Saturday, October 03, 2009
Nothing's where you think it is
"What do maps have to do with social equality, you ask?"
The good doctor (don't let me say "phlox" here) has a point. Size on a map matters, kids grow up seeing disproportionate sizes, and perhaps, attributing disproportionate values, even unconsciously. I think that as they learn mapping, learning about different projections, and the reasons for them, will continue to be important.
When I lived in Australia, I had a "corrective map of the world."
How much do these things matter? Why?
And I did crack up at the video clip. A lot.
Thursday, October 01, 2009
Wednesday, September 30, 2009
The Spirit Bears
I'd never even heard of the Sloth Bears of Sri Lanka. Wow.
The subsequent parts of this documentary are at http://www.youtube.com/user/neofelisman
There's more to this than Sloth Bears, of course. There are vultures, leopards, deer, buffalo, the aboriginal Vedda people, hornbills,
The subsequent parts of this documentary are at http://www.youtube.com/user/neofelisman
There's more to this than Sloth Bears, of course. There are vultures, leopards, deer, buffalo, the aboriginal Vedda people, hornbills,
Monday, September 28, 2009
Scientific literacy for girls - it's like seeding the future
Maybe I just cry easily, but this video from the National Science Foundation pushed me over into tears:
I'm saddened when I listen to teenagers, or even adults, or read what they've written online, and it smacks of scientific illiteracy, or even scientific ambivalence.
A couple of years ago, I took a college-level class in which we studied, among other things, the effect of the full moon on behavior. Study after study we examined showed that even when, for example, emergency room staff or police officers say people behave more wildly during a full moon, statistics -- based on arrests, ER visits, psych ward incidents, and other apparent behavior measures -- show that there really is no causal relationship between behavior and the phase of the moon. (In the few small studies that show some minor correlation, it can be explained elsehow, e.g. the full moon only increased wild behavior when the weather was also warm and folks were hanging out on the street more.) But after this investigation, students still insisted that no matter what science suggested, they knew that the full moon affects behavior because their nieces and nephews threw more tantrums, or they saw more chaos on the job, or whatever. Science was irrelevant. They didn't seem to get how it worked.
The kids in this program are excited about science. The topic at hand is astronomy, but they're not all interested in that, specifically. Some want to be doctors, one says she wants to be a marine biologist. Some might even end up being teachers, or stay-at-home parents, or captain ferries that cross the bay. But they're learning, they're excited about learning, and they're excited about science. This is priceless. These are the kids we need growing up into our future, and making it go.
I'm not sure why I cried when I read this. Maybe it's because these are kids mostly from Oakland, and mostly African-American, and the high school dropout rate in Oakland's phenomenal, especially within the African-American community. Maybe it's because a female, African-American astronomer is part of their worldview now. Maybe it's because these are girls, and the adults working with them seem so much to care that they grow up with positive, science-related educational experiences. Maybe it's because these are kids and need a positive science background, and many public schools can be a hard place to get that these days, and the Girl Scouts and Chabot Space and Science Center and the other people and organizations behind this program are offering it to them.
These are kids who will grow up as better critical thinkers, with experience reading about science and learning how it applies in "real life." Their own experiences and perceptions won't, as much, form the bases for their realities. Their understanding of what is possible out there, both in science in general, in the universe, and in their own lives, are forever expanded.
I'm saddened when I listen to teenagers, or even adults, or read what they've written online, and it smacks of scientific illiteracy, or even scientific ambivalence.
A couple of years ago, I took a college-level class in which we studied, among other things, the effect of the full moon on behavior. Study after study we examined showed that even when, for example, emergency room staff or police officers say people behave more wildly during a full moon, statistics -- based on arrests, ER visits, psych ward incidents, and other apparent behavior measures -- show that there really is no causal relationship between behavior and the phase of the moon. (In the few small studies that show some minor correlation, it can be explained elsehow, e.g. the full moon only increased wild behavior when the weather was also warm and folks were hanging out on the street more.) But after this investigation, students still insisted that no matter what science suggested, they knew that the full moon affects behavior because their nieces and nephews threw more tantrums, or they saw more chaos on the job, or whatever. Science was irrelevant. They didn't seem to get how it worked.
The kids in this program are excited about science. The topic at hand is astronomy, but they're not all interested in that, specifically. Some want to be doctors, one says she wants to be a marine biologist. Some might even end up being teachers, or stay-at-home parents, or captain ferries that cross the bay. But they're learning, they're excited about learning, and they're excited about science. This is priceless. These are the kids we need growing up into our future, and making it go.
I'm not sure why I cried when I read this. Maybe it's because these are kids mostly from Oakland, and mostly African-American, and the high school dropout rate in Oakland's phenomenal, especially within the African-American community. Maybe it's because a female, African-American astronomer is part of their worldview now. Maybe it's because these are girls, and the adults working with them seem so much to care that they grow up with positive, science-related educational experiences. Maybe it's because these are kids and need a positive science background, and many public schools can be a hard place to get that these days, and the Girl Scouts and Chabot Space and Science Center and the other people and organizations behind this program are offering it to them.
These are kids who will grow up as better critical thinkers, with experience reading about science and learning how it applies in "real life." Their own experiences and perceptions won't, as much, form the bases for their realities. Their understanding of what is possible out there, both in science in general, in the universe, and in their own lives, are forever expanded.
Now it's your turn to ride across North America
Nathan Winters just finished a ride from Maine to Washington to raise awareness and money for The Nature Conservancy. His photos document the miles. He reached a small portion of his very ambitious goal. You can help fill it out at http://www.firstgiving.com/follownathan
Sunday, September 27, 2009
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