Adonis Diaries

Archive for December 18th, 2017

Notes and tidbits posted on FB and Twitter. Part 104

Note 1: I take notes of books I read and comment on events and edit sentences that fit my style. The page is long and growing like crazy, and the sections I post contains months-old events that are worth refreshing your memory.

There are 200,000 foreign domestic workers in Lebanon alone, out of 4 million, and Not counting 2 million Syrian and Palestinian refugees (Taking care of the house and children), and we complains of working Syrians and Palestinians.

Brigadier General John Magruder has stated the objective of the CIA by 1947: “Clandestine operations constantly implicate infringement of internal laws and regulations. The Pentagon and the State Department cannot take risks for covering such operations.  A new service for clandestine actions has to take charge for covering up the official institutions.” (Thus, CIA is Not a federal US institution?)

Authors whom we could like are Not necessarily the most famous. Diversify your reading (Shakkel bil kira2at

Students were Not duped: they recognized the bad faith of prof. Keating and didn’t appreciate his burning of the school book. Why Not burn all the books that he didn’t like?

Zionists’ success in finally realizing their goal was due in great measure to their having misled the world into viewing the Zionist Nationalist cause ( of the 20th century ideology) as the Jewish cause.

The formation of the Zionist State resulted in the automatic deprivation of the autonomy heretofore possessed by the Orthodox inhabitants of the Holy Land.

I say: social sciences are meant to comprehend History. Once we think we can interpret history, we start re-editing social sciences principles

All benign sins that we mention in confession are the basis and the web-net around which we plan and commit all the serious sins 

Raouf a ete’ amoureux d’une jolie actrice Americaine, plus age’ que lui: c’ etait un amour litteraire pour eprouver ce qu’il lisait dans les romans et poemes?

La jeune Metilda avait ses amis Autrichien qui la traitaient en egale, mais les plus amoureux l’ imaginaient en train de donner le sein a son bebe’, des orders a une domestique, une femme d’ interieur

Ce teckel est un chien de colon (un colon l’apporta de la guerre) qui n’ aboie pas apres les “Arabes” du Maroc

Ce qui m’amuse est que vous ne supportez pas que vos compatriotes me regardent de travers: je fais partie de vos bagages?

J’ ai porte’ de la bruyere sur la tombe de la femme qu’il appela un jour “mon amour” (la peintre Paula Becker, 1876-1907, epousa le veuf Otto Moderson. Elle ne citait Dieu que quand elle lisait Nietzche)

Lumper-proletariat? Proletariat a guenilles des bidonvilles, shantytowns. L’ intellectuel communist a une idee precise de ces sous-classes qui le terrorise.

Ceux qui partent a jamais nous laissent la maladie de vivre

Je n’ aime plus rien. Je n’ai plus envie d’aimer personne. C’est cela l’ enfer

C’ etait un garson qui ne flattait personne. (ma bi mass7 joukh)

La concurence etrangere nous tuerait. Les banderoles lisaient: ” A travail egal, salaire egal” et “La semaine de 45 heurs maintenant”. Le Cercle des Preponderants se calma: L’ ame orientale aime l’arabesque, ils serpenteront les rues pour deux heures et on oublie tout, vite fait.

If you are Not conscious of living most of your life, then have the decency to consider death as a prolongation of your stupid life

Responding to President Donald Trump’s Jerusalem announcement.

Hanan Ashrawi, Rashid Khalidi, Shibley Telhami, Juan Cole and Mark Perry respond to President Donald Trump’s Jerusalem announcement.

Telling the truth for 35 years.
Published to help provide the American public with balanced and accurate information concerning U.S. relations with Middle Eastern states.
Note: FB responded with : Error. Can’t be found!

Inspiring Young Inventors? Not investors, please…

An “experimental learning workshop” where kids engage in an essential but increasingly rare activity: they make stuff.

 posted this November 25, 2013 on Mind/Shift

How Do We Inspire Young Inventors?

In New Haven, Connecticut, where I live with my husband and two sons, we are lucky to have nearby the Eli Whitney Museum.

This place is the opposite of a please don’t touch repository of fine art. It’s an “experimental learning workshop” where kids engage in an essential but increasingly rare activity: they make stuff.

Looking around my living room, I can see lots of the stuff made there by my older son: a model ship that can move around in water (in solid ice is more relevant for those trapped in the Arctic) with the aid of a battery-powered motor he put together; a “camera obscura” that can project a real-world scene onto a wall in a darkened room; a wooden pinball game he designed himself. (You can view an archive of Eli Whitney Museum projects here.)

The people who run Eli Whitney call these hands-on projects “experiments.” As they put it:

“Experiments are a way of learning things. They require self-guided trial and error, active exploration, and testing by all the senses.

Experiments begin with important questions, questions that make you think or that inspire you to create.”

This process of exploring, testing and finding out is vital to children’s intellectual and psychological development—but opportunities to engage in it are fewer than they once were.

Frank Keil, a Yale University psychologist who is in his early 60′s said: “My friends and I grew up playing around in the garage, fixing our cars. Today kids are sealed in a silicon bubble. They don’t know how anything works.”

“We scour the country looking for young builders and inventors. They’re getting harder and harder to find.”

Many others have noticed this phenomenon.

Engineering professors report that students now enter college without the kind of hands-on expertise they once unfailingly possessed.

Kim Vandiver, dean for undergraduate research at the Massachusetts Institute of Technology said:

“We scour the country looking for young builders and inventors. They’re getting harder and harder to find.” MIT now offers classes and extracurricular activities devoted to taking things apart and putting them together, an effort to teach students the skills their fathers and grandfathers learned curbside on weekend afternoons.

Why should this matter?

Some would argue that the digital age has rendered such technical know-how obsolete.

Our omnipresent devices work the way we want them to (well, most of the time), with no skill required beyond pushing a button. What’s to be gained by knowing how they work?

Actually, a lot.

Research in the science of learning shows that hands-on building projects help young people conceptualize ideas and understand issues in greater depth.

In an experiment described in the International Journal of Engineering Education in 2009, for example, one group of eighth-graders was taught about water resources in the traditional way: classroom lectures, handouts and worksheets.

Meanwhile, a group of their classmates explored the same subject by designing and constructing a water purification device. The students in the second group learned the material better: they knew more about the importance of clean drinking water and how it is produced, and they engaged in deeper and more complex thinking in response to open-ended questions on water resources and water quality.

If we want more young people to choose a profession in one of the group of crucial fields known as STEM—science, technology, engineering and math—we ought to start cultivating these interests and skills early.

But the way to do so may not be the kind of highly structured and directed instruction that we usually associate with these subjects. Instead, some educators have begun taking seriously an activity often dismissed as a waste of time: tinkering.

Tinkering is the polar opposite of the test-driven, results-oriented approach of No Child Left Behind: it involves a loose process of trying things out, seeing what happens, reflecting and evaluating, and trying again.

“Tinkering is the way that real science happens, in all its messy glory,” says Sylvia Martinez, co-author of the new book Invent To Learn: Making, Tinkering, and Engineering in the Classroom.

Martinez is one of the leaders of the “makers’ movement,” a nationwide effort to help kids discover the value of getting their hands dirty and their minds engaged.

The next generation of scientists—and artists, and inventors, and entrepreneurs—may depend on it.

Note: Read my articles in category Human Factors Engineering on Teaching methods




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