasis on “discovery learning” and teachers embracing a constructivist, social justice perspective caused the nation’s educational problems.

-		+	Most recently, social leaders are waging a cultural war against speakers of other languages by maintaining that our national unity requires using the public school system to perpetuate the assimilation of students’ home languages and traditions into an “unambiguous, ‘correct’ curriculum that students acquire rather than construct” (Oakes & Lipton, p. 111). Another roadblock to the continued implementation of a multicultural curriculum is the state standards movement of the past ten years. Rather than promote a meaningful curriculum matched to students’ cognitive and sociocultural learning styles, NCLB legislation reinforces a “one size fits all” view of teaching and learning.
-		+
-	Most recently, social leaders are waging a cultural war against speakers of other languages by maintaining that our national unity requires using the public school system to perpetuate the assimilation of students’ home languages and traditions into an “unambiguous, ‘correct’ curriculum that students acquire rather than construct” (Oakes & Lipton, p. 111). Another roadblock to the continued implementation of a multicultural curriculum is the state standards movement of the past ten years. Rather than promote a meaningful curriculum matched to students’ cognitive and sociocultural learning styles, NCLB legislation reinforces a “one size fits all” view of teaching and learning.	+
-		+
-		+

	Apple (2001) documents the privatization of our educational system through “vouchers” and a move toward a new more conservative mainstream ideology. The disparity in state standards and the overall lack of student achievement is leading to yet another call for educational reform. Today’s teachers,		Apple (2001) documents the privatization of our educational system through “vouchers” and a move toward a new more conservative mainstream ideology. The disparity in state standards and the overall lack of student achievement is leading to yet another call for educational reform. Today’s teachers,

-	Stand at the center of a curriculum battle – a battle shaped by traditional American understandings of merit, efficiency, competition and progress – that extend far deeper than their classrooms. The traditional curriculum does not match the way students learn, and it favors Americans of wealth, and power. (ibid. p. 114).	+	:: Stand at the center of a curriculum battle – a battle shaped by traditional American understandings of merit, efficiency, competition and progress – that extend far deeper than their classrooms. The traditional curriculum does not match the way students learn, and it favors Americans of wealth, and power. (ibid. p. 114).
-		+
-		+
-		+
-		+
-		+
-	~~References~~	+

		+	==References==
	Addams, J., “The Public Schools and the Immigrant Child” in Calhoun, D. Ed. (1969). The educating of Americans. Boston: Houghton Mifflin.		Addams, J., “The Public Schools and the Immigrant Child” in Calhoun, D. Ed. (1969). The educating of Americans. Boston: Houghton Mifflin.

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	Oakes, J. & Lipton, M. (2007). Teaching to change the world (3rd ed). New York: McGraw Hill.		Oakes, J. & Lipton, M. (2007). Teaching to change the world (3rd ed). New York: McGraw Hill.
		+
		+	==Author or Authors==
		+	The original version of this document was written and posted by Alexa Parker.
		+
		+	[[Category: Multicultural Education]]
		+	[[Category: Social Justice]]
		+	[[Category: Teacher Education]]

Multicultural Education in 2010

Alparker — Wed, 08 Sep 2010 23:34:07 GMT

Created page with ' Normal.dotm 0 0 1 1124 6411 University of New Mexico 53 12 7873 12.0 0 false 18 pt 18 pt 0 0 false false false Multicultural Educati…'

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Normal.dotm 0 0 1 1124 6411 University of New Mexico 53 12 7873 12.0 0 false 18 pt 18 pt 0 0 false false false

Multicultural Education in 2010

This entry examines the rationale for and the implementation of various multicultural curricula developed by critical educational reformers and classroom teachers who share a belief that the “absolute certainties and universal truths as mined from the depths of white, Western culture – are weak and limiting guidelines for deciding what and how students will learn in the twenty-first century (Oakes & Lipton, 2007, p, 95). Advocates for curricula that embraces both multicultural and sociocultural perspectives,

Press for reform with two main principles in mind: that the curriculum should be culturally democratic, and that the contents of the curriculum should suit what we know about learning and cognition. It follows from these principles that social justice in schools and society is a powerful guide for developing curricula that are useful, intellectually rigorous, culturally cohesive and accessible to all. (ibid., p. 95)

For example, Jane Addams’s writing encourages the developers of multicultural and bilingual curriculum to include the “handicrafts and occupations, their traditions, their folksongs and folk lore, the beautiful stories which every immigrant colony is ready to tell and translate” (Addams in Calhoun, 1969, pp. 421-423) of first generation Americans. W. E. B. DuBois cautions that,

We should fight to the last ditch to keep open the right to learn, the right to have examined in our schools not only what we believe, not only what our leaders say, but what the leaders of other groups and nations, and the leaders of other centuries have said. We must insist upon this to give our children the fairness of a start which will equip them with such an array of facts and such an attitude toward truth that they can have a real chance to judge what the world is and what its greater minds have thought it might be. (DuBois in Foner, 1970, pp. 230-231)

Researcher Ladson-Billings (1994) addresses the role of language and culture as a factor in children’s academic success. She examines the connection between the content and structure of schools and the social class and race of the students. “Cultural capital” or that which a society most values when awarding high-paying jobs, entrée to most professions, or even high-status colleges, aligns with white, middle or upper class knowledge, values and dispositions. Delpit (1995), in her seminal work Other Peoples’ Children, insists that all children, regardless of race or economic status, “should have access to the knowledge and skills they will need to participate fully in the culture – as long as they understand that they are learning a particular code of power and not simply the ‘right’ or ‘best’ culture or language” (p. 46).

Nieto (1996) advocates for classroom teachers to employ a “critical pedagogy” or social critique when examining the cultural content of their school’s curriculum. Critical pedagogy,

Links knowledge of diversity and inequality with actions that can make the culture more socially just…the goals is not merely to expose injustice (or to generate guilt among white affluent Americans). Rather, it is to help students see that the possibility for liberation exists side by side with oppression. (Oakes & Lipton, p. 100)

Brazilian educator Freire suggests that “students reflect on what they learn by examining its history and politics, by generating alternative explanations, by acting on what they learn…Applying these ideas to American culture…is a curriculum that teaches students the knowledge and skills of recognizing and combating racism and discrimination” (ibid. p. 101).

Banks, who is credited as being the seminal thinker in multicultural education, identifies five dimensions of an effective multicultural curriculum: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure. Some of the ideas embedded in the tenets of multicultural education embrace the teachings of Dewey over one hundred years ago. The ideas that knowledge is constructed, that knowledge becomes meaningful when presented in context, and that new knowledge is best learned when it is connected to what the student already knows.

Other researchers, like Moll (1992), view students as “funds of knowledge…that provide a rich and valid basis for learning” (in Oakes & Lipton, p. 108). Unlike traditional curricula that might “enrich” content by including examples from diverse cultures, a multicultural unit places the children, their families, and the local community at the heart of a democratic and inclusive curricula that celebrates multiple perspectives.

Almost immediately, advocates for multicultural education came under fire from political conservatives who touted an essentialist curriculum that did not challenge dominant cultural values. Declining SAT scores and American students’ poor performance on international test comparisons led to the publication of the A Nation at Risk report which strongly recommended a return to basics in the curriculum. Hirsch (1992) argues that the emphasis on “discovery learning” and teachers embracing a constructivist, social justice perspective caused the nation’s educational problems.

Most recently, social leaders are waging a cultural war against speakers of other languages by maintaining that our national unity requires using the public school system to perpetuate the assimilation of students’ home languages and traditions into an “unambiguous, ‘correct’ curriculum that students acquire rather than construct” (Oakes & Lipton, p. 111). Another roadblock to the continued implementation of a multicultural curriculum is the state standards movement of the past ten years. Rather than promote a meaningful curriculum matched to students’ cognitive and sociocultural learning styles, NCLB legislation reinforces a “one size fits all” view of teaching and learning.

Apple (2001) documents the privatization of our educational system through “vouchers” and a move toward a new more conservative mainstream ideology. The disparity in state standards and the overall lack of student achievement is leading to yet another call for educational reform. Today’s teachers,

Stand at the center of a curriculum battle – a battle shaped by traditional American understandings of merit, efficiency, competition and progress – that extend far deeper than their classrooms. The traditional curriculum does not match the way students learn, and it favors Americans of wealth, and power. (ibid. p. 114).

References

Addams, J., “The Public Schools and the Immigrant Child” in Calhoun, D. Ed. (1969). The educating of Americans. Boston: Houghton Mifflin.

Apple, M. (2001). Educating the “right” way: Markets, standards, god, and inequality. New York: Routledge-Falmer.

Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.

DuBois, W.E.B., “The Freedom to Learn” in Foner, P.S. Ed. (1970), W.E.B. DuBois speaks. New York: Pathfinder.

Hirsch, E. D., (1992). Toward a centrist curriculum: Two kinds of Multiculturalism in elementary school. Charlottesville, VA: Core Knowledge Foundations. Also available at http://www.coreknowledge.org

Ladson-Billings, G., (1994). The dreamkeepers. San Francisco: Jossey-Bass.

Moll, L., (1992). “Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms”. Theory into practice, v. 31, no.2, pp.132-141.

Nieto, S, (1996). Affirming diversity: The sociopolitical context of multicultural education. White Plains, NY: Longman.

Oakes, J. & Lipton, M. (2007). Teaching to change the world (3rd ed). New York: McGraw Hill.

Alan Kay

Moursund — Mon, 06 Sep 2010 07:55:54 GMT

Author or Authors

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	The initial version of this page was developed by David Moursund.		The initial version of this page was developed by David Moursund.

-
-	~~[[Category: Work in Progress]]~~
	[[Category: Pioneer]]		[[Category: Pioneer]]
	[[Category: Artificial Intelligence]]		[[Category: Artificial Intelligence]]
	[[Category: Laptop Computers]]		[[Category: Laptop Computers]]
	[[Category: Futurist]]		[[Category: Futurist]]

Knowledge Discovery and Data-mining

Moursund — Sun, 05 Sep 2010 19:54:13 GMT

Two General Types of Data Bases

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	This is a stub for KDD as it relates to education.		This is a stub for KDD as it relates to education.
		+
		+	==Introduction==
		+	Here is a quote from a short article by Sid Perkins in the 8/14/2010 issue of ''Science News'':
		+
		+	:: Researchers poring over Google Earth images have discovered one of the planet's freshest impact craters—a 45-meter-wide pock in southwestern Egypt that probably was evacuated by a fast-moving meteorite no more than a few thousand years ago.
		+
		+	This is an excellent example of data mining. The Google company provides a search engine named Google. It also provides at no cost a variety of software and a lot of Web content. Google Earth contains a large collection of views of the earth provided by Google.
		+
		+	People using Google Earth have different purposes in mind. Many of these purposes will be ones that Google did not think of when it was creating this database. The researchers mentioned in the quote given above had a particular interest and searched the database looking for images that met their needs. '''That is, they did research by data mining.'''
		+
		+	Well, what's the big deal? Users of the Web do this all of the time. A Web user poses a problem or question, translates it into search terms, and uses a Web search engine to seek information. The Web is a huge collection of data,information, and knowledge organized into Web pages.
		+
		+	The knowledge and skills of the search engine are combined with the knowledge and skills of the person using the search engine in an attempt to find data that fits the needs of the searcher. The artificially intelligent computer search engine and the human's intelligence are combined in an attempt to find the desired data. This is an excellent example of [http://iae-pedia.org/Two_Brains_Are_Better_Than_One Two Brains Are Better Than One.]
		+
		+	==Two General Types of Data Bases==
		+	(Work in progress.) Describe fixed field database with the data collected and organized to help answer predetermined questions. A hard copy or electronic telephone directory is a good example. A companies employees database and customers data base are other example.
		+
		+	A physical (hard copy) library is a type of data base. At the first level, the "data" are the documents. A user's goal is to find (retrieve) a particular document. As libraries grew in size, people developed the idea of a card catalog. One of more cards correspond to a document. The cards are arranged alphabetically in drawers. A user can search by author name …
		+
		+	Flat file database: See http://en.wikipedia.org/wiki/Flat_file_database. Quoting from the document:
		+
		+	:: The first uses of computing machines were implementations of simple databases. Herman Hollerith conceived the idea that census data could be represented by holes punched in paper cards and tabulated by machine. He sold his concept to the US Census Bureau; thus, the Census of 1890 was the first ever computerized database—consisting, in essence, of thousands of boxes full of punched cards.
		+
		+	:: The first uses of computing machines were implementations of simple databases. Herman Hollerith conceived the idea that census data could be represented by holes punched in paper cards and tabulated by machine. He sold his concept to the US Census Bureau; thus, the Census of 1890 was the first ever computerized database—consisting, in essence, of thousands of boxes full of punched cards.
		+
		+	:: Strictly, a flat file database should consist of nothing but data and, if records vary in length, delimiters. More broadly, the term refers to any database which exists in a single file in the form of rows and columns, with no relationships or links between records and fields except the table structure.
		+
		+	:: … the basic terms "record" and "field" are used in nearly every flat file database implementation.
		+
		+	In a flat file database, items in a field bear some relationship to each other. For example, one field might be the last name of employees, a second field the first names of the same employees, and a third field their hourly rate of pay, and the next seven fields an employee's hours worked on M, Tu, W, Th, F, Sat, and Sunday of a particular work week. It is this semantic organization that makes such databases so powerful and relatively easy to use.
		+
		+	There are many general types of databases. See http://en.wikipedia.org/wiki/Database.
		+
		+	As an example, see Semantic Database at http://semanticdb.blogspot.com. Quoting:
		+
		+	:: Semantic Database realizes the Semantic Web vision of Sir Tim Berner Lee. This space will hold the thoughts and ideas that comes to me while talking to different people who are interested in this topic. Semantic DB is an attempt to create a Database(knowledge base) where each data elements are related to every other elements based on meaning. I am Still working on it. If you are reading this then please feel free to write your comment on the posts you are reading.

	==Growth in Data==		==Growth in Data==

Using Humor to Maximize Learning

Moursund — Sun, 05 Sep 2010 04:34:08 GMT

References

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	A look at some of the research heightens our awareness of the possible dangers that excess stress creates for our students. Although no firm conclusions have been made, here are some of the recent theories on the relationship between stress, depression, memory and learning.		A look at some of the research heightens our awareness of the possible dangers that excess stress creates for our students. Although no firm conclusions have been made, here are some of the recent theories on the relationship between stress, depression, memory and learning.

-	An impoverished and stressful childhood may diminish learning by having a negative impact on the medial temporal memory of a child. Prenatal stress and the stress that comes from living in poverty have been found to have a negative impact on the neurological development and subsequent ability to learn. (Farah, 2005) Excess fear might lead to actual memory loss. Robert Sapolsky conducted a fascinating study examining the brains of World War II veterans who had survived intense trauma during the war. It was found that the hippocampus of these men was usually smaller than non-veterans in same age category. He noted an actual loss of part of the hippocampus in these veterans as well as a resulting memory loss. (Sapolsky, 1999) Current studies corroborate this relationship between excess stress, damage to the hippocampus and subsequent memory loss, but no firm conclusions can be made as of yet.	+	An impoverished and stressful childhood may diminish learning by having a negative impact on the medial temporal memory of a child. Prenatal stress and the stress that comes from living in poverty have been found to have a negative impact on the neurological development and subsequent ability to learn (Farah, 2005). Excess fear might lead to actual memory loss. Robert Sapolsky conducted a fascinating study examining the brains of World War II veterans who had survived intense trauma during the war. It was found that the hippocampus of these men was usually smaller than non-veterans in same age category. He noted an actual loss of part of the hippocampus in these veterans as well as a resulting memory loss. (Sapolsky, 1999) Current studies corroborate this relationship between excess stress, damage to the hippocampus and subsequent memory loss, but no firm conclusions can be made as of yet.
-		+
-	Overuse or misuse of the reflexive response system can escalate simple anger and assertiveness into reflexive physical aggression. Some students constantly live in an insecure fearful environment producing a learned helplessness response. (Sylwester, 2005) Often students just give up when they feel they have no control over their environment. “A reflexive stress response occurs unconsciously, and so reduces our ability to create factual memories.” (Sylwester, 2005)	+	Overuse or misuse of the reflexive response system can escalate simple anger and assertiveness into reflexive physical aggression. Some students constantly live in an insecure fearful environment producing a learned helplessness response (Sylwester, 2005). Often students just give up when they feel they have no control over their environment. “A reflexive stress response occurs unconsciously, and so reduces our ability to create factual memories.” (Sylwester, 2005)

	:: “Before giving anyone a piece of your mind, be sure you have enough to spare.”		:: “Before giving anyone a piece of your mind, be sure you have enough to spare.”
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	:: Piled Higher and Deeper" (PhD) is the comic strip about life (or the lack thereof) in academia. The author, Jorge Cham, got his PhD in Mechanical Engineering at Stanford University, and was a full-time Instructor and researcher at the California Institute of Technology (Caltech) from 2003-2005.		:: Piled Higher and Deeper" (PhD) is the comic strip about life (or the lack thereof) in academia. The author, Jorge Cham, got his PhD in Mechanical Engineering at Stanford University, and was a full-time Instructor and researcher at the California Institute of Technology (Caltech) from 2003-2005.

-	Here is a sample, Copyright (c) jorge cham, originally [published 9/3/2010.	+	Here is a sample, Copyright (c) jorge cham, originally published 9/3/2010.
		+
		+	[[Image:PHD comic strip.jpeg\|465px]]


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	:: Written in Greek, Philogelos, or The Laughter Lover, dates to the third or fourth century AD, and contains some 260 jokes which Beard said are "very similar" to the jokes we have today, although peopled with different stereotypes – the "egghead", or absent-minded professor, is a particular figure of fun, along with the eunuch, and people with hernias or bad breath.		:: Written in Greek, Philogelos, or The Laughter Lover, dates to the third or fourth century AD, and contains some 260 jokes which Beard said are "very similar" to the jokes we have today, although peopled with different stereotypes – the "egghead", or absent-minded professor, is a particular figure of fun, along with the eunuch, and people with hernias or bad breath.
		+
	Henderson, Bobby (2006). Open Letter to Kansas School Board. Retrieved 12/26/08: http://www.venganza.org/about/open-letter/. Quoting the first two paragraphs from the Website:		Henderson, Bobby (2006). Open Letter to Kansas School Board. Retrieved 12/26/08: http://www.venganza.org/about/open-letter/. Quoting the first two paragraphs from the Website:

File:PHD comic strip.jpeg

Moursund — Sun, 05 Sep 2010 04:22:31 GMT

uploaded "[[File:PHD comic strip.jpeg]]"

New page

Using Humor to Maximize Learning

Moursund — Sun, 05 Sep 2010 04:21:34 GMT

References

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	Berk, Ron et. al. (2008). What everybody should know about humor & laughter. Retrieved 4/24/08: http://www.aath.org/documents/AATH-WhatWeKnowREVISED.pdf.		Berk, Ron et. al. (2008). What everybody should know about humor & laughter. Retrieved 4/24/08: http://www.aath.org/documents/AATH-WhatWeKnowREVISED.pdf.
		+
		+	Cham, Jorge (2010). ''Piled higher and deeper.'' Retrieved 9/4/2010 from http://www.phdcomics.com/comics/archive_list.php. Quoting from the website:
		+
		+	:: Piled Higher and Deeper" (PhD) is the comic strip about life (or the lack thereof) in academia. The author, Jorge Cham, got his PhD in Mechanical Engineering at Stanford University, and was a full-time Instructor and researcher at the California Institute of Technology (Caltech) from 2003-2005.
		+
		+	Here is a sample, Copyright (c) jorge cham, originally [published 9/3/2010.
		+

	College Humor. http://www.collegehumor.com/.		College Humor. http://www.collegehumor.com/.

User:Sarahkate

Sarahkate — Sat, 04 Sep 2010 03:10:37 GMT

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