K-12 Economics PDF
Preview K-12 Economics
National Academy's A framework for K-12 Science education will help instructors from Kindergarten through year 12 ensure their students are conversant in some of the languages and conventions in Math and Science writing which might be accessible later in high school. This textbook, K-12 Economics, includes missing material and fills what could be a serious pothole on the road to achievement. The 13 chapters should be used, one for each year in years K-12, for normal students. An appropriate course of study for gifted students finishes in year eight; the premium content, available at the online learning center, offers a range of dynamic study aids for years nine to twelve. Students who may have extra time commitments might be expected to finish chapter eight upon reaching year 12. A useful summary is provided for each chapter. Students might be also instructed on the use of a yellow highlighter to excerpt phrases of interest. Sample tests, with questions similar to test bank questions, will help students determine whether they are prepared for exams. Students may be assured that the material in the set boxes is guaranteed to be sufficient for a GPA of 3.8 on the test bank tests. This should equate with the same level of accomplishment later in high school, which will be a requirement for Ivy League admission. More than 300 figures rely on well developed pedagogy and consistent use of colours to reinforce understanding. 2 3 4 5 ... when you walk around in nature, maybe there is a little natural clearing, and one day you go there and there is milkweed everywhere, with dragonflies, and thousands of things like that, and you see these things doing something, which you don't, can't pay attention to, because there are so many things happening at once. Then, the next time you think of going there, there are huge burdocks, and green plants with giant caterpillars of five or six types, again, crawling around and doing things in some meaningful way. But that these observations are only an infinitesimal slice of what a person could observe there. You could have the same biodiversity in a farm, maybe, if you had thousands of cages, if you had trucks coming and going, delivering and collecting organisms. But, the moment you stopped attending to it it would fail. And if there is nothing apart from this farm, it will fail no matter what because there is no way to attend to it. If I define a basin of attraction, measuring or quantifying things the best I can, this will be with respect to a finite number of variables I've chosen -- or the stakeholders have chosen-- to keep track of. The natural changes, from milkweed to burrs etc, are not just cyclical according to season. They seem more like a part of a conversation between different aspects of nature, which take place in that one little clearing, and depends on what is all around it. It is like there is a type of meaningful complexity, and I think that a person trusts it if one has ever seen it. It is like an English garden, doing all the reassuring things that it is supposed to do, but that it has always been doing that, and it has always been there. It is hard to think how to define resilience if it is resilience to all types of degeneration, of something which is in so many ways far from degeneration. And which is constantly undergoing transformations, all the time, by itself. * * * Just one very small example: the burdocks are brown, they have brown burrs. And they stick on your clothes. And you are the only one who goes there, so it is like they are waiting for you sometimes. It is like, where you go, changes everything that is there. 6 * * * It's funny, I'm just remembering some really little things. LIke how huge all those plants were. And how milkweed, if you break a leaf, it would prouce milk, but everyone knows you get a little sick if you taste it. So you'd be careful never to break the leaves, in case any gets on you. You'd learn that lesson fast. Then other times, like when the burrs are there, there is lots of stuff to eat, and you feel welcome, and walk around getting those silly things, again, which were huge, all over you but not minding at all. Only later, walking home, you'd have time to start pulling them off. There are experiences everyone knows like seeing the yellow and black stripes of a bee, and knowing you might get stung. It isn't surprising that there should be just lots and lots of similar things. Things that feel like when you get home and someone has made you a meal, or someone is angry and there is a reason not to sit down. That is, ways that your intentionality is interacting with everything around, having to do with nowadays looking and seeing that it's 3:00 time to go to a lecture or something. That your decisions and plans are somehow supported, that you don't need to take full responsibility for them, somehow. 7 8 First email =========== Hi Tim, The reason I'm writing, in the gentlest way possible, is that I've chosen you to be the recipient of my 'public interest disclosure,' That means, I can say things to you w/o getting into trouble for it. I note that employment leg is that you have to do what you are told by your line manager; very truthfully I think that he's prosecuting me via your letter a bit bec he's bemused by it, but also that I have a responsibility not to let this go any further. In a case at Salford Uni, a guy made a complaint publicly and as the employment tribunal shows, it was a legitimate termination because he made his complaint publicly, and not to a trusted person via a 'public interest disclosure.' I'm choosing you as a trusted person, not to make a joke or be clever, but actually I think you're trying to do your best to improve quality at Warwick. But one of the little things you're misunderstanding is that uni's are supposed to be coming up with a definition of something like quality (or maybe something better), and if I'm just truthful, my chairman's attempt to deal with your letter is actually messing me up. It is generous, very generous to me, because me being on enforced leave will give me time to think about things I want to think about anyway, and to interact with students without the burden of any legal responsibility for them. And also I know that in return I'm supposed to attack back at what he correctly sees as something being done incorrectly, something that needs a whistleblower. Truthfully, Tim, I am not going to be clever enough to do that, and so any hope of sort-of setting a precedent or agenda for universities here is going to fail just because of my actual weakness. Probably you'll get all the records, contrived to protect me so I can't get fired. And also I'm sure there is depth and compassion in all that is taking place beyond what I understand too. And maybe something in the HR structure or in your letter plays a role that is meant to be helpful to me, which I'll understand later. But I'm officially notifying you that your letter says that you're going to measure staff performance according to various systems you're putting in place. But you did it wrong and I'm letting you know. I'll be on holiday for 2 weeks starting tomorrow but probably will have email. John 9 Second email ============ [Disclaimer added 1 September 2012. The disparaging comments below about Tim's research are a tit-for-tat reply to his generic letter to me with generic disparaging comments about the recipient's research and are not intended to reflect the actual strength of his work. This is clarified in the subsequent errata] to Tim, Hi Tim, I'm going to try to hack thru some of th e details of my public interest disclosure before going on holiday later today; and I want to do this in a non-technical or non-high flying way, i.e. in an ordinary way. To clear the air a bit, I'm not immune to vanity &c and wanting people to value me, and your letter when I first saw it a few weeks ago did insult me in a silly personal way. I want to get it out of the way that I actually do have problems with kids and maybe one of the only sort-of good stuff they said on me on a blog is that half of them don't understand anything I say or write while the other half thinks I'm a genius. And I do have problems with thinking that your own research is pretty bogus, for instance your stuff on c60 got funded because the smallest noncyclic simple group is interesting to people who've gone to the first day of a group/crystals class in Math, while the photovoltiac effect maybe is socially interesting since some of us like going online and maybe without being under the 'energy' companies in the future. But then the juxtaposition is 'just good enough' to be interesting, but you wasted the money by just doing random stuff instead of getting into any of the ways the three branches (photovoltiac effect, energy use, crystal symmetry) are actually related to each other. By essentially trying to maximize the 'performance' of c60 as an energy source via the photovoltiac effect by a sort of monte-carlo method. And I think it's probably good that you did waste it or that someone did. Because here is the type of stuff I get from students all the time http://www.youtube.com/watch?v=3ZUQ7yZTFco They don't like thinking that there are 'resources' and that universities have a duty to the gov't to give people 'access' to the 'resources.' Anyway, that over and done, this is the explicit content of my public interest disclosure. I am an employee at Warwick University, and also a member of Warwick University. My line manager, Sparrow, views the uni as primarily a public institution. Over time I've gradually allowed myself to become sympathetic to this view too, probably because he kept it secret a bit and there was a process of discovery on my part, or maybe collaboratively. Now, he has raised the prospect of dismissal a few times recently, and it has led me to think about the role of a salaried employee at a public institution.
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