burning one hectare of grasslandgives off more, and more damaging, pollutantsthan 6,000 cars
We cannot reduce animal numbers to rest it morewithout causing desertification and climate change.We cannot burn it without causingdesertification and climate change.What are we going to do?There is only one option,I'll repeat to you, only one optionleft to climatologists and scientists,and that is to do the unthinkable,and to use livestock,bunched and moving,as a proxy for former herds and predators,and mimic nature.There is no other alternative left to mankind.
What we are doing globally is causing climate changeas much as, I believe, fossil fuels,and maybe more than fossil fuels.But worse than that, it is causing hunger, poverty,violence, social breakdown and war,and as I am talking to you,millions of men, women and childrenare suffering and dying.And if this continues,we are unlikely to be able to stop the climate changing,even after we have eliminated the use of fossil fuels.
if we do what I am showing you here,we can take enough carbon out of the atmosphereand safely store it in the grassland soilsfor thousands of years,and if we just do that on about half the world's grasslandsthat I've shown you,we can take us back to pre-industrial levels,while feeding people.I can think of almost nothingthat offers more hope for our planet,for your children,and their children, and all of humanity.
This page highlighted menus for: Research on Learning Goals, Research on Activity Types, and More Research. It also posited a group (and partnership) "goal to collect, categorize, and curate specific instances of active [and activity-based] learning across multiple institutions."
The Eberly Center [for] TEEL: Design & Teach a Course > Teach Your Course > Rubrics page defined rubric, cited advantages, and gave examples of rubrics for assessing class participation, presentations, project work, and writing assignments.
"This chapter summarizes the contributions of bedrock creativity theorists and the relevance of their main ideas to innovation. The chapter deals with two questions: 1. What are the creative processes used by creative people, and 2. What does a creative person look like." (Tom's Prof. extract, ¶3)
"Most e-learning doesn’t adhere to Knowles’ adult learning principles. Collaborative and problem-based online workshops (or eWorkshops) provide us with ample more opportunities to abide by the principles than self-paced e-learning modules. It’s much harder to design eWorkshops well, but the depth achieved is much more satisfying. Respect for adult learning principles goes both ways"
In the animated stimulus video for this TED-Ed lesson, "Alex Gendler explains how linguists group languages into language families, demonstrating how these linguistic trees give us crucial insights into the past" (Let's Begin, ¶1, 2015.03.31).
In this Research Methods Knowledge Base article, William M.K. Trochime outlines "the basic steps in developing a Likert or 'Summative' scale" (¶1). He also provides an example of a 10-item, forced-choice instrument for measuring employees' self-esteem.
This page provides brief explanations and an impressive menu of links to resources and tools for assessing and providing feedback to learners on technology-supported activities and projects. Categories include:
Rubrics for Assessment - General
Assessing … Blogging
Assessing Coding & Gaming
Assessing Graphic Organizers
Assessing Technology & Social Media
Assessing Video, Screencasting, and Digital Storytelling Projects
Assessing Websites/Digital Portfolios
"[I]f the learner-centered model has proven itself to be so effective, and the high-stakes testing approach of the factory model has not, why is this model still dominant in many “leading” nations around the world? Why are so many business and government leaders in nations like the United States, Japan, Britain and Korea obsessed with test scores and international rankings? Are they not aware of the social consequences of this approach?" (¶10, 2015.03.30)