A.B.L.E. Tech: Achieving Better Life Experiences for People with Injury, Disability and Aging Challe
Imagine a time when technology trumps injury and disease, and the very notion of disability begins to fade. These panelists suggest that we are at the dawn of such an era.
John Hockenberry, who zips around the stage in his flashing light –equipped wheelchair, tells us that “vast, extraordinary and sometimes
China's Development and China-U.S. Relations
MIT President Susan Hockfield hails a new era of collaboration between the Institute and China, and Zhou Wenzhong, Ambassador Extraordinary and Plenipotentiary of the People's Republic of China, discusses the larger relationship between his country and the U.S., particularly in light of the economic crisis
Lunch with a Laureate: Robert Horvitz
As an undergraduate at MIT, Robert Horvitz did not take a biology course until his senior year. But after only six weeks into his first class with professor Cy Leventhal, he realized this was the field for him. He boldly asked for a recommendation as part of his application to grad school—in biology. “Is it too late?” he
Neural Basis of Drug Addiction
How does someone move from recreational drug use to addiction? Barry Everitt’s group at the University of Cambridge has been trying to break down the stages and neural circuitry of addiction with great precision.
Everitt’s research attempts to operationalize a progression in animals from the voluntary taking o
Daniel Nocera is swimming very hard against the current of mainstream energy research. While many scientists are figuring out how to scale up wind, geothermal or biomass systems, Nocera is focusing on “personalized” energy units that can be manufactured, distributed and installed on the cheap. His main concern
Beyond the Bench: Preparing MIT Students for the Challenges of Global Leadership
MIT produces students who are “deep, entrepreneurial, passionate, diverse and active,” says Phillip Clay, the kind of talented individuals who should play major parts on the world stage. MIT has begun a drive to ensure that its students fulfill their promise. Central to this mission, Richard Samuels says, is
Watch this video to learn all about copyright and how it applies to you. (6:56)
The rise of China and America's Asian allies
In this lecture at ANU, Professor Walt explains why China's rise will lead to increased security competition in Asia and explores the implications of this trend for United States alliance relations in this region. Sino-American competition is inevitable because the world's two strongest powers invariably cast a wary eye on each other. Moreover, it is in China's long-term interest to reduce the U.S. security presence in Asia. The U.S. will resist such efforts, however, because it does not want C
Microeconomic theory III
The website for this course (14.123 Microeconomic Theory III, Spring 2009) has been made available by the Massachusetts Institute of Technology (MIT) Department of Economics as part of the MIT OpenCourseWare project. This course discusses decision theory and topics in game theory including models of individual decision-making under certainty and uncertainty. Topics covered include preference orderings, expected utility, risk, stochastic dominance, supermodularity, monotone comparative statics, b
Sound Vibration Hi, I am a year three Primary education student and am trying to put together a science presentation for sound for a year 1 (Key stage 1). I am particularly interested in research which outlines how to teach this concept to Key stage 1 pupils to improve childrens perception's of how sound is created with particular reference to 'vibrations'. I have looked at the Primary SPACE project (1990) which outlines children's misconceptions of sound. However, as I want to incorporate the
Test Anxiety I'm researching into the effects of test anxiety on children in key stage one and two SAT's results. I have found research suggesting that the effect lowers children's test scores but haven't been able to find any research that suggests that test anxiety can help children to perform in their SAT's. I was wondering if you could help?
I am researching into the views that children hold with regards to the relevance of mathematics outside the classroom. My starting point was a journal article by BSRLM 23(2) 'Children's experience of Mathematics' which I found very helpful, and outlined children's views from not being useful at all to being able to see the relevance outside school. I would like to explore this area further with an emphasis on primary school children, especially Key Stage 2. Can you point me in the right directio
Emotional development Grouping
I am carrying out research for my literature review into the impact of grouping/setting on children's emotional and social development.(KS1/2) The information I have found mainly relates to the impact of ability groups on academic achievement, and one further reference which mentions the impact they have on children's self-esteem (The Social World of Children's Learning; Pollard, 1996). I have also found some general information on the role of the school in the child's social and emotional devel
Evaluation of Increased Flexibility for 14 to 16 Year Olds Programme: The Second Year
The resource is an evaluation report carried out by the National Foundation for Educational Research on behalf of the Department for Education and Skills into the second year of the Increased Flexibility Programme (IFP) for 14 to 16 Year Olds. Given the wider availability of vocational and work related learning options for 14-16 year olds since the relaxation of National Curriculum requirements at Key Stage 4, the research offers a valuable insight into the implications of this for young people,
A study of the transition from the Foundation Stage to Key Stage 1
The focus of the report is the change that occurs when children move from the Foundation Stage to Key Stage 1. This resource is presented by the National Foundation for Education Research (NFER) and is relevant for early years’ teachers, teacher education students, tutors and families.
Keeping up – Pupils who fall behind in Key Stage 2
This is the first published document from the ‘Making Good Progress’ series from the DfES. The document reports on a small scale research project focussing on 240 pupils in 39 schools who do not make the expected progress in English and Mathematics during key Stage 2. The report contains a chapter on English and a chapter on mathematics, which look at pupil characteristics, obstacles to progress and specific issues arising from the project. The final chapter gives advice on the action sch
KS1/2 Music - Managing Music at KS2
This is a Teachers TV programme about teaching music in Key Stage 2. It follows one class teacher and his year 6 class though the first two lessons from a longer unit related to composing songs.
NALDIC ITTSEAL: Primary geography: working with student teachers in developing strategies for suppor
Geography has been a compulsory part of the primary National Curriculum since its inception in 1989, yet it is one area of the curriculum that teachers often approach with some trepidation (OfSTED 2005). This guidance considers effective and inclusive teaching of geography and provides some practical examples of how student teachers of pupils in Key Stage One might be supported in dealing with issues around English as an Additional Language (EAL) during their geography taught sessions. The conte
Becoming a Problem: How and Why Children Acquire a Reputation as 'Naughty' in the Earliest Years at
This is a research project funded by the Economic and Social Research Council (ESRC). It was led by Maggie Maclure and a team in one reception class (4-5 year olds) at four different primary/infant schools in Manchester. The report concentrates on the Foundation stage of schooling. By studying how pupils and teachers interact within the classroom and looking at other influences, it describes how this leads to children gaining reputations of being ‘good’ or ‘problem’ pupils and how they l
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on children's cognit
This a DCSF Research Brief which builds upon the original Effective and Pre-school Primary Project (EPPE) 3-11, which investigated children’s intellectual and social/behavioural development between the ages of 3-7 years (Sylva et al, 2004). The EPPE 3-11 extension follows up the sample to the end of primary school (age 11 years, the end of Key Stage 2). This Research Brief provides an overview of the latest findings. It reports on the long term impact of the Home Learning Environment (HLE) an