Friday, February 10, 2012

Thought for the day:

“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.”

~~ Goethe

Via JMG: General Election Poll Averages




reposted from Joe

Thursday, February 9, 2012

Madam Montessori Fifty years after her death, innovative Italian educator Maria Montessori still gets high marks

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From Smithsonian Magazine, September 2002. See http://www.smithsonianmag.com/people-places/montessori.html?c=y&story=fullstory
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Madam Montessori
Fifty years after her death, innovative Italian educator Maria Montessori still gets high marks
By Nancy Shute

Six-year-old shari and her 5-year-old classmate Ugochi are adding 1,756 and 1,268. [See PICTURE SIDEBAAR  at http://www.smithsonianmag.com/people-places/montessori.html?c=y&story=fullstory ] They've penciled the numbers neatly into their notebooks, but the method they're using to come up with the answer-3,024-isn't something you'd see in most American schools, let alone kindergartens. Each little girl loads a wooden tray with gold beads. Sprawled on a mat on the floor, they combine six of Shari's beads and eight of Ugochi's. "Nine units, ten units!" Ugochi counts triumphantly. With that, she scoops up ten beads and skips across the room to a cabinet, where she trades them in for a "10 bar"-ten beads wired together. Now the girls count in unison: "five 10s, six 10s, seven, eight, nine, ten 10s!" Then, pigtails flying, they run to trade in the 10s for a 100.

The 21 other children in the class at the public Matthew Henson Elementary School in Landover, Maryland, seem equally energetic as they follow their own independent agendas. Fiveyear- old Taiwo lays out wooden letters that spell "May is back. I am happy." Nearby, two 4-year-old boys stack pink blocks, watch them topple, then stack them again, this time with the larger ones on the bottom. A 3-year-old uses a cotton swab to polish a tiny silver pitcher- a task that refines motor skills-while a 5- year-old gets herself a bowl of cereal, eats it at the snack table, then cleans up everything.

Nearly a century ago, a young Italian physician imagined that children would learn better in a classroom like this one-a place where they could choose among lessons carefully designed to encourage their development. Since then, the views of Maria Montessori, who died 50 years ago this year, have met with both worldwide acclaim and yawning indifference. Her method, which she developed with the children of Rome's worst slum, is now more commonly applied to the oftpampered offspring of the well-heeled. Montessorians embrace Maria and her ideology with a fervor that often borders on the cultlike, while critics say Montessori classes are either too lax and individualized or, paradoxically, too rigidly structured. "

Her ideas were so radical," says Mary Hayes, general secretary of the Association Montessori Internationale (AMI). "We're still trying to convince the world that this is the best way for children to grow."

Teacher rosemary beam alcott sits on the floor with Ugochi and Shari, who show her their notebooks. "Did you exchange your 10 ones for a 10 bar? Did you carry? Did you write it down? How many 100s do you have?"

"None," Ugochi replies.

"That's great!" says Alcott.

She turns to Taiwo. "May is back. I am happy. Me is flowers," the child and teacher read together.

"It doesn't make sense," Alcott says. Taiwo giggles.

Back to the mathematicians. "Ugochi, please show me a 3 going in the right direction." Ugochi erases, and writes again. "Good job! OK, put the beads away. I'm going to give you another problem."

Back to Taiwo, whose letters now read, "May is back. I am happy the flowers smell good."

"Wow!" exclaims Alcott. "What a wonderful story."

Now a 5-year-old boy brings her his work. Using pieces from a wooden puzzle, he has traced the states around Texas on a piece of paper, colored them, copied labels and pasted them onto his new map. "Louisiana, Arkansas, Oklahoma, New Mexico," reads Alcott. "Very good!"

Montessori's own life was fraught with conflict and controversy. Born in 1870, of genteel origins, she fought doggedly for the right to study medicine, becoming Italy's first female physician. Yet she abandoned medicine to embrace education, a profession she had once scorned.

An outspoken advocate of women's rights, for years she hid the fact that she was the mother of an illegitimate child. Little Mario was sent to a wet nurse in the country and later to boarding school. It wasn't until he was 15, and Montessori's own mother had died, that she publicly acknowledged her son and brought him to live with her.

Yet whatever her personal travails, Montessori's educational vision has not only survived into a new century, it is thriving as never before. Many of her once-radical ideas- including the notions that children learn through hands-on activity, that the preschool years are a time of critical brain development and that parents should be partners in their children's education-are now accepted wisdom. "She made a lasting contribution," says David Elkind, professor of child development at TuftsUniversity and author of The Hurried Child. "She recognized that there was an education particularly appropriate to young children, that it wasn't just a smaller-sized second grade."

Indeed, a half century after her death, Montessori methods are used increasingly in public schools like Henson, in Prince George's County, Maryland, where 400 children are on a waiting list for Montessori classes. The county adopted Montessori in 1986 as part of a school desegregation program, and parents have fought hard to keep it.

Doris Woolridge, who has three daughters, including Shari, in Montessori classes at Henson, believes the system can hold its own, even in this era of increased emphasis on standardized exams. "To see a 5-year-old adding into the thousands-I'm just amazed," says Woolridge, an attorney for the District of Columbia. "I saw them working with the beads, and they learned so quickly." Among other things, Woolridge approves of the Montessori idea of multiage classrooms. "The younger kids mimic the older kids," she says, "and the older ones help lead the class."

Perhaps none of Maria Montessori's ideas sound as revolutionary now as they once did, but in her time she was a breaker of barriers. Born in the Italian province of Ancona, she grew up in a time when teaching was one of the few professions open to educated women. Her father, an accountant, urged her to take that path, but her mother supported Maria's insistence, at age 12, that she attend a technical school to study mathematics. In her teens, Maria further tested her father's patience by considering becoming an engineer. She gave that up only because she decided to be a doctor.

University officials finally surrendered to her persistence, but Maria's fellow medical students shunned her, and she was allowed to perform dissections only at night, alone, because it was unthinkable that men and women would view a naked body together. In 1896, at age 25, Maria completed her medical degree. "So here I am: famous!" she wrote to a friend. "It is not very difficult, as you see. I am not famous because of my skill or my intelligence, but for my courage and indifference towards everything."

Fame, however earned, had its privileges. Later that year, Montessori was asked to represent Italy at an international women's congress in Berlin. The press swooned over the charming, bright-eyed young doctor who called for equal pay for women. "The little speech of Signorina Montessori," wrote one Italian journalist, "with its musical cadence and the graceful gestures of her elegantly gloved hands, would have been a triumph even without her medical degree or her timely spirit of emancipation-the triumph of Italian feminine grace."

Back home in Rome, Montessori began caring for private patients and doing research at the University of Rome's psychiatric clinic. At the asylum, she came in contact with children labeled "deficient and insane," though most were more likely autistic or retarded. Locked all day in barren rooms, they would scuffle over crumbs of bread on the floor. Observing them, Montessori realized that the children were starved not for food but for stimulation. That set her to reading widely, in philosophy, anthropology and educational theory. Mental deficiency, she decided, was often a pedagogical problem. Experimenting with various materials, she developed a sensory-rich environment, designing letters, beads and puzzles that children could manipulate, and simple tasks such as mat weaving that prepared them for more challenging ones. After working with Montessori for two years, some of the "deficient" children were able to read, write and pass standard public-school tests.

If retarded children could conquer such exams, Montessori wondered, what results would her methods have on normal youngsters in traditional classroom settings? She visited schools and found students "like butterflies mounted on pins," she wrote, "fastened each to his place, the desk, spreading the useless wings of barren and meaningless knowledge which they have acquired." Montessori's own barely formed vision combined Jean- Jacques Rousseau's philosophy of the nobility of the child with a more pragmatic view that work-and through it the mastery of the child's immediate environment-was the key to individual development.

To do that, she maintained, each child must be free to pursue what interests him most at his own pace but in a specially prepared environment. Montessori's chance to act on her philosophy came in 1906 when a group of real estate investors asked her to organize a program for the children in Rome's downtrodden San Lorenzo district so that the children, whose parents were off working all day, would not deface building walls. The investors gave Montessori a room in one of the buildings and 50 preschoolers, ages 2 to 6. Her medical colleagues were amazed that she would involve herself in something as mundane as day care, but Montessori was undeterred. She asked society women to contribute money for toys and materials and hired the daughter of the building's porter to assist her.

The Casa dei Bambini, or Children's House, opened January 6, 1907. At first, Montessori just observed. She noticed that the children came to prefer her teaching materials to toys and would spend hours putting wooden cylinders into holes or arranging cubes to build a tower. As they worked, they became calmer and happier. As the months passed, Montessori modified materials and added new activities, including gardening, gymnastics, making and serving lunch, and caring for pets and plants. Children who misbehaved were given nothing to do.

The children soon started asking Montessori to teach them to read and write. So she devised sandpaper letters that they could touch and trace, pronouncing the sounds as they did so. One day during recess, a 5-year-old boy cried excitedly, "I can write!" and wrote the word mano-hand- with chalk on the pavement. Other children began writing, too, and news of the miraculous 4- and 5-year-olds who taught themselves to write traveled quickly.

Acolytes from around the world flocked to Rome to sit at Montessori's knee, and soon Montessori schools were popping up in Switzerland, England, the United States, India, China, Mexico, Syria and New Zealand. Alexander Graham Bell, who had started his career as a teacher of the deaf, was fascinated by Montessori and in 1912 established a Montessori class in his Washington, D.C. home for his two grandchildren and a half-dozen neighborhood kids. A Montessori class, taught in a glass-walled classroom, would be one of the most popular exhibitions at the 1915 Panama- Pacific International Exposition in San Francisco. But success proved more than even Montessori could handle. Though she had resigned her university chair to concentrate on the schools, she found herself overwhelmed by the demands for lectures, training and interviews. She complained bitterly about books describing her program and insisted that only she was qualified to train teachers. The fact that she had patented her teaching materials irked more than a few critics, one of whom decried the act as "sordid commercialism."

Other educators also raised questions. Most prominent among them was William Heard Kilpatrick, a disciple of John Dewey, who dismissed Montessori's methods as too formal and restrictive, failing to spark children's imaginations sufficiently. By the 1920s, interest in Montessori had waned in the United States.

A Montessori revival began in the late 1950s, led by Nancy Rambusch, a mother frustrated by the lack of choices for her children's education. After going to Europe for Montessori training, she started a school in Greenwich, Connecticut. Others followed. Today, there are some 5,000 Montessori schools in the United States, some affiliated with AMI, others with the American Montessori Society, founded by Rambusch. Some schools using Montessori methods are not certified at all, and some that claim to use them do anything but. The little research that exists on the benefits of the method indicates that Montessori students do well in the long term, but more research is needed. "We have to verify that we're in tune with brain development, and that our kids are prepared at all levels," says Jonathan Wolff, a Montessori teacher and consultant in Encinitas, California.

Lilian Katz, professor emerita of early childhood education at the University of Illinois, says the criticisms of Montessori's methods-obsession with the "correct" use of blocks and beads, the lack of emphasis on fantasy and creativity- are valid but don't compromise the value of the program. "It's pretty solid," says Katz. "The strategies the teachers use are very clear. Children seem to respond well."

With pinched budgets, little time for recess or music, and increased emphasis on standardized tests, these are tough times in education. But Maria Montessori's legacy has never been more valued, even as it adapts to meet the needs of a new century. For some teachers, says Paul Epstein, head of the Chiaravalle Montessori School in Evanston, Illinois, "the materials have become the method. But you can do Montessori with a bucket of sticks and stones or any set of objects if you know the principles of learning." Epstein's middle school students don't play with blocks. Instead, they're doing something Maria never imagined, but doubtless would like. Last year, they ran the school's snack bar, a hands-on task designed to help them with skills they will need as adults: common sense and time management. Says Epstein with a smile: "They're learning to be entrepreneurs."
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PHOTO SIDEBAR:  A doctor before she became an educator Maria Montessori developed strategies and materials that a century later are being adopted by more and more classrooms (such as this one in Landover Maryland). A doctor before she became an educator, Maria Montessori developed strategies and materials that, a century later, are being adopted by more and more classrooms (such as this one in Landover, Maryland). 2002 Kay Chernush
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Via JMG: TODAY: Truth Wins Out Publishes Full-Page Anti-Gingrich Ad In DC Paper


The above full-page ad will appear in today's edition of Roll Call in Washington DC.
“Newt Gingrich must be blind not to see the glaring dissonance between his belief that he should have whatever kinds of marriages – open or otherwise — that he wants, and his stated conviction that LGBT Americans shouldn’t be allowed to marry at all,” said John Becker, TWO’s Director of Communications. “Loving, committed same-sex couples like my husband and me simply seek to exercise once the same freedom to marry that Mr. Gingrich has so liberally availed himself of.”

reposted from Joe

Food Stamp President(s) - Oh SNAP!

Via JMG: Australia To Strip Tax Breaks From Parents Who Don't Vaccinate Their Children


Good for them.

 


Reposted from Joe

Penguin Prison - Don't F#@k With My Money (Official Music Video)

The 15 Wars Started By The GOP Since Obama Took Office

Via TED: Neil Burgess: How your brain tells you where you are

Monday, February 6, 2012

Sunday, February 5, 2012

Via ClimateProgress: NASA: Human Activity, Not Solar Activity, Drives Global Warming and Returning to 350 ppm Is Needed to Stop It

Posted: 05 Feb 2012 07:54 AM PST

Earth’s Energy Budget Remained Out of Balance Despite Unusually Low Solar Activity

Adam Voiland, NASA’s Earth Science News Team, in a repostThe research brief by Hansen et al is here.

A new NASA study underscores the fact that greenhouse gases generated by human activity — not changes in solar activity — are the primary force driving global warming.

The study offers an updated calculation of the Earth’s energy imbalance, the difference between the amount of solar energy absorbed by Earth’s surface and the amount returned to space as heat. The researchers’ calculations show that, despite unusually low solar activity between 2005 and 2010, the planet continued to absorb more energy than it returned to space.
graph of the sun's total solar irradiance

A graph of the sun’s total solar irradiance shows that in recent years irradiance dipped to the lowest levels recorded during the satellite era. The resulting reduction in the amount of solar energy available to affect Earth’s climate was about .25 Watts per square meter, less than half of Earth’s total energy imbalance. (Credit: NASA/James Hansen)
Total solar irradiance, the amount of energy produced by the sun that reaches the top of each square meter of the Earth’s atmosphere, typically declines by about a tenth of a percent during cyclical lulls in solar activity caused by shifts in the sun’s magnetic field. Usually solar minimums occur about every eleven years and last a year or so, but the most recent minimum persisted more than two years longer than normal, making it the longest minimum recorded during the satellite era.

Pinpointing the magnitude of Earth’s energy imbalance is fundamental to climate science because it offers a direct measure of the state of the climate. Energy imbalance calculations also serve as the foundation for projections of future climate change. If the imbalance is positive and more energy enters the system than exits, Earth grows warmer. If the imbalance is negative, the planet grows cooler.

James Hansen, director of NASA’s Goddard Institute for Space Studies (GISS) in New York City, led the research. Atmospheric Chemistry and Physics published the study last December.

Hansen’s team concluded that Earth has absorbed more than half a Watt more solar energy per square meter than it let off throughout the six year study period. The calculated value of the imbalance (0.58 Watts of excess energy per square meter) is more than twice as much as the reduction in the amount of solar energy supplied to the planet between maximum and minimum solar activity (0.25 Watts per square meter).

The fact that we still see a positive imbalance despite the prolonged solar minimum isn’t a surprise given what we’ve learned about the climate system, but it’s worth noting because this provides unequivocal evidence that the sun is not the dominant driver of global warming,” Hansen said.

According to calculations conducted by Hansen and his colleagues, the 0.58 Watts per square meter imbalance implies that carbon dioxide levels need to be reduced to about 350 parts per million to restore the energy budget to equilibrium. The most recent measurements show that carbon dioxide levels are currently 392 parts per million and scientists expect that concentration to continue to rise in the future.


A prolonged solar minimum left the sun’s surface nearly free of sunspots and accompanying bright areas called faculae between 2005 and 2010. Total solar irradiance declined slightly as a result, but the Earth continued to absorb more energy than it emit throughout the minimum. An animation of a full solar cycle is available here. (Credit: NASA Goddard’s Scientific Visualization Studio)
Climate scientists have been refining calculations of the Earth’s energy imbalance for many years, but this newest estimate is an improvement over previous attempts because the scientists had access to better measurements of ocean temperature than researchers have had in the past.

Argo float and ship

The improved measurements came from free-floating instruments that directly monitor the temperature, pressure and salinity of the upper ocean to a depth of 2,000 meters (6,560 feet). The network of instruments, known collectively as Argo, has grown dramatically in recent years since researchers first began deploying the floats a decade ago. Today, more than 3,400 Argo floats actively take measurements and provide data to the public, mostly within 24 hours.

Hansen’s analysis of the information collected by Argo, along with other ground-based and satellite data, show the upper ocean has absorbed 71 percent of the excess energy and the Southern Ocean, where there are few Argo floats, has absorbed 12 percent. The abyssal zone of the ocean, between about 3,000 and 6,000 meters (9,800 and 20,000 feet) below the surface, absorbed five percent, while ice absorbed eight percent and land four percent. 
 
The updated energy imbalance calculation has important implications for climate modeling. Its value, which is slightly lower than previous estimates, suggests that most climate models overestimate how readily heat mixes deeply into the ocean and significantly underestimates the cooling effect of small airborne particles called aerosols, which along with greenhouse gases and solar irradiance are critical factors in energy imbalance calculations.
“Climate models simulate observed changes in global temperatures quite accurately, so if the models mix heat into the deep ocean too aggressively, it follows that they underestimate the magnitude of the aerosol cooling effect,” Hansen said.

Aerosols, which can either warm or cool the atmosphere depending on their composition and how they interact with clouds, are thought to have a net cooling effect. But estimates of their overall impact on climate are quite uncertain given how difficult it is to measure the distribution of the particles on a broad scale. The new study suggests that the overall cooling effect from aerosols could be about twice as strong as current climate models suggest, largely because few models account for how the particles affect clouds.

map showing global reach of Argo floats
A chart shows the global reach of the network of Argo floats. (Credit: Argo Project Office)
“Unfortunately, aerosols remain poorly measured from space,” said Michael Mishchenko, a scientist also based at GISS and the project scientist for Glory, a satellite mission designed to measure aerosols in unprecedented detail that was lost after a launch failure in early 2011. “We must have a much better understanding of the global distribution of detailed aerosol properties in order to perfect calculations of Earth’s energy imbalance,” said Mishchenko.
Adam Voiland, NASA’s Earth Science News Team, in a repost.

Reference

Hansen, J., Mki. Sato, P. Kharecha, and K. von Schuckmann, 2011: Earth’s energy imbalance and implications. Atmos. Chem. Phys., 11, 13421-13449, doi:10.5194/acp-11-13421-2011.

Related Links

+ Science Brief: Earth’s Energy Imbalance
+ James Hansen Biography
+ Argo Project Office
+ NASA-led Study Solves Case of Earth’s ‘Missing Energy’
+ World of Change: Solar Activity

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