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Slides from a PechaKucha presentation at epic 2011. Abstract: After the tremendous natural disasters of 11/3/2011, Japan has been in urgent need of actions for reconstructing our society. I want to suggest one idea as something helpful for reconstruction, "cheerfulness" which I found in old Japanese people. This "cheerfulness" is the sense of humor, not to think about things too seriously, but to accept and enjoy the present situations.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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01-25-2010
1.
TOPICS OF INTEREST
Presented by: Nicodemus Livingstone III & Maximillian Octavius
2.
COLLABORATION We need you.
And you need us. “Brilliance of a man; sense of a woman.” -Maximillian Octavius
3.
PROPOSITIONS
4.
PRESENTABILITY High class means
high class in all things, all times, all places, and all things.
5.
PHOTO SHOOTS Vogue Photo
Shoot 8x11 Head shots on the wall
6.
CREST Heraldry. a figure
borne above the escutcheon in an achievement of arms, either on a helmet or by itself as a distinguishing device. Significance: - -Demonstrate Achievement -Unification -High Class -Superiority -Confidentiality
7.
CONFIDENTIALITY “Don’t confuse fame
with success. Madonna is one; Helen Keller is the other.”
8.
THE LADY FOLK We
have been commanded to date, mate, and procreate. Allow us to facilitate.
9.
....and of course
there are always....
10.
THE UNTOUCHABLES
...and they called her... WOMAN
11.
THE FUTURE
12.
Questions? Thoughts? Concerns?
The Time is Now Yours...
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