If you recently updated your iOS install on an iPhone or tablet AND are using Cloudflare DNS products, you may encounter issues. I found I was unable to connect my iPad to my desktop machine to use Reflector and I was having problems with some upload services from my iPhone. In both cases, either disabling Cloudflare’s 1.1.1.1 or upgrading to WARP solved the problem. I have not encountered anyone else reporting this problem so I am generating this post.
A new study from the American Medical Association journal Pediatrics attempts to integrate the many studies on screen time, specific screen activities, and academic achievement. The study is available online.
Findings In this systematic review and meta-analysis of 58 cross-sectional studies, television viewing and video game playing (but not overall screen media) were inversely associated with the academic performance of children and adolescents. In addition, the negative association between these screen-based activities and academic performance seemed greater for adolescents than for children.
CNN offers a simplified analysis of the results.
Working on a Teaching American History grant Cindy received for the state of North Dakota familiarized me with the concept of the historian’s craft [https://en.wikipedia.org/wiki/The_Historian%27s_Craft]. This concept was also a core course for undergrad history majors at the university I worked for.
HIST 240. The Historian’s Craft. 3 Credits.
An introduction to research and writing history. Students will learn critical reading of secondary sources, how to locate and evaluate resources, how to analyze evidence, how to apply the style and form of historical writing, and how to utilize methods of research. Students will also study historiography and types of historical writing and practice. F,S.
The difference between primary and secondary sources and a way of thinking about how historians process primary sources into secondary sources (accounts of history) by application of the historian’s craft became useful in my own writing as a way to explain how all learners process inputs of all types into personal understanding.
Never a student of history having never taken a college history course, the concept of applying learned strategies intended to prevent personal bias in the consideration of documents, photos, interview transcripts, etc. in order to generate an account of an event or events seemed a useful way to describe the personal activities we all engage in as we learn. This insight did not result in a personal effort to study history in any formal way. (I did audit a history of psychology course my grad committee made me complete after what they described as an inadequate reply to a prelim question on the history of life-span developmental psychology asked by my major prof. I still claim it was a setup in reaction to me not taking an optional history course. I had read his chapter on this topic. Anyway, I digress …) I smile every time I encounter a reference to the availability of primary sources and related interpretive tasks for history students. This entire introduction serves only to allow me to identify a source for such resources and related learning tasks.
https://www.docsteach.org/ Docsteach offers primary sources culled from the National Archives in combination with online tools for analysis and suggestions for learning activities.
I admit I didn’t expect to see students carrying signs in Webster, WI, this morning and I was correct. I hope their teachers are discussing the serious matter of climate change with them as an alternative.
I promised yesterday to offer some resources others may find helpful as they struggle with the reality of climate change and the role we all play in contributing to this serious problem.
There is no lack of information and general awareness of this issue. I admit I am not certain what to do about this problem. My training as a scientist clearly biases my orientation to the findings of those who study climate issues. When I say biased, I mean I believe when the scientific community comes to a consensus and takes a position on an issue. I find it hard to understand how others can think differently, but there are many issues in this political climate that are beyond my understanding and acceptance. Maybe folks just can’t grasp the enormity of the problem and are denying what they don’t see impacting them today. This is the valuable insight into the students of the world taking this issue seriously. People of my age may feel we will not live to see consequences, but our kids know they won’t. This is more for the kids who must live with our inaction and contend with their futures.
MinnPost – this is a collection of climate change stories from Minnesota news sources. I live in Minnesota and Wisconsin and thought a local perspective might influence those in the midwest.
Scientific American – I regard Scientific American as an effort to bring science into general awareness. This link offers access to Scientific American articles on climate.
Center for Regional Climate Studies – I spent nearly all of my academic career as a faculty member at the University of North Dakota. I have to recognize the work of other scientists at this institution and their work on climate change and climate awareness.
Climate Reality Project – Within our time, Al Gore has been a politician making climate change his priority. Gore is sometimes attacked because of his wealth and because behaviors such as his air travel seem to some to contradict his message on the “inconvenient truth” of climate change. Whatever you think of the criticisms, his message has long been valid.
The Global Perspective – we won’t avoid climate catastrophe by building walls. In fact, other areas of our world will experience serious problems before we do and will be looking for places where they can survive.
Rochester, MN, sets all time precipitation record by September. Average for rest of year would add 11 more inches. Just heard this on the way to the coffee shop this morning and thought it was interesting. How many all time records have been set recently and what does this mean.
Tomorrow students around the world will strike and begin a week of focus on human responsibility for the deterioration of the global climate. Student interest makes a lot of sense if you understand they will experiences consequences beyond those we adults will experience and, I hope, because students are learning about the scientific basis for the concern for our climate and because they take this knowledge and responsibility seriously.
I write about climate change from time to time. I blame the political and educational institutions for the indifference that now seems so obvious. Somehow, educators have failed because we (and I do mean we) have failed to embed an appreciation for scientific consensus as reflecting reality. I know the topic was covered even when I was being educated, but why do so many adults discount what they should know to be true. I blame politicians because they seem to lack the leadership necessary to address the reality of climate science placing more emphasis on more immediate and easy issues. Leadership often requires taking the more difficult path.
I had decided I would write about climate change tomorrow (Sept. 20) to make a contribution to the general effort to raise awareness. It occurred to me learning and writing about the climate crisis would be a great focus for K12 students this coming week. I am guessing that many schools will shy away from the notion of a strike and refuse to endorse student participation. However, declaring a focus on climate issues for the week would be a perfect way to stay within the educational mission and to address an issue of great importance. I would love to read from students what they have learned and feel important to share.
I am active discussing political issues on Facebook. I started using Facebook after the election of 2016 and I do confront others who offer political views that differ from my own. I try to do this in a fact based and respectful manner, but I refuse to back away from engaging others when I believe their arguments are flawed and inaccurate.
Some of my core believes involve issues such as gun control. This often comes down to the interpretation of a short segment in the constitution that mentions the maintenance of a militia and the right to keep arms. My objection to military weapons is often at the crux of these arguments. Obviously, the constitution was written at a time when arms meant muzzle loaders and militias were locally supported. There is clearly nothing in the constitution about specifics such as AR15s and AKs or what a militia would imply today. The Supreme Court interprets the constitution, but the bases of these interpretations vary and are clearly politically linked.
What to do as an individual?
In response to a Facebook comment I received (Read the constitution), I have decided to offer this suggestion. I have actually recently read parts of the constitution that bear on recent political issues. The individual engaged in a discussion with me was not accurate in this attack. My openness to information actually leaves me more frustrated that informed. I have concluded that this is a political issue at heart and to argue otherwise is misguided. However, being informed at least allows we as individuals to think through the issues.
A decent source should one want to explore the depths of constitutional issues is the Interactive Constitution. You will not find clear answers to any question of depth you have, but the site does offer useful presentations of competing ideas.
I learned of this site while listening to someone respond to the question of what educators can do in responding to the types of political questions students are now likely to raise. Kids must receive an educated perspective on important issues and this was the expert’s recommendation.
You must be logged in to post a comment.