Research Informed Teaching Puns

Hello guys,

Senator Gillibrand has created legislation to create a transparent facing UFO research office after members of the US Senate Intelligence Committee received classified briefings, classified report, and were shown high-quality films and picture. One of the videos is said to have been as long as 23 minutes that left everyone in the room shocked.

The proposed legislation is going to be asking for Unclassified Reports from the Pentagon at a yearly basis until 2026 and has upgraded the definition of what is a UFO.

>At the same time, the amendment significantly broadens the definition of UFOs to include “transmedium” craft, which the legislation defines as “objects or devices that are observed to transition between space and the atmosphere, or between the atmosphere and bodies of water.”

The office is tasked with answering the following questions:

1. Have UFOs interacted with Nuclear Weapons or facilities?
2. Are we in possession of any vehicles?
3. Are there attempts to reverse engineer?
4. Are their attempts to capture them?
5. Are their health effects if a person gets near a flying saucer?

How could discovering we aren't alone within the near future impact our society?

https://thehill.com/opinion/national-security/580698-sen-gillibrands-historic-legislation-would-revolutionize-study-of

I know SEL and trauma informed teaching are controversial here. What is your opinion? And if you are for trauma informed teaching, what is the most effective strategy you use?

Hey everyone! It is my first time posting here.

Quick background for context: I have my 200 hour and am registered. It is a basic Hatha/Vinyasa. I do not have any specialized trauma informed training. But because I personally struggle with PTSD due to Military Sexual Trauma (MST) and am also a child abuse survivor, I pride myself on being "trauma sensitive" even though I don't market myself as that type of teacher.

For example, I do not like giving physical adjustments as I don't like receiving them in my own personal practice so it feels unnatural for me. Giving nurturing adjustments is out of the question for me as well. I only approach students during their practice if they need help accessing a prop or need a modification. I always make sure I am in their line of vision. I am able to do this without making physical contact. I always make sure that there is adequate lighting and that exits are accessible. I think these are things that every yoga teacher should do anyways, but they are especially important to me.

In the past month I've had 2 encounters with fellow teachers who have undergone trauma informed training that have left me confused, to say the least:

1. I attended an Intro to Trauma Informed Yoga workshop to expand my own knowledge. I picked up a lot of really valuable tools that resonated with me. i.e. giving positive affirmations when students are in fwd fold, down dog, any inversion "You are safe" "You are strong". Cool! One thing that didn't make sense to me was when we were in a seated meditation at the beginning of class, I was audibly exhaling. Not any louder than Ujjayi breath, or so I thought. As the teacher mentioned that exhaling too loudly could possibly trigger another student, she made eye contact with me. That's fair, but what if me being told to breathe more quietly was one of my triggers?

2. I was subbing at a local studio a few days ago. It was the 3rd class I've ever taught. It did not go great. I will probably not get asked to return. But I need the experience, so I showed up and did my best. One of the teachers that teaches at the studio attended my class as a student. Everyone was still setting up and I was checking in to make sure everyone had props. It was a small group of 4 students that I had not met before. I asked the room "Does anyone have any injuries or pain?" Although I prefer to do this on a one-on-one basis, I still think it's incredibly important to ask so I can accommodate my students as needed. The

Recently looked into Celsius and saw that in their terms of service they reserve the right to shut down your account for ANY reason. That made me feel like “it’s too good to be true” was true in regards to Celsius.

If I want to get APY on USDT or something like that, what’s a reasonable option? I’d like to get away from banks and move into more decentralized waters. I’m okay with less APY if it’s safer / less sketchy than Celsius. Also - is there anything else I should know before I begin my search? Really just getting started with this part of my financial journey and would appreciate any info I can get.

Hey all!!

I currently reach 11th & 12th grade, both honors and "regulars"/gen ed levels. In my state, and I'm sure the same goes for all of you, students are tested and taught "test style" writing, meaning a generic 5-paragraph essay. In 11th grade is when they are taught bigger papers - synthesis writing, research papers, term papers, etc.

The theory is that the standard 5 paragraph writing will be the bread & butter for their more complex style papers. However, after a year of online learning, a lot of them aren't writing "on level" and are still using crutches (firstly, secondly, in conclusion, etc.) in 11th grade.

Literary analysis, close reading, discussions, and debates I'm fine with. But...is anyone else tackling these issues? How do I tackle undoing years of bad writing and introduce them to a bigger paper? Particularly talking about my regulars.

Anyone here have any suggestions when it comes to teaching writing and grammar? This is my second year and teaching writing is my weakness. I know how to write but teaching it is....ugh.

Or do you think attempting to have them do a research paper too..."ambitious"?

Context: we're tackling 1984 and The Great Gatsby this quarter, both novels that have a lot of stuff students can sink their teeth into and research topics on.

Thanks in advance!

This is wrong

So a while back I was watching this channel that covered China, which I found fascinating. Turns out that the channel actually WAS RAN BY A FUCKING CHINESE CULT

So now lots of what I thought I knew about China is just propaganda.

Since then it has made me consider the question of how much do you have to had read to trust you are informed?

What is the standard of research you should give to issues to trust the reliability of your knowledge?

Outside of the "you're being asked to do more than your contract says" hoopla, any tips on teaching a subject you're not qualified to teach?

Luckily, I won't be the sole teacher, but my current knowledge on Geology is likely to be outstripped by my 5th grade students.

Thank you for your help in advance.

*So that

Which do you want to do after studying, and why? How did you decide? And has your mind changed over the course of studying?

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I’m not looking for a strict definition, just the psychological science behind the method.

I don’t think leaving this to a philosophy whether it be “tough love” or whatevs should inform our pedagogy.

Is this just a buzzword?

Just before the pandemic at the start of 2020 I attended a conference talk by a prominent mathematician who ended their presentation with a slide asking the audience of the worlds best, "What can we as mathematicians do to help mitigate the effects of climate change?" The simple suggestions include of course: traveling less for conferences, doing more conferences online (god if we only knew then...) etc.

I think the last several years have really started to demonstrate the scale of the climate crisis, not in the least due to the IPCC report. It is becoming increasingly clear to those paying attention that the systemic political and economic changes needed to combat rapid climate change are not happening. Any change that will happen over the next century is likely going to be too small and come too late to have any real effect on mitigating the worst effects of climate change.

Whilst progress is very slowly being made (perhaps it was unthinkable 50 years ago that governments might ban the product of new petrol cars, which many are aiming to do in the next 20 years) the scale of the problem is best exemplified by the fact that in the last 10 years rhetoric from scientific and climate bodies has shifted somewhat from "reduce emissions to near zero" to "reduce emissions to near zero, and invest in programs to remove carbon from the atmosphere." The level of action is so low that we're now blowing past our "mitigate climate effects" markers and into the "we need to reverse our effects" realm.

People from all sides have many ideas on how to achieve some of these climate goals. The simplest is the "personal responsibility" argument to a climate response: everyone should stop consuming so much and live a more sustainable lifestyle. Whilst technically this is a correct solution (ultimately all demand in the economy and environment impact ends with the consumer), it is now, as it has always been, naive to think that everyone in society, even in very educated societies, would agree to do this and impact their own lives on the scale needed. This is without mentioning the other realities that: many individuals genuinely disagree with the approaches suggested in any "personal responsibility" ideas (just look at the arguments between "no meat" and "reduce your meat" people, and this is all on one side of the political spectrum!), and many people in the world who pollute through their consumption are not informed about how or why to reduce that pollution, or are s

I am looking at a PhD in clinical psychology. I am graduating from my undergrad program next year, so I need to apply before this December. I will be applying before I turn 19. Will my younger age affect my application? I currently have a 4.0 gpa, and a private high school is having me teach a psychology class next year. I’m having. A hard time finding research experience at my university or nearby at all. The university doesn’t appear to be highly competitive because it is a state college in Colorado that says “promising students who do not meet the requirements may still be considered.”

I teach high school government and I am trying to teach my students to find credible sources and learn how to research properly.

Anyone know of any lesson plans that might work?

TL;DR---I need a textbook for teaching Research Methods to public policy students with the following criteria:

• concise, practical, engaging.

• pitched at a smart undergraduate level (say, top 40 national university).

• useful ancillaries (like labs/assignments/exercises, and a good question bank for online exams).

• NOT Trochim.

Some background...

I'm an economist teaching "Research Methods" to public policy undergraduates. It's taught as a more general RM for Social Science Research. The first time I taught the course, I tried to follow my predecessor's approach. S/he used the online text by Trochim: https://conjointly.com/kb/

So far I hate teaching this course, and I think that Trochim is too detailed in some areas, and with little depth/few examples in others. In my UG and PhD programs, I never even encountered a class with this title. It was the standard stats and econometrics. Sure, perhaps a RM class might have been a good idea, but my program really was not concerned with training economists to do qualitative research.

Plus, even though most of the students will have had stats first (one semester), it's not an actual sequence. So, technically, I can't treat it as a prerequisite. It's very odd to be teaching "research design" when the students don't have the stats background to carry out any research design that they would be able to propose!

I know that I need to be more inclusive in a more interdisciplinary field than in econ, but I also need to keep the prep time to a minimum---I've had far too many new preps the last few years, and it's impacted my research output.

From a selfish perspective, I want to make the course interesting to teach, but also relatively easy to teach (sticking within my wheelhouse of empirical research and causal inference). I also want it to be practical for the students. I really don't enjoy teaching about post-positivism or phenomenology.

Any suggestions for teaching RM for SS that make it easy for an economist to prep?