Real-world context, interest, understanding, and retention

This study investigated the use of real-world contexts during instruction in a high school physics class - through building file folder bridges- and the resulting effect upon student interest in the subject matter, level of understanding, and degree of retention. In particular, the study focused upon whether increases in student interest were attained through the use of real-world contexts, and if the elevated interest level led to a higher degree of subject matter understanding than would be achieved using more traditional teaching methods. The study also determined whether using real-world contexts ultimately resulted in achievement of greater levels of knowledge retention by students. Class observations during traditionally taught units and during units that incorporated real-world contexts, along with a post-graduation questionnaire, were used to assess differences in student interest levels. Student pre- and post-unit test scores were evaluated and compared to determine if statistical differences existed in levels of understanding resulting from the different teaching methods. The post-graduation questionnaire results provided evidence of retention that could be related back to teaching methods. The results of this study revealed the importance of incorporating real-world contexts into science and mathematics courses. Students better understood the relevance of the lessons, which led to higher levels of interest and greater understanding than was achieved through more traditional teaching methods. The use of real-world contexts improved knowledge retention.

Famine responses in the world food crisis 1972–5 and the World Food Conference of 1974

In the early 1970s, there was scarcity in the world grain market, soaring prices and famines in several countries of Asia and Africa. The commercial grain trade was expanded at the expense of food aid. After a brief look at policies addressing the situation in terms of modernised methods of agricultural production for small producers, the article sketches how such policies also affected relief efforts, from the low availability for food aid, the provision of food that was not useful and late deliveries through efforts to tie food aid to local changes in agricultural production and settlement patterns. In part, food aid thus reinforced processes of social differentiation that had contributed to causing the famines in the first place.

World distribution of land cover changes, model in NetCDF format

The role of Pre- and Protohistoric anthropogenic land cover changes needs to be quantified i) to establish a baseline for comparison with current human impact on the environment and ii) to separate it from naturally occurring changes in our environment. Results are presented from the simple, adaptation-driven, spatially explicit Global Land Use and technological Evolution Simulator (GLUES) for pre-Bronze age demographic, technological and economic change. Using scaling parameters from the History Database of the Global Environment as well as GLUES-simulated population density and subsistence style, the land requirement for growing crops is estimated. The intrusion of cropland into potentially forested areas is translated into carbon loss due to deforestation with the dynamic global vegetation model VECODE. The land demand in important Prehistoric growth areas - converted from mostly forested areas - led to large-scale regional (country size) deforestation of up to 11% of the potential forest. In total, 29 Gt carbon were lost from global forests between 10 000 BC and 2000 BC and were replaced by crops; this value is consistent with other estimates of Prehistoric deforestation. The generation of realistic (agri-)cultural development trajectories at a regional resolution is a major strength of GLUES. Most of the pre-Bronze age deforestation is simulated in a broad farming belt from Central Europe via India to China. Regional carbon loss is, e.g., 5 Gt in Europe and the Mediterranean, 6 Gt on the Indian subcontinent, 18 Gt in East and Southeast Asia, or 2.3 Gt in subsaharan Africa.

50 Years Ago We Marched: What began on the grounds of Lincoln University, ended on the steps of the Alabama State Capitol

LINCOLN UNIVERSITY - On March 25, 1965, a bus loaded with Lincoln University students and staff arrived in Montgomery, Ala. to join the Selma march for racial and voting equality. Although the Civil Rights Act of 1964 was in force, African-Americans continued to feel the effects of segregation. The 1960s was a decade of social unrest and change. In the Deep South, specifically Alabama, racial segregation was a cultural norm resistant to change. Governor George Wallace never concealed his personal viewpoints and political stance of the white majority, declaring “Segregation now, segregation tomorrow, segregation forever.” The march was aimed at obtaining African-Americans their constitutionally protected right to vote. However, Alabama’s deep-rooted culture of racial bias began to be challenged by a shift in American attitudes towards equality. Both black and whites wanted to end discrimination by using passive resistance, a movement utilized by Dr. Martin Luther King Jr. That passive resistance was often met with violence, sometimes at the hands of law enforcement and local citizens. The Selma to Montgomery march was a result of a protest for voting equality. The Student Nonviolent Coordinating Committee (SNCC) and the Southern Christian Leadership Counsel (SCLC) among other students marched along the streets to bring awareness to the voter registration campaign, which was organized to end discrimination in voting based on race. Violent acts of police officers and others were some of the everyday challenges protesters were facing. Forty-one participants from Lincoln University arrived in Montgomery to take part in the 1965 march for equality. Students from Lincoln University’s Journalism 383 class spent part of their 2015 spring semester researching the historical event. Here are their stories: Peter Kellogg “We’ve been watching the television, reading about it in the newspapers,” said Peter Kellogg during a February 2015 telephone interview. “Everyone knew the civil rights movement was going on, and it was important that we give him (Robert Newton) some assistance … and Newton said we needed to get involve and do something,” Kellogg, a lecturer in the 1960s at Lincoln University, discussed how the bus trip originated. “That’s why the bus happened,” Kellogg said. “Because of what he (Newton) did - that’s why Lincoln students went and participated.” “People were excited and the people along the sidewalk were supportive,” Kellogg said. However, the mood flipped from excited to scared and feeling intimidated. “It seems though every office building there was a guy in a blue uniform with binoculars standing in the crowd with troops and police. And if looks could kill me, we could have all been dead.” He says the hatred and intimidation was intense. Kellogg, being white, was an immediate target among many white people. He didn’t realize how dangerous the event in Alabama was until he and the others in the bus heard about the death of Viola Liuzzo. The married mother of five from Detroit was shot and killed by members of the Ku Klux Klan while shuttling activists to the Montgomery airport. “We found out about her death on the ride back,” Kellogg recalled. “Because it was a loss of life, and it shows the violence … we could have been exposed to that danger!” After returning to LU, Kellogg’s outlook on life took a dramatic turn. Kellogg noted King’s belief that a person should be willing to die for important causes. “The idea is that life is about something larger and more important than your own immediate gratification, and career success or personal achievements,” Kellogg said. “The civil rights movement … it made me, it made my life more significant because it was about something important.” The civil rights movement influenced Kellogg to change his career path and to become a black history lecturer. Until this day, he has no regrets and believes that his choices made him as a better individual. The bus ride to Alabama, he says, began with the actions of just one student. Robert Newton Robert Newton was the initiator, recruiter and leader of the Lincoln University movement to join Dr. Martin Luther King’s march in Selma. “In the 60s much of the civil rights activists came out of college,” said Newton during a recent phone interview. Many of the events that involved segregation compelled college students to fight for equality. “We had selected boycotts of merchants, when blacks were not allowed to try on clothes,” Newton said. “You could buy clothes at department stores, but no blacks could work at the department stores as sales people. If you bought clothes there you couldn’t try them on, you had to buy them first and take them home and try them on.” Newton said the students risked their lives to be a part of history and influence change. He not only recognized the historic event of his fellow Lincolnites, but also recognized other college students and historical black colleges and universities who played a vital role in history. “You had the S.N.C.C organization, in terms of voting rights and other things, including a lot of participation and working off the bureau,” Newton said. Other schools and places such as UNT, Greenville and Howard University and other historically black schools had groups that came out as leaders. Newton believes that much has changed from 50 years ago. “I think we’ve certainly come a long way from what I’ve seen from the standpoint of growing up outside of Birmingham, Alabama,” Newton said. He believes that college campuses today are more organized in their approach to social causes. “The campus appears to be some more integrated amongst students in terms of organizations and friendships.” Barbara Flint Dr. Barbara Flint grew up in the southern part of Arkansas and came to Lincoln University in 1961. She describes her experience at Lincoln as “being at Lincoln when the world was changing.“ She was an active member of Lincoln’s History Club, which focused on current events and issues and influenced her decision to join the Selma march. “The first idea was to raise some money and then we started talking about ‘why can’t we go?’ I very much wanted to be a living witness in history.” Reflecting on the march and journey to Montgomery, Flint describes it as being filled with tension. “We were very conscious of the fact that once we got on the road past Tennessee we didn’t know what was going to happen,” said Flint during a February 2015 phone interview. “Many of the students had not been beyond Missouri, so they didn’t have that sense of what happens in the South. Having lived there you knew the balance as well as what is likely to happen and what is not likely to happen. As my father use to say, ‘you have to know how to stay on that line of balance.’” Upon arriving in Alabama she remembers the feeling of excitement and relief from everyone on the bus. “We were tired and very happy to be there and we were trying to figure out where we were going to join and get into the march,” Flint said. “There were so many people coming in and then we were also trying to stay together; that was one of the things that really stuck out for me, not just for us but the people who were coming in. You didn’t want to lose sight of the people you came with.” Flint says she was keenly aware of her surroundings. For her, it was more than just marching forward. “I can still hear those helicopters now,” Flint recalled. “Every time the helicopters would come over the sound would make people jump and look up - I think that demonstrated the extent of the tenseness that was there at the time because the helicopters kept coming over every few minutes.” She said that the marchers sang “we are not afraid,” but that fear remained with every step. “Just having been there and being a witness and marching you realize that I’m one of those drops that’s going to make up this flood and with this flood things will move,” said Flint. As a student at Lincoln in 1965, Flint says the Selma experience undoubtedly changed her life. “You can’t expect to do exactly what you came to Lincoln to do,” Flint says. “That march - along with all the other marchers and the action that was taking place - directly changed the paths that I and many other people at Lincoln would take.” She says current students and new generations need to reflect on their personal role in society. “Decide what needs to be done and ask yourself ‘how can I best contribute to it?’” Flint said. She notes technology and social media can be used to reach audiences in ways unavailable to her generation in 1965. “So you don’t always have to wait for someone else to step out there and say ‘let’s march,’ you can express your vision and your views and you have the means to do so (so) others can follow you. Jaci Newsom Jaci Newsom came to Lincoln in 1965 from Atlanta. She came to Lincoln to major in sociology and being in Jefferson City was largely different from what she had grown up with. “To be able to come into a restaurant, sit down and be served a nice meal was eye-opening to me,” said Newsom during a recent interview. She eventually became accustomed to the relaxed attitude of Missouri and was shocked by the situation she encountered on an out-of-town trip. “I took a bus trip from Atlanta to Pensacola and I encountered the worse racism that I have ever seen. I was at bus stop, I went in to be served and they would not serve me. There was a policeman sitting there at the table and he told me that privately owned places could select not to serve you.” Newsom describes her experience of marching in Montgomery as being one with a purpose. “We felt as though we achieved something - we felt a sense of unity,” Newsom said. “We were very excited (because) we were going to hear from Martin Luther King. To actually be in the presence of him and the other civil rights workers there was just such enthusiasm and excitement yet there was also some apprehension of what we might encounter.” Many of the marchers showed their inspiration and determination while pressing forward towards the grounds of the Alabama Capitol building. Newsom recalled that the marchers were singing the lyrics “ain’t gonna let nobody turn me around” and “we shall overcome.” “ I started seeing people just like me,” Newsom said. “I don’t recall any of the scowling, the hitting, the things I would see on TV later. I just saw a sea of humanity marching towards the Capitol. I don’t remember what Martin Luther King said but it was always the same message: keep the faith; we’re going to get where we’re going and let us remember what our purpose is.” Newsom offers advice on what individuals can do to make their society a more productive and peaceful place. “We have come a long way and we have ways to change things that we did not have before,” Newsom said. “You need to work in positive ways to change.” Referencing the recent unrest in Ferguson, Mo., she believes that people become destructive as a way to show and vent anger. Her generation, she says, was raised to react in lawful ways – and believe in hope. “We have faith to do things in a way that was lawful and it makes me sad what people do when they feel without hope, and there is hope,” Newsom says. “Non-violence does work - we need to include everyone to make this world a better place.” Newsom graduated from Lincoln in 1969 and describes her experience at Lincoln as, “I grew up and did more growing at Lincoln than I think I did for the rest of my life.”

World Bathymetric Chart of the Oceans, 1899 (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Bathymetrical chart of the oceans, showing the "deeps" according to Sir John Murray. It was published by the Royal Geographical Society in 1899. Scale [ca. 1:100,000,000]. The image inside the map neatline is georeferenced to the surface of the earth and fit to the 'World Gall Stereographic' projection with the central meridian at 20.00000 degrees west. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as drainage, shoreline features, and more. Relief shown by hypsometric tints. Depths shown by gradient tints. This layer is part of a selection of digitally scanned and georeferenced historic maps from the Harvard Map Collection and the Harvard University Library as part of the Open Collections Program at Harvard University project: Organizing Our World: Sponsored Exploration and Scientific Discovery in the Modern Age. Maps selected for the project correspond to various expeditions and represent a range of regions, originators, ground condition dates, scales, and purposes.

World Map, ca. 1774 (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: An accurate chart of the world with the new discoveries : also a view of the general &c coasting trade winds, monsoons or shifting trade winds & the variations of the compass ; from the latest and best authorities by T. Kitchin, Geographer for the Lond. Mag. It was published ca. 1774. Scale [ca. 1:90,000,000]. The image inside the map neatline is georeferenced to the surface of the earth and fit to the 'World Mercator' projection. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as drainage, cities and other human settlements, trade winds, magnetic variations, shoreline features, and more. Relief shown pictorially. Includes text and notes. This layer is part of a selection of digitally scanned and georeferenced historic maps from the Harvard Map Collection and the Harvard University Library as part of the Open Collections Program at Harvard University project: Organizing Our World: Sponsored Exploration and Scientific Discovery in the Modern Age. Maps selected for the project correspond to various expeditions and represent a range of regions, originators, ground condition dates, scales, and purposes.

World Map Showing Routes of Exploration and Discovery, 1790 (Image 1 of 8) (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Chart of the world on Mercators projection : exhibiting all the new discoveries to the present time, with the tracks of the most distinguished navigators since the year 1700 carefully collected from the best charts, maps, voyages, &c. extant and regulated from the accurate astronomical observations made in three voyages performed under the command of Captn. James Cook in the years 1768, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79 & 80, compiled and published by A. Arrowsmith, geographer; by permission of Simon McTavish Esq[r] is correctly delineated the discoveries of Mr. McKenzie laid down from his original journal in the year 1789. It was published by A. Arrowsmith, April 1, 1790. Scale [ca. 1:20,000,000]. This layer is image 1 of 8 total images of the seven sheet source map. Covers portions of eastern Asia, Siberia, Russia, Pacific Islands, and western portions of Canada and the United States including Alaska. The image inside the map neatline is georeferenced to the surface of the earth and fit to a non-standard 'World Mercator' projection, with the central meridian at 180 degrees west. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. Note: The central meridian of this map is not the same as the Prime Meridian and may wrap the International Date Line or overlap itself when displayed in GIS software. This map shows features such as drainage, cities and other human settlements, territorial boundaries, shoreline features, and more. Relief shown by hachures. Depths shown by soundings. Includes routes, locations, and dates of James Cook's voyages. This layer is part of a selection of digitally scanned and georeferenced historic maps from the Harvard Map Collection and the Harvard University Library as part of the Open Collections Program at Harvard University project: Organizing Our World: Sponsored Exploration and Scientific Discovery in the Modern Age. Maps selected for the project correspond to various expeditions and represent a range of regions, originators, ground condition dates, scales, and purposes.

World Map Showing Routes of Exploration and Discovery, 1790 (Image 2 of 8) (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Chart of the world on Mercators projection : exhibiting all the new discoveries to the present time, with the tracks of the most distinguished navigators since the year 1700 carefully collected from the best charts, maps, voyages, &c. extant and regulated from the accurate astronomical observations made in three voyages performed under the command of Captn. James Cook in the years 1768, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79 & 80, compiled and published by A. Arrowsmith, geographer; by permission of Simon McTavish Esq[r] is correctly delineated the discoveries of Mr. McKenzie laid down from his original journal in the year 1789. It was published by A. Arrowsmith, April 1, 1790. Scale [ca. 1:20,000,000]. This layer is image 2 of 8 total images of the seven sheet source map. Covers portions of Europe, Northern Africa, and Asia. The image inside the map neatline is georeferenced to the surface of the earth and fit to the 'World Mercator' projection. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as drainage, cities and other human settlements, territorial boundaries, shoreline features, and more. Relief shown by hachures. Depths shown by soundings. Includes routes, locations, and dates of James Cook's voyages. This layer is part of a selection of digitally scanned and georeferenced historic maps from the Harvard Map Collection and the Harvard University Library as part of the Open Collections Program at Harvard University project: Organizing Our World: Sponsored Exploration and Scientific Discovery in the Modern Age. Maps selected for the project correspond to various expeditions and represent a range of regions, originators, ground condition dates, scales, and purposes.

World Map Showing Routes of Exploration and Discovery, 1790 (Image 3 of 8) (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Chart of the world on Mercators projection : exhibiting all the new discoveries to the present time, with the tracks of the most distinguished navigators since the year 1700 carefully collected from the best charts, maps, voyages, &c. extant and regulated from the accurate astronomical observations made in three voyages performed under the command of Captn. James Cook in the years 1768, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79 & 80, compiled and published by A. Arrowsmith, geographer; by permission of Simon McTavish Esq[r] is correctly delineated the discoveries of Mr. McKenzie laid down from his original journal in the year 1789. It was published by A. Arrowsmith, April 1, 1790. Scale [ca. 1:20,000,000]. This layer is image 3 of 8 total images of the seven sheet source map. Covers portions of South America, the South Pacific and the South Atlantic. The image inside the map neatline is georeferenced to the surface of the earth and fit to the 'World Mercator' projection. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as drainage, cities and other human settlements, territorial boundaries, shoreline features, and more. Relief shown by hachures. Depths shown by soundings. Includes routes, locations, and dates of James Cook's voyages. This layer is part of a selection of digitally scanned and georeferenced historic maps from the Harvard Map Collection and the Harvard University Library as part of the Open Collections Program at Harvard University project: Organizing Our World: Sponsored Exploration and Scientific Discovery in the Modern Age. Maps selected for the project correspond to various expeditions and represent a range of regions, originators, ground condition dates, scales, and purposes.

World Map Showing Routes of Exploration and Discovery, 1790 (Image 5 of 8) (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Chart of the world on Mercators projection : exhibiting all the new discoveries to the present time, with the tracks of the most distinguished navigators since the year 1700 carefully collected from the best charts, maps, voyages, &c. extant and regulated from the accurate astronomical observations made in three voyages performed under the command of Captn. James Cook in the years 1768, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79 & 80, compiled and published by A. Arrowsmith, geographer; by permission of Simon McTavish Esq[r] is correctly delineated the discoveries of Mr. McKenzie laid down from his original journal in the year 1789. It was published by A. Arrowsmith, April 1, 1790. Scale [ca. 1:20,000,000]. This layer is image 5 of 8 total images of the seven sheet source map. Covers portions of North America, northern South America, and the western coasts of Europe and Africa. The image inside the map neatline is georeferenced to the surface of the earth and fit to the 'World Mercator' projection. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as drainage, cities and other human settlements, territorial boundaries, shoreline features, and more. Relief shown by hachures. Depths shown by soundings. Includes routes, locations, and dates of James Cook's voyages. This layer is part of a selection of digitally scanned and georeferenced historic maps from the Harvard Map Collection and the Harvard University Library as part of the Open Collections Program at Harvard University project: Organizing Our World: Sponsored Exploration and Scientific Discovery in the Modern Age. Maps selected for the project correspond to various expeditions and represent a range of regions, originators, ground condition dates, scales, and purposes.

World Map Showing Routes of Exploration and Discovery, 1790 (Image 4 of 8) (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Chart of the world on Mercators projection : exhibiting all the new discoveries to the present time, with the tracks of the most distinguished navigators since the year 1700 carefully collected from the best charts, maps, voyages, &c. extant and regulated from the accurate astronomical observations made in three voyages performed under the command of Captn. James Cook in the years 1768, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79 & 80, compiled and published by A. Arrowsmith, geographer; by permission of Simon McTavish Esq[r] is correctly delineated the discoveries of Mr. McKenzie laid down from his original journal in the year 1789. It was published by A. Arrowsmith, April 1, 1790. Scale [ca. 1:20,000,000]. This layer is image 4 of 8 total images of the seven sheet source map. Covers portions of Southern Africa, Southeast Asia, Western Australia, and the Indian Ocean. The image inside the map neatline is georeferenced to the surface of the earth and fit to the 'World Mercator' projection. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as drainage, cities and other human settlements, territorial boundaries, shoreline features, and more. Relief shown by hachures. Depths shown by soundings. Includes routes, locations, and dates of James Cook's voyages. This layer is part of a selection of digitally scanned and georeferenced historic maps from the Harvard Map Collection and the Harvard University Library as part of the Open Collections Program at Harvard University project: Organizing Our World: Sponsored Exploration and Scientific Discovery in the Modern Age. Maps selected for the project correspond to various expeditions and represent a range of regions, originators, ground condition dates, scales, and purposes.

World Map Showing Routes of Exploration and Discovery, 1790 (Image 6 of 8) (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Chart of the world on Mercators projection : exhibiting all the new discoveries to the present time, with the tracks of the most distinguished navigators since the year 1700 carefully collected from the best charts, maps, voyages, &c. extant and regulated from the accurate astronomical observations made in three voyages performed under the command of Captn. James Cook in the years 1768, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79 & 80, compiled and published by A. Arrowsmith, geographer; by permission of Simon McTavish Esq[r] is correctly delineated the discoveries of Mr. McKenzie laid down from his original journal in the year 1789. It was published by A. Arrowsmith, April 1, 1790. Scale [ca. 1:20,000,000]. This layer is image 6 of 8 total images of the seven sheet source map. Covers portions of Australia, Southeast Asia, and the South Pacific Ocean. The image inside the map neatline is georeferenced to the surface of the earth and fit to a non-standard 'World Mercator' projection, with the central meridian at 180 degrees west. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. Note: The central meridian of this map is not the same as the Prime Meridian and may wrap the International Date Line or overlap itself when displayed in GIS software. This map shows features such as drainage, cities and other human settlements, territorial boundaries, shoreline features, and more. Relief shown by hachures. Depths shown by soundings. Includes routes, locations, and dates of James Cook's voyages. This layer is part of a selection of digitally scanned and georeferenced historic maps from the Harvard Map Collection and the Harvard University Library as part of the Open Collections Program at Harvard University project: Organizing Our World: Sponsored Exploration and Scientific Discovery in the Modern Age. Maps selected for the project correspond to various expeditions and represent a range of regions, originators, ground condition dates, scales, and purposes.