Jane Goodall's organization works to protect endangered chimpanzees and promote sustainable land use in Tanzania.

The Jane Goodall Institute conducts community-centered conservation in Tanzania, balancing conservation and development since the 1990s.

Dr. Jane Goodall partnered with Barbie to create a doll made from recycled plastic, promoting nature conservation among young girls.

The doll's release on World Chimpanzee Day, July 14, aims to encourage kids to learn from the environment.

Dr. Goodall, a UN Messenger of Peace, stresses the need for healthy ecosystems to prevent collapse and ensure human survival.

Her Roots and Shoots program empowers young people in 70 countries to create community change and promote environmental responsibility.

The program, founded in Tanzania in 1991, helps young people understand their actions can save the planet.

Dr. Goodall believes individual actions can make a difference in the environment.

She has written "The Book of Hope" and hosts the Jane Goodall Hopecast podcast, promoting environmental conservation and hope.

The Jane Goodall Institute has a global reach, with programs supporting conservation in countries including Taiwan, Malaysia, and India.

Dr. Goodall received the Tang Prize for Sustainable Development, which she donated to the Roots and Shoots program.

Her organization focuses on sustainable conservation, investing in projects like Conservation Asia, which runs from 2021 to 2025.

Dr. Goodall's Roots and Shoots program inspires young people in 65 countries to take conservation action.

She emphasizes individual actions and climate innovation in making a difference.

Dr. Goodall's conservation approach inspires hope through storytelling, prompting people to take action.

The Roots & Shoots program, founded by Jane Goodall in 1991, empowers children in over 70 countries to take action for endangered species and the environment.

The program teaches a holistic approach to the environment, emphasizing each individual's role.

Small actions can change the world, and understanding your role is crucial.

Jane Goodall believes every individual can make a difference and hopes to establish Roots and Shoots in every school worldwide.

Educators can assess the effectiveness of Jane Goodall's approach by measuring student engagement, environmental stewardship, and critical thinking skills.

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Educators can use low-code AI platforms to create personalized learning experiences and gain student performance insights.

The Jane Goodall Institute promotes research and conservation, changing the scientific understanding of humans' relationship to animals.

Goodall's approach focuses on storytelling, believing every individual makes a daily difference.

Educators can measure student engagement and environmental stewardship through metrics like participation in environmental activities and project development.

Jane Goodall's Roots & Shoots program empowers young people in 70 countries to take holistic action for the environment and animals.

The program promotes environmental awareness and involves young people in conservation efforts in over 60 countries.

Young people are more aware of environmental issues, making their engagement and education crucial for driving positive change.

Jane Goodall's approach to conservation inspires hope and empowers students to take action.

Technology can support incorporating Jane Goodall's approach into high school science curricula, promoting environmental awareness and conservation.

The Brno Zoo uses virtual reality to create interactive educational experiences teaching conservation and environmental science.

The Chase Museum uses virtual reality to connect students with heritage and conservation efforts in a virtual classroom.

Online platforms and virtual field trips offer students opportunities to learn from experts and participate in conservation efforts, like Jane Goodall's Roots & Shoots program.

The Ministry of Education has promoted digital learning plans, including digital platforms and virtual field trips.

Digital learning platforms can support incorporating Jane Goodall's approach into high school science curricula, improving student interaction and autonomy.

The U.S. Energy Secretary uses virtual field trips to promote conservation and support science learning.

The Next Generation Science Standards require data fluency by middle school to support understanding conservation efforts.

Incorporating Jane Goodall's conservation approach into a high school science curriculum can be achieved through programs like "Roots & Shoots".

The "Roots & Shoots" program is active in 70 countries, driving positive change through collective action by hundreds of thousands of young people.

Jane Goodall's approach emphasizes the interrelation of environment, people, and animals in conservation efforts.

The Jane Goodall Institute promotes conservation education in countries like Taiwan, Malaysia, and India through initiatives such as the Conservation Asia project.

The Jane Goodall Sustainability Academy teaches conservation and sustainability in a high school science curriculum.

Ecological literacy can be fostered through nature exposure from a young age, as seen in schools like Taiwan's Zhengude Elementary School.

Urbanization accelerates ecological destruction, making conservation education in high school science curricula essential.

Jane Goodall emphasizes individual actions in conservation, which can educate students about human impact on the environment.

Goodall supports using climate innovation and technology to address environmental issues, emphasizing the need for students to develop relevant skills.

The Roots & Shoots program educates young people on environmental issues for high school science curricula.

Young people are more aware of environmental issues, so engaging and educating them is crucial for driving positive change.

Jane Goodall's approach to conservation inspires hope and empowers students to take action.

Educators can use metrics aligned with educational standards to assess the effectiveness of incorporating Jane Goodall's approach.

Jane Goodall's Roots and Shoots program inspires young people to help animals and the environment.

The program empowers young people to take conservation action and promotes critical thinking and problem-solving skills.

Incorporating Jane Goodall's approach into research-based education can promote critical thinking, problem-solving, and creativity in students.

Evidence-based decision-making, using metrics like student learning outcomes, can improve student achievement when incorporating Jane Goodall's approach.

The Ministry of Education's guidelines for teacher promotion include using teaching practice research and assessing student learning outcomes, such as those from Jane Goodall's approach.

Assessment and monitoring are essential for evaluating the effectiveness of incorporating Jane Goodall's approach into teaching practices.

The Jane Goodall Institute fosters research and conservation, and partners with educators to incorporate Jane Goodall's approach into their teaching.

Educators can use Jane Goodall's approach to promote conservation and encourage student action.

Educators can use Jane Goodall's approach to teach students that small actions can change the world.

Jane Goodall's organization works to protect endangered chimpanzees and promote sustainable land use in Tanzania.

Title:

Content: Tanzania: Boycott of land use plan puts conversation efforts in danger

By Robert Bociaga, in Kigoma
Posted on Friday, 4 November 2022 16:56

Communities living in proximity of Gombe National Park in Western Tanzania have contested conservation programmes meant to protect endangered chimpanzees, as well as land registration process. This comes amid the growing discontent nationwide over the execution of land policies.

The Jane Goodall Institute (JGI), a global conservation organisation that was established following the founder’s research into the lives of the chimpanzees, offered to create a locally managed forest for the dwellers of neighbouring villages in order to stop them from cutting trees at the protected area.

“As chimpanzees require a large home range size and some of the protected areas like Gombe may not provide enough habitat for sustainable chimpanzees conservation, the primates will need to connect to other chimpanzees in the landscape [for genetic diversity] and access suitable habitats outside the park,” says Wilson Elihuruma Kimaro, a biological conservationist at Gombe National Park. “This is why land use planning […] is critical”.

However, the plan was boycotted by some local members of the Waha community, as the participants feared the expansion of the national park and their expulsion without compensation. Despite the deeply rooted fears over the status of their lands, people from the nearby areas were not sufficiently engaged to understand the process.

Growing mistrust

The JGI has been involved in multiple community-centred conservation projects. Since the early 1990s, its TACARE project has encouraged the planting of woodlots to provide a supply of firewood. More recently, a USAID-funded program facilitated the creation of village land-use plans.

During the participatory land use planning meetings, however, worries over whether Gombe National Park would annex more of the area were not sufficiently addressed and as a result, some villagers destroyed the tree samples planted by the JGI, and refused to participate in the land registration process.

The mistrust between the communities and the authorities is also deepened thanks to the persistent issue of the lack of compensation over crops destroyed by wild animals.

Adam Kohoe, a local leader from Bubango village, and the member of the ruling Chama Cha Mapinduzi (CCM), voluntarily patrols the forest to ward off those cutting trees for charcoal or making furniture. For him, silence from the authorities with regards to this matter has been very puzzling. “In the past, we sent many letters to the park about the intrusions of the monkeys, and wild pigs, but we never received any reply,” he says.

Objectives lost in action

“One of the benefits of the land-use planning process provided by the Tanzania land and forest laws is that it gives an opportunity for villagers to designate an area as the Village Land Forest Reserve during the land-use planning process,” says Kimaro.

However, Masalu Luhula, a land tenure specialist, says “national parks in Tanzania have been expanding in a way that makes communities suspicious [and] if people are not engaged, imposed solution[s] will not work as the solutions must come from people”.

In some ways, the law itself is flawed because the president of Tanzania can always acquire the land

According to him, Tanzania’s Village Land Act of 1999 puts rural communities at the heart of all land-related issues, but in practice, the implementation of the law has often turned out to be cumbersome for the authorities.

The law requires the government to consult the villages through an assembly, but in this case, “the institute communicated mainly with the village leader”, says Eliyas Elmas, a resident of Bubango village. “[…] This provoked the accusations over […] alleged corruption and expansion of the Gombe National Park.”

Luhula argues that in some ways, the law itself is flawed because “the president of Tanzania can always acquire the land, and the community can only demand the compensation, which is against the spirit of democracy”, he says.

The case of forced relocation of Maasai people in the Ngorongoro Province, and also the expansion of Rungwa Game Reserve, where communities were not consulted, have been resonating nationwide. Many hint at the history of injustice regarding land-related issues that has been haunting Tanzania since the colonial times when thousands were expelled to make space for the  creation of various protected areas.

Nevertheless, among the villagers, there are still people trying to protect the forest, appreciating the value of the wildlife. Some of them have even agreed to relocation if compensated, but the communication with the authorities has not been sufficient to dispel their doubts about the plan for the area.

Still, “human population increase is one of the main challenges facing […] conservation [efforts] in Tanzania, [but for] the local communities, forest resources are still the cheapest option for their well-being”, says Kimaro.

The need for national debate

In Tanzania, about 43.7% of the total land area is protected, of which at least 28% of the mainland’s total land area is made up of protected areas (including Game Controlled Areas), while about 15.7% is made up of forest reserves. However, most of the species are found outside of already protected areas, competing with farmers, pastoralists or business people for survival.

For Kimaro, the core issue remains the need to balance conservation and development. “People living close to the parks are living in abject poverty. Addressing their challenges while implementing conservation goals can be very difficult,” he says, adding that an improvement in daily well-being would decrease their dependency on forest products.

The Waha communities near Gombe National Park, who are predominantly farmers, lack good quality infrastructure and do not see themselves as the beneficiaries of conservation. “People move on unpaved roads, classrooms are overcrowded, while hospitals [are not well] equipped,” says Elmas.

To earn a living, many cultivate oil palm trees, a cash crop of growing importance, but the villagers apply an old-fashioned technology of processing the palm oil, which keeps their profits low. This is despite Tanzania’s ambitious plans to end the import of palm oil by 2025.

Assa Makanika, a CCM member and Tanzania’s youngest parliamentarian, comes from Kalinzi, another village near Gombe. He advocated for support for existing palm oil producers near Kigoma, but without success, Nevertheless, he supports plans to expand production of palm oil at home, insisting that “there’s enough un-utilised land available in Tanzania, and the country should develop this sector”.

Luhula, however, sees the problem in the fact that “the same system has been exercised for many years, and there have been no major changes in the land governance”.

People have conflicting interests over land use, and with the increase in population “some sort of national debate might be necessary as the land being generationally transferred is a highly important issue”, he says.

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The Jane Goodall Institute conducts community-centered conservation in Tanzania, balancing conservation and development since the 1990s.

Dr. Jane Goodall partnered with Barbie to create a doll made from recycled plastic, promoting nature conservation among young girls.

Title:

Content: Mattel Inc.

Mattel Inc. Unveils New Barbie Doll Dedicated to Dr. Jane Goodall

Barbie, in partnership with the Jane Goodall Institute, announced the release of a new doll dedicated to the famous scientist herself.

A Jane Goodall Barbie doll has just hit the market.

It has been a longtime wish of Dr. Jane Goodall to inspire young girls.

The doll was created to celebrate Goodall's groundbreaking research with chimpanzees and her nature conservation efforts.

“My entire career, I’ve wanted to help inspire kids to be curious and explore the world around them – just like I did when I first traveled to Tanzania 62 years ago. I’m thrilled to partner with Barbie and encourage young children to learn from their environment and feel a sense that they can make a difference,” said Dr. Jane Goodall in a statement.

Goodall is well-known for her research observing chimpanzees' similar characteristics to humans. Her work has drastically changed the way we look at the behaviors of animals and humans.

This doll is the first doll in Mattel's 'Inspiring Women Series' to be made from recycled plastic.

“Kids need more role models like Dr. Jane Goodall, because imagining they can be anything is just the beginning – seeing it makes all the difference," said Lisa McKnight, Executive Vice President and Global Head of Barbie and Dolls, Mattel in a statement.

The doll comes with a chimpanzee figure named after Goodall's famous chimpanzee companion, David Greybeard. It also comes with a notebook and a pair of binoculars.

The release of the doll comes just in time for World Chimpanzee Day on July 14.

Other dolls in the 'Inspiring Women Series' include Ida B. Wells and Maya Angelou.

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What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

The doll's release on World Chimpanzee Day, July 14, aims to encourage kids to learn from the environment.

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Dr. Goodall, a UN Messenger of Peace, stresses the need for healthy ecosystems to prevent collapse and ensure human survival.

Title:

Content: Leading conservationist Dr Jane Goodall warns next generation faces a 'bleak future' without action

COP15, the once-in-decade global biodiversity summit, began in Montreal on Wednesday. Ahead of the conference, ITV News spoke to one of the world's most famous and inspiring conservationists, Dr Jane Goodall.

With an estimated one million plant and animal species facing extinction, the scale of the issues being grappled with by nations at COP15 in Montreal could hardly be greater.

Entire ecosystems face collapse if we do not act, so how best to overcome this challenge?

Dr Jane Goodall has spent a lifetime trying to understand, protect and educate others about the natural world. She’s witnessed devastating habitat loss but also examples of where, given time, nature returns.

She paints a dark picture of what happens if politicians fail to rise to the occasion, saying the “price of failure is condemning our children, our children's children, to a very, very bleak and grim future.”

Talking to ITV News in Parliament, where she was marking a significant moment in the campaign to ban trophy hunting, she explains how we need to view nature.

“I would say how important it is to realise that we are actually not separate from the natural world. We are part of it and more than that we depend on it. We depend on it for food, water, everything," she said.

"We depend on healthy ecosystems. An ecosystem is made up of an interrelated mix of animal and plant species living in that ecosystem. And as more and more animals and plants become extinct in that area, so the ecosystem eventually will collapse.”

Decades of witnessing animals, such as primates, up close has forged her understanding of our world. It was notable in a room full of animal welfare campaigners just how quiet it was when she spoke.

In Montreal, the world faces a choice but it’s complicated. Delivering change includes finding a way of maintaining wealth. Making people poorer while saving plants and animals won’t work, but Dr Jane Goodall sees options that will.

She concluded: “We need nature for our own physical and psychological well-being. That's proven again and again. We must not let these ecosystems collapse, we have this window of time, we have the tools, we know how we can do things. But will we?”

Want a quick and expert briefing on the biggest news stories? Listen to our latest podcasts to find out What You Need To Know

In addition to founding the Jane Goodall Institute, what other role has Dr. Goodall earned?

Her Roots and Shoots program empowers young people in 70 countries to create community change and promote environmental responsibility.

Title:

Content: World-famous for her research with chimpanzees, Jane Goodall now focuses on the human condition

Apr 21, 2024 | 0 comments

By Michelle Cohan

In 1960, on the banks of Lake Tanganyika, Tanzania, one young British woman would set out to change what we know about primates forever.

Jane Goodall, in 1960, searching an African forest for chimpanzees.

Jane Goodall defied conventional scientific methods by immersing herself in the jungle, which led to groundbreaking discoveries about chimpanzees; most notably that they use tools, are omnivores and that they are socially complex beings.

More than six decades later, her unorthodox field work – and her conservation efforts – are still celebrated around the world.

Today, the recently-turned 90-year-old’s work looks a little different – taking place mostly indoors, and with a different crowd. Through her program called “Roots & Shoots,” Goodall empowers young people to create change within their communities. And for her, this work is just as significant.

CNN spoke with Goodall recently during a trip to South Africa, where she observed some of the projects local Johannesburg students are heading up as part of Roots & Shoots.

The interview has been edited for length and clarity.

CNN: The younger generation has so much they can learn from elders. Who made an impact on your life?

Goodall: I think it’s really important, this exchange of information from the elders to the youngers. I was really lucky; I had an amazing mother. I was born loving animals, and she supported that love of animals. I was one-and-a-half years old, and she came into my room and she found I’d taken a whole handful of wriggling earthworms into my bed. Most mothers would’ve [said], ‘Oh, throw these dirty things [away].’ She just said, ‘Jane, I think they might die without the Earth, you better take them into the garden.’ And so she nurtured this inherent love I had … in all the insects, the birds, the animals, everybody around me.

Jane Goodall

CNN: Roots & Shoots is active in 70 countries, where hundreds of thousands of young people are making an impact within their communities. How did the program come about?

Goodall: When I began Roots & Shoots in Tanzania in 1991, it was because I was meeting young people then who had lost hope. Young people who felt we’d compromised their future. And the reason they’re losing hope, it’s obvious: climate change, loss of biodiversity. I could go on listing, listing, listing … but when they said there was nothing they could do about it, then I thought, ‘No, that’s not true.’

We worked out that Roots & Shoots’ main message [would be that] every individual has a role to play. And that we needed to think holistically in terms of helping the environment, people and animals, because we are all interrelated. That’s where it began.

CNN: What is the most important message to convey to the younger generation?

Goodall: The goal that I have is helping young people understand that there is a window of time [to save the planet]. Unfortunately, today I [still] meet more and more people who are losing hope. So many people feel helpless and hopeless because [they question] what can they can do as an individual.

But what people have to understand is when it’s 2 million, 1 billion, 2 billion, 3 billion, all taking small actions to make the world a better place, that is changing the world. What matters is people understanding that as an individual, what they do makes a difference. Not because it’s just them, but because they are not alone.

CNN: Does climate innovation and technology give you hope?

Goodall: Yeah, I think that if we look around at what’s happening to the planet, we need to grab onto every single thing we can that will help us to move forward out of the disaster that we have created. And if we look at solar energy, if we look at wind energy and the power of tide energy, then these things are good.

The problem has been to get government support. So governments tend to put money into the fossil fuel industry, rather than to support the new emerging technologies that will enable us to live in a more harmonious way with the natural world. If we don’t do that, our future is doomed. And unfortunately, it’s not only our future, but so many of the other animals that so many of us love. We have to take action now.

CNN: What message do you have for the world?

Goodall: A message to the world would be, don’t forget that you as an individual make an impact on the environment every single day. And it’s up to you to choose what sort of impact you make. I think once everybody understands the role that they play, whoever they are, is so desperately important, then we move towards a better world.

Editor’s note: At one of Goodall’s recent presentations in California, 93-year-old movie actor and director Clint Eastwood was in the audience. Asked why he was there, Eastwood said he supported Goodall’s work and added that he was a big fan of 90-year-olds.
_________________

Credit: CNN

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What would letting children get close to nature help cultivate?

The program, founded in Tanzania in 1991, helps young people understand their actions can save the planet.

Dr. Goodall believed what steps would slow population growth?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Dr. Goodall believes individual actions can make a difference in the environment.

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

She has written "The Book of Hope" and hosts the Jane Goodall Hopecast podcast, promoting environmental conservation and hope.

Title:

Content: Saturday 2 July 2022
Prayer times
News Highlights
Today 's Issue
Today 's Issue
Dunya
The Goldman Environmental Award.
"Green Noble"
The Goldman Environmental Award.
"Green Noble"
July 2, 2022 01: 38
Taha Hassib (Abu Dhabi)
Motivating people to protect the environment is a central goal of the Environment Awards. Caring for the planet is no longer a luxury. Preserving its natural balance and biodiversity is now the focus of attention for politicians, scientists and activists through inspiring individual initiatives.
Climate change, its consequences and ways to address it, is moving towards a trend that is emerging day by day at the international level through climate conferences and summits, as well as at the national level, where most countries of the world are developing their policies to be more committed to protecting the environment, and more ready to shift to carbon neutrality (zero carbon).
The focus on the role of the individual in protecting the environment is clearly reflected in the Goldman Environmental Prize, which they call the "Green Nobel", founded by Richard and Rhoda Goldman in San Francisco, California, in 1989, to shed more light on environmental problems and their effects, and to draw the attention of the global public to the need for action in the field of environmental protection.
Richard Goldman, the founder of the award, believes that “people from ordinary backgrounds are doing extraordinary things to save our planet. ”
By rewarding ordinary people for outstanding environmental achievements, the Prize seeks to inspire others in the same direction.
The first edition of the Goldman Environmental Prize was launched on April 16, 1990, and was also the founder's 70th birthday.
The award is given to individuals who have made continuous efforts to protect and enhance the natural environment, often in the face of significant personal risks.
A more sustainable future
The $200,000 prize seeks to motivate candidates from all continents, Asia, Africa, Europe, North America, South America and the island states, and to ensure that the categories are diverse in terms of age, gender, ethnicity and language, all united in their commitment to building a more sustainable, equitable and biologically diverse future.
Since its inception, the prize has awarded $28 million to 213 winners from 93 countries, and 95 women have won the prize.
Nomination Criteria
Candidates are often leaders in a grassroots campaign that results in significant impact at the regional, national or global level, as well as those who provide significant inspiration to other environmentalists or the public.
The award pays attention to individuals who will be greatly helped to complement their current efforts to protect the environment.
The most likely element to win lies in recent achievements that have strengthened the environment, prioritizing individuals over executives of large NGOs.
Government employees can run when the work they have submitted falls outside their official responsibilities.
The 33rd edition of the Goldman Environment Prize was broadcast in a virtual ceremony on May 25.
The event was presented by the famous American actress and environmental activist Jane Fonda, who has won several awards, including two Oscars, two BAFTA awards, seven Golden Globe Awards, the Primetime Emmy Award, the American Film Institute Award, and the Honorary Golden Lion Award.
In 2019, Jane Fonda moved to Washington, D.C. and founded her grassroots climate change movement, Fire Drill Fridays, where every Friday she hosted events on Capitol Hill calling on political leaders to take action to address the climate emergency we are in.
Climate action requires as fast as firefighters move to put out a fire in a house, and that ’ s what the connotations of a phrase from Swedish climate activist Greta Thunberg: “This is a crisis.
We have to act like our house is on fire, because it is.
Jane Goodall.
Dr. Jane Goodall, the world ’ s most famous wildlife conservationist who has spent decades studying chimpanzee behavior, is convinced that “there ’ s a secret to real change: when we have reason to hope, we have reason to act. ”
Her latest book, The Book of Hope: A Survival Guide for Trying Times, and her podcast, Jane Goodall Hopecast, both deliver inspiring messages.
In 2021, Dr. Goodall received the Templeton Prize, which is awarded to people who harness the power of science to explore the deepest questions about the universe and human existence, in recognition of her work integrating science with spirituality and compassion.
Inspiring and environmental advocates
The winners of the 33rd edition are described on its website as outstanding individuals who have taken action to defend their communities and environment: Shima Williams of Nigeria, Niwat Ruikau of Thailand, Marjan Menesma of the Netherlands, Julian Vincent of Australia, Nalele Cobo of the United States, and Alex Lusitante and Alexandra Narviz of Ecuador.
Oil spill.
In Nigeria, despite the oil wealth of the Niger Delta, residents face the dilemma of environmental degradation caused by oil spills.
Each year, around 240,000 barrels of crude oil leak from pipelines and oil wells, polluting water supplies and crops.
In the wake of the catastrophic oil spills in Nigeria, environmental lawyer Chima Williams held Royal Dutch Shell responsible for the widespread environmental damage caused.
This is the first time a Dutch multinational has been held responsible for violations by its subsidiaries in another country.
Prevention of climate change
In an unprecedented victory, Marjan Menesma leveraged public input and unique legal strategy to secure a successful ruling against the Dutch government, requiring her to enact specific preventive measures against climate change.
In December 2019, the Dutch Supreme Court ruled that the government had a legal obligation to protect its citizens from climate change and ordered, by the end of 2020, to reduce greenhouse gas emissions by 25% below 1990 levels.
The decision by the Dutch Supreme Court marks the first time citizens have successfully held their government to account for its inability to protect them in the face of climate change.
Abolition of coal financing
Australian Julian Vincent led a successful populist campaign to abolish coal financing in Australia, a major coal exporter.
Thanks to its activity, Australia ’ s four largest banks have committed to ending funding for coal projects by 2030, and major insurers have also agreed to stop underwriting new coal projects.
No to oil in urban areas
Nalili Kobo, 21, grew up in southern Los Angeles and started her business when she was 9 years old after noticing foul smells emanating from an oil well across the street from her home.
Over the years, she has suffered headaches, nosebleeds and heart palpitations caused by pollution from the well.
At the age of 19, Nalili Kobo led a coalition to permanently shut down her community ’ s oil exploration site in March 2020.
She began attending meetings and gatherings with her mother, and at the age of nine, she gave her first public speech on the issue, eventually becoming the main spokesperson for the Los Angeles oil embargo.
Protecting the Mekong River
In Thailand, Niwat Ruikau and his community successfully ended the project to blow up the upper Mekong slopes, which would have destroyed 248 miles of the Mekong River to deepen shipping channels.
This is the first time that the Thai government has cancelled a cross-border project because of the environmental damage it could cause.
repercussions of gold mining
In Ecuador, the duo Alex Lusitante and Alexandra Narviz were able to galvanize indigenous efforts to protect their ancestral lands from the fallout from gold mining, conserving 79,000 acres of pristine and biodiverse rainforest at the headwaters of the Ecuadorian Aguarco River, a sacred place in Cován.
Jury
Wangera Maathai, a Kenyan Nobel Peace Prize laureate in 2004 for her contributions to sustainable development, democracy and peace, and for her role in protecting the environment, especially her 1977 founding of the Green Belt Movement to plant 30 million trees in Africa.
Among the judges of the award is Alvaro Umana, the former Minister of Environment of Costa Rica, the first minister to hold this portfolio, during 1989 and 1990, and Yolanda Cacapades, the former Minister of Environment of Ecuador, who from 1990 to 1992 coordinated the participation of civil society organizations in the United Nations Conference on Environment and Development during the Earth Summit in Rio de Janeiro in 1992.
All rights reserved to Al Ittihad Newspaper 2022 ©

At the Proctor & Gamble 2022 summit on regional sustainability, what did Dr. Jane Goodall emphasize?

Through what means does Dr. Goodall offer inspiring messages?

her Podcast, The Jane Goodall Hopecast
Her book, The Book of Hope

The Jane Goodall Institute has a global reach, with programs supporting conservation in countries including Taiwan, Malaysia, and India.

Title:

Content: • En
Asia ’ s first “Jane Goodall Primary School ” to open in Taiwan
Dr. Jane Goodall (Source Taiwan English News)
The Tang Prize Foundation and Jane Goodall International signed a cooperation agreement today (11) to support conservation and education efforts in three countries: Taiwan, Malaysia and India. The first experimental primary school in Asia focusing on conservation and sustainability issues will be opened in Taiwan. Jane Goodall Institute of Taiwan.
2020 Tang Prize Sustainable Development Laureate Dr. Jane Goodall, who was selected as a Tang Prize Laureate last year, began to use the $10 million research grant from the prize to launch sustainable conservation efforts this year. One of the projects is called Conservation Asia, which runs from August 2021 to December 2025.
The Tang Prize Education Foundation hopes to spread the power and spirit of the Tang Prize to promote sustainable development through this collaboration with the Genghuad International Association, and to carry on the Genghuad philosophy: “Human disrespect for nature has caused climate change and biodiversity crisis, and human beings should take responsibility for protecting ecosystems. ”
The main purpose of the Asia Conservation Project is to support conservation and education efforts in Taiwan, Malaysia and India, starting with the establishment of the first experimental primary school in Asia focusing on conservation and sustainability issues in Taiwan, called the Jane Goodall Sustainability Academy.
The second is Project Monyet, which raises awareness about the conservation of primates on the Malaysian peninsula through activities such as workshops and collaborates with scientists to document wildlife species.
Finally, there is the Hope Project in India, which builds a connection between young people and nature through activities such as workshops and nurtures their understanding, awareness and action of nature.
In addition, Conservation Asia will host a Youth Forum each year to help teams work together and share the fruits of their work, produce and deliver impactful and diverse teaching resources and materials to rebuild the lost connection between humanity and nature.
We believe that bringing children closer to nature from a young age will help foster children ’ s ecological literacy and caring for the planet. In addition to establishing a solid foundation in the local area, we are also committed to creating and sharing influential and diverse teaching materials to increase citizen engagement and raise public awareness of the importance of wildlife. Create a vibrant sharing platform through events such as summits, workshops, and more.
She went on to share that Taiwan ’ s first Zhengude Elementary School will guide students to understand the mysteries of nature ’ s operation, allowing children to explore in the learning environment, and cultivate three core principles of knowledge (understanding), compassion (care) and mobility.
Chen Zhenchuan, CEO of the Tang Prize Education Foundation, said that according to United Nations statistics, by 2050, more than two-thirds of the world ’ s population and about 6.4 billion people will live in cities, that is, under the rapid development of science and technology and urbanization, human intensive activities will accelerate the destruction of the earth ’ s ecology and environment and resource depletion, resulting in more green land being turned into an artificial environment. Severe disasters continue to occur, including typhoons and floods, major earthquakes, forest fires, infectious diseases, etc.
Therefore, it is more necessary to solve the problem of habitat fragmentation and maintain biodiversity through environmental and ecological protection education, so as to realize the vision of human beings and nature living side by side.
△ Photo provided by Tang Prize Education Foundation
△ The Tang Prize Education Foundation and Jane Goodall International concluded the signing ceremony of the Agreement on Conservation in Asia today. (Photo courtesy of Tang Prize Education Foundation)

Dr. Goodall received the Tang Prize for Sustainable Development, which she donated to the Roots and Shoots program.

Title:

Content: The 4th Tang Prize Presented by Conservation Celebrity Jane Goodall Donates to “Roots and Shoots Project ”
▲ Affected by the epidemic, the 4th Tang Prize will be presented online today. (Photo courtesy of Tang Prize Foundation)
Journalist Hsu Min-yung / reporting from Taipei
The 4th Tang Prize Presentation Ceremony, originally held last year, was held online today (20th). Eight winners from seven countries, including the United States and the United Kingdom, received congratulations and applause from the global audience. Dr. Jane Goodall, winner of the Sustainable Development Award in the United Kingdom, announced that she will donate the prize money to 65 countries to nurture young people ’ s roots and buds. "Plan".
The winners of the 4th Tang Prize in 2020 are located in 7 countries, including the United States, the United Kingdom, Japan, Singapore, Bangladesh, Colombia and Lebanon. Last year ’ s ceremony was postponed to today. The award ceremony was held at the same time, and the winner gave a keynote speech online this morning.
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Chen Zhenchuan, CEO of the Tang Prize Education Foundation, pointed out that in 2020, the COVID-19 pandemic has affected the original planning activities of the Tang Prize, but Dr. Yin Yanliang, founder of the Tang Prize Education Foundation, has been looking forward to inviting the fourth winners to Taiwan to receive awards and participate in a series of activities. Ceremony.
▼ Chen Zhenchuan, CEO of the Tang Prize Education Foundation.
(Photo / courtesy of Tang Prize Foundation)
Dr. Jane Goodall, winner of the Tang Prize for Sustainable Development, received the award from the British Home Network. In her speech, she pointed out that today ’ s achievements are due to the efforts and companionship of friends, especially the International Jane Goodall Education and Conservation Association. The prize money will be used for the association ’ s programs, especially the Roots and Shoots program, which is run in 65 countries and nurtures young people.
Jennings announced a donation.
(Photo / courtesy of Tang Prize Foundation)
Each winner of the Tang Prize will receive NT $50 million, of which NT $10 million will be designated by the Tang Prize Foundation as a research grant to initiate the promotion of sustainable conservation, and Jane Goodall will invest in a project called “Conservation Asia ”, which aims to support conservation and education in three countries: Taiwan, Malaysia and India.
Dr. Marc Feldmann, winner of the Tang Prize for Biotechnology and Medicine, who received the award from an outdoor garden in his home in the UK, said that when the news of the award was announced last year, it was at a time when the COVID-19 pandemic was ravaging the world and many lives were being lost. With the Tang Prize, we look back on our lives once again, thanking our team, colleagues and family for their support and the opportunity to change the world for the benefit of millions of patients.
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Her organization focuses on sustainable conservation, investing in projects like Conservation Asia, which runs from 2021 to 2025.

Dr. Goodall's Roots and Shoots program inspires young people in 65 countries to take conservation action.

What difference does Dr. Goodall believe every individual is capable of?

What would letting children get close to nature help cultivate?

She emphasizes individual actions and climate innovation in making a difference.

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

Dr. Goodall's conservation approach inspires hope through storytelling, prompting people to take action.

Title:

Content: Jane Goodall wants University of Wisconsin-Madison students to walk away with one message Sunday: Do not give up hope.

It’s a strategy the world-renowned ethologist and conservationist has found effective in spurring action, even as headlines catastrophizing climate change inundate people with a sense of doom.

“I don't agree with scientists who say the tipping point has already reached the point of no return with climate change and loss of biodiversity,” Goodall told the Cap Times. “We still have a window of time. But if we lose hope, fall into apathy and don't take action, then we're doomed.”

Goodall is best known for her groundbreaking work in the early ‘60s as a primatologist. At 26, she began studying chimpanzees in Tanzania, becoming the first to observe that the animals make and use tools. Now part of the world’s longest-running study of wild chimpanzees, her findings have forever changed scientific understanding of primates and humans’ relationship to them.

Goodall’s legacy also endures through her activism. In 1977, she founded the Jane Goodall Institute, a global conservation nonprofit. One of the organization’s programs, Roots & Shoots, educates young people in over 60 countries to work on environmental, conservation and humanitarian issues.

In 2021, Goodall additionally published “The Book of Hope: A Survival Guide for Trying Times,” which details her hope in the world’s ability to make change despite its environmental challenges.

Goodall will speak Sunday at 7 p.m. in UW-Madison’s Memorial Union for the Wisconsin Union’s Distinguished Lecture Series. Tickets for the event sold out among students within 90 minutes, but the public can still register to watch the online livestream.

In a virtual interview with the Cap Times, Goodall spoke from the Edgewater Hotel about climate deniers, how she remains optimistic and what the audience can expect from her on Sunday.

Will you have time to explore Madison this weekend, or will you mostly be working?

It’s all working. Not mostly — all. But the hotel has a lovely view overlooking the lake with all the ice. My life turns out to be work, meeting lovely people and just having an occasional moment to walk in a bit of nature.

What can people expect to learn from you on Sunday?

I hope they take away the message that every single one of them makes a difference every single day of their lives, and they can choose what sort of difference they make. I think that’s the most important message that anybody can have — that they, as an individual, matter and have a role to play.

Your platform revolves around this message of hope. What might be the harm in catastrophizing?

It makes people lose hope. If you’re told that nothing you can do will avert the planet heating up to a point where life is no longer possible and that we’re destroying the ecosystems on which we depend, then why bother doing anything?

The important thing is to realize we still have time, but we have to take action. We have to each do our bit. It may seem small, but billions of small, ethical actions make change.

Much of your work focuses on involving young people within conservation efforts. What inspires you about the attitudes of younger generations toward animals and the environment?

They are much more aware, which isn’t surprising. When I was young, "environmentalism" wasn’t even a word.

Young people are surrounded by doom and gloom. The radio’s full of it, the internet's full of it, the television's full of it, the press is full of it, and so they're much more aware. Fortunately, there are enough people saying it's not too late, and that inspires them and galvanizes them into action.

Do you think those attitudes are much different from older generations?

They are different because older generations either didn't understand what was happening because of ignorance, or they don't want to understand because they want to carry on with business as usual. They want to go on making money in the short term at the expense of future generations.

Sometimes I don’t think they’re thinking like that. I don't think they're deliberately understanding that they're harming the future for their children and grandchildren. But they're simply not thinking in the way that we should be thinking today.

Is it still worth trying to change their minds?

Yes, yes, yes, yes, yes! How to change the minds of the older people? Through storytelling, not through pointing fingers, not through making people angry, not by telling them they're bad, but by reaching into the heart. I’ll give you one example.

This CEO of a huge international corporation told me he was working to get his company ethical for three reasons. One, because we're using our nature's finite natural resources faster than nature can replenish them. Second, consumer pressure — people are beginning to demand ethically produced products.

But what really tipped the balance, he said, was his little girl of 8. She came back from school one day and said, “Daddy, they're telling me that what you're doing is hurting the planet. That's not true, is it, Daddy? Because it's my planet.” That reached his heart. That's the way you change people.

When did you realize this approach of storytelling could persuade people?

I think it was probably part of my nature. I'm not confrontational. I'm fighting for change, yes, but not by confronting. People must change from within. I don't believe you can change them by hammering them with facts that they don't want to listen to.

When I first went to the medical research labs where the scientists kept chimps in 5-foot by 5-foot cages, it was one of the worst experiences of my life. I came out shaken, trying not to cry. I was taken into a room with the top people from the National Institute of Health in the department of animal experimentation. I realized they were waiting for me to speak.

I said, “I imagine all of you are caring and compassionate people, and maybe feel just as I did about what's going on in there.” When you think of it, that was very clever. They couldn’t admit they weren’t caring and compassionate, could they?

Instead of telling them they were bad people, I showed them pictures of the chimpanzees in the wild, making their nests, playing, lying around. In their minds, they could contrast it with the cages where these very social beings were kept for 30 to 40 years. I know it did get into some of their hearts because they told me so. It made some labs completely change the way that they operated.

When you meet somebody, or a group of people, you may not realize that you've made a difference — but you may have planted seeds that will grow and cause change in some of the hearts.

What mistakes did you make early on in your career that emerging activists and young people can learn from?

I was saved from making mistakes in the early days. Before I went to Africa to study chimps, I was working at London Zoo. The chimps were in terrible conditions. So when I got back from my first stint in Africa, the zoo arranged a press conference. I thought now I could really tell the world how bad the chimps were treated!

I happened to be having dinner that night with a very powerful man that I met in Tanzania, and I told him about my plan with great excitement. There was dead silence. He said, “Do you realize that the head of the London Zoo is Solly Zuckerman, Winston Churchill's wartime adviser? A very, very powerful man. Do you think he's going to take it lying down when you criticize his zoo?”

He said, “Just tell me three things that are the most important to change.” I told him, and within two weeks, they were all done. There was no confrontation. That was a lesson that came just in time for me not to make that mistake.

So it’s about activists getting rid of their own personal egos.

Exactly. What people want is to have their name out there and to say, “I did it. I changed this.” It’s learning to not want to be recognized for change. The main thing is to make the change. Not “me” making the change.

This powerful man obviously didn't want me to say that the chimps were being treated badly. He immediately agreed, but didn’t want it out in the press. Give Solly Zuckerman the credit. That’s fine — as long as it changes.

This is a lesson I talk about with our youth. I tell them not to be confrontational. Your goal: Is it to glorify yourself? To be the champion? Or do you really want change?

What do people still not understand about your work and its relevance today?

Climate change deniers, people who don’t want to make a difference, probably don’t understand. What they really think is hard to tell. But are there really people who deny that climate change is happening? Probably not. When they admit it’s real, they say it’s natural and that it’s not manmade. Do they really believe that? I can’t believe they do — but that’s what they say. They don’t want to lose face, and making people lose face isn’t a good way to make change.

What makes you think they don’t really believe what they’re saying?

Well, I can't think of anybody with any ounce of intelligence could believe it. That's why.

How often do you come across those kinds of people?

Not very often. They tend to avoid me.

Kayla Huynh joined the Cap Times in 2021 and covers higher education. She graduated from Northwestern University with a master's degree in journalism after attending UW-Madison.

Support Kayla's work and local journalism by becoming a Cap Times member.

To comment on this story, submit a letter to the editor.

At the Proctor & Gamble 2022 summit on regional sustainability, what did Dr. Jane Goodall emphasize?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

The Roots & Shoots program, founded by Jane Goodall in 1991, empowers children in over 70 countries to take action for endangered species and the environment.

What difference does Dr. Goodall believe every individual is capable of?

What would letting children get close to nature help cultivate?

The program teaches a holistic approach to the environment, emphasizing each individual's role.

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Small actions can change the world, and understanding your role is crucial.

At the Proctor & Gamble 2022 summit on regional sustainability, what did Dr. Jane Goodall emphasize?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What does Dr. Goodall say about the youth climate movement?

"They're taking action. And they're saying, 'This is our future, and we're going to do something about it.'"

What would letting children get close to nature help cultivate?

Jane Goodall believes every individual can make a difference and hopes to establish Roots and Shoots in every school worldwide.

Title:

Content: ×

The work of legendary ethnobiologist, conservationist and activist Jane Goodall has already inspired people to care for endangered species and the environment for decades — but the doctor’s latest endeavor continues her work in motivating the next generation.

Apple TV+’s mission-driven children’s series “Jane” harnesses the power of TV, with Emmy-winning creator J.J. Johnson (“Endlings,” “Ghostwriter”) using Goodall’s teachings to motivate kids to take a stand for endangered species and care for the environment. “Jane,” from the Jane Goodall Institute and Johnson’s company Sinking Ship Entertainment, premiered on April 14, with 10 episodes now available on Apple TV+.

“Jane” features eager 9-year-old environmentalist Jane Garcia (Ava Louise Murchison) — who is inspired to help save the planet, following in the footsteps of her role model, Goodall — along with her friends David (Mason Blomberg) and a chimpanzee named Greybeard. Each episode focuses on a different endangered species, such as Apis mellifera (Western honey bee) and Panthera tigris (tiger). Blending live action and CGI — and featuring an epic theme song “One Step Closer” written by Diane Warren, and sung by Leona Lewis — the show depicts the friends taking a stand for the species and the environment, and getting into occasional trouble along the way. The episodes all end with the friends video-chatting with real-life animal experts, particularly highlighting women and people of color.

While Goodall’s years of dedication to great apes research and advocacy have made her a household name in the 21st century, she began her work at age 26 in 1960 studying chimpanzees. She founded the Jane Goodall Institute in 1977, which fosters research, advocacy as well as community-led conservation, and it empowers children — particularly through its youth program Roots and Shoots, which was founded in 1991.

A United Nations Messenger of Peace and a Dame Commander of the British Empire (DBE), Goodall’s research on chimpanzees in Gombe, Tanzania helped change scientists’ understanding of humans’ relationship to animals. The research continues in Tanzania through the Jane Goodall Institute Gombe Stream Research Center, and it is the world’s longest-running chimpanzee study.

Also a prolific author, Goodall has adult and children’s literary works such as “The Book of Hope,” “In the Shadow of Man” and “Rickie and Henri: A True Story.”

Goodall is no stranger to the screen, however, as the subject of dozens of films including “Chimps, So Like Us,” “Miss Goodall and the Wild Chimpanzees” and “Jane Goodall: The Hope” — as well as Brett Morgen’s 2017 Emmy-nominated documentary, also called “Jane.” While Goodall did not create this “Jane” for Apple TV+, her life’s work and teachings inspire the show’s protagonist who idolizes her, and if Goodall had not approved the show’s concept when it was in development, it would not have moved forward.

Goodall, who turned 89 earlier this month, spoke with Variety over Zoom about how she hopes “Jane” inspires the youngest generation, and what she hopes to accomplish next in her career.

How do you hope viewers, especially children, react when they see “Jane”?

I hope that it will encourage them to actually think more about endangered species — to think about the fact that if we’re not careful, many of these species will disappear. I hope it also will encourage young people to join our Roots and Shoots program, which is in 68 countries. It’s about young people choosing projects to help — animals, people and the environment — deciding what they want to do, working out what they can do, rolling up their sleeves and taking action.

So if this Jane Garcia encourages real-life activities, it’ll be great. I hope it will encourage young people to join in the effort to make this a better world, to choose projects that will help to save the environment before it’s too late.

Talk about environmental issues often creates anxiety in children and young adults, but it is still obviously important to learn about — how do you, through this show or beyond, hope to inspire the next generation without causing anxiety?

That’s my entire program Roots and Shoots, it’s all about taking action. If young people get together and work on projects, which is the same sort of thing with Sinking Ship Entertainment, then it’s all about positive change. We need to know that many species are close to extinction, but that we have to stop that from happening. And therefore we have to work together to find out ways of saving the animals that are moving toward extinction. We need to know about the doom and gloom — I talk about it all the time. But at the same time, it’s desperately important to give people hope, especially young people, because, yes, we can make a difference.

So “Jane” shows young people how they can get together and solve the “doom and gloom” effectively?

Yeah, hopefully. The goal is to try and get young people involved and taking action, and stepping on beyond that to do more. It’s young people getting really worried, but then working together with older people who are also wanting to try to save the species. So it’s a complete mixture.

How do we inspire the next generation to create change, without placing blame on children for a situation they didn’t create?

There are major problems and, yes, all sorts of things have led to unfortunate decreases in numbers of endangered species. But the whole emphasis is on working together to create change. Let’s get young people involved, talk about what can be done to make a difference and then, as I say, roll up their sleeves and work out what they can do. And taking action is going to be different with different species. And, basically, I hope that this program will have enough fun in it, as well as understanding the problem, that young people will be pushing toward saving a lot of these animals. Many animals on the very brink of extinction have been given another chance.

What’s an example of a species that was pushed toward extinction, but human intervention reversed the course?

My favorite one is that little black robin that was reduced to just two individuals, one male and one female. That was it. And through some very clever work, there are now about 500 of them. They’re all genetically identical, of course, but they’re being spread into four different islands. So, hopefully, there will be some genetic change so they’re not all identical, since that’s not very healthy. There are many, many stories like that.

What message do you have for people who feel hopeless, or that they alone cannot make a difference?

People have to realize that every single one of us can make a difference. We could just say, “Oh well, I know that animals are becoming extinct. There’s nothing I can do about it.” That’s really going to be the end of us. But if you decide, “I will try and make a difference, I will do something every single day,” then we can make a difference. We can choose what we can do: Some of us can help animals, some of us can help planting trees, some of us can help whatever it is that we care about. And if we all choose projects to make the world better, then it’s going to make a major difference. We don’t all give up and say, “Well, it’s just me, there’s nothing I can do.” If we give up, then the future is not very good, is it? We all have to do our bit to try and persuade other people. We’re in the middle of a pretty bad, dark space. So for young people to join in and feel, “Gosh, if I do this, I will be making the world a better place,” that’s really important.

You’ve done so much in your life and in your career — what else do you look forward to accomplishing?

I want our Roots and Shoots program to be in every school in every country. But I always say, “If you try and aim for the stars, you might reach the moon. If you aim for the moon, you might reach the head of Mount Everest,” for example. So that’s the same for the stars — and at least we can reach the moon and help to protect the various animals and plants that are facing tremendous danger. The young and old alike in different countries need to really, really work hard to save these creatures. We’ve got to do it now.

This interview has been edited and condensed.

At the Proctor & Gamble 2022 summit on regional sustainability, what did Dr. Jane Goodall emphasize?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

Educators can assess the effectiveness of Jane Goodall's approach by measuring student engagement, environmental stewardship, and critical thinking skills.

Title:

Content: Research-based education refers to using evidence-based research to guide and inform educational practices. This approach emphasizes data-driven decision-making and encourages educators to base their instructional methods on scientifically sound research. It is an essential tool for educators to ensure that they are providing students with the best possible education backed by sound and reliable evidence.

This article will explore the importance of research-based education and discuss 10 reasons why educators need to incorporate research-based strategies into their teaching practices.

Supports Evidence-Based Decision Making

Research-based education encourages evidence-based decision-making in educational practices. Educators are urged to use reliable research data when developing and implementing instructional strategies. This approach helps ensure that educational practices are based on evidence-proven effectiveness in improving student outcomes. Additionally:

  • Evidence-based decision-making leads to improved student achievement.
  • Educators can identify areas where changes are needed to enhance learning.
  • Reliance on research data enhances teacher efficacy and effectiveness.

Helps Educators to Understand Student Learning

According to a recent study, research-based knowledge is one of the most critical factors in effective teaching and learning. This research-based knowledge allows educators to understand how students learn, identify the most effective instructional strategies, and make informed curriculum development and instruction decisions.

By understanding how students learn, educators can tailor the teaching strategies to the needs of individual learners, ultimately resulting in higher levels of student achievement. Incorporating research-based teaching strategies into instructional practices can also help educators stay up-to-date with the latest educational research and continuously improve their teaching methods.

Improves Student Outcomes

Research-based education is effective in improving student outcomes. This approach gives educators the knowledge and skills to create instructional strategies tailored to individual learners. As a result, students are more engaged and motivated to learn, leading to improved academic performance. Additionally:

  • Research-based education strategies promote higher levels of critical thinking and problem-solving skills.
  • Educators can effectively address learning gaps and identify areas for improvement.
  • Research-based education promotes evidence-based decision-making, leading to improved educational practices.

Promotes Critical Thinking

Research-based education is essential for promoting critical thinking skills in students. By incorporating research-based strategies into their teaching practices, educators can help students develop the ability to analyze and evaluate information critically. This approach helps students develop higher-order thinking skills and problem-solving abilities. Additionally:

  • Research-based education strategies encourage students to question assumptions and evaluate evidence.
  • Educators can help students learn to formulate their conclusions based on research evidence.
  • Research-based education promotes academic rigor and prepares students for future academic and professional pursuits.

Fosters Creativity

Research-based education fosters creativity in students by encouraging them to think critically and develop innovative solutions to problems. Educators can help students explore new ideas and approaches to learning by integrating research-based strategies into their teaching practices. This approach promotes divergent thinking and helps students develop creative skills applicable in multiple academic and real-life settings. Additionally:

  • Research-based education encourages students to explore new ideas and perspectives.
  • Educators can provide opportunities for students to engage in creative problem-solving.
  • Research-based instruction helps students develop a lifelong love of learning and curiosity.

Promotes Equity

Research-based education promotes equity by providing educators with the knowledge and skills essential for addressing the diverse learning needs of all students. Educators can use research-based instructional strategies to create inclusive learning environments that promote equitable opportunities for all learners. This approach helps to close achievement gaps and encourage academic success for all students, regardless of their backgrounds or abilities. Additionally:

  • Research-based education strategies encourage culturally responsive teaching practices.
  • Educators can identify and address systemic barriers to learning.
  • Research-based education promotes social justice and helps to create a more equitable society.

Supports Lifelong Learning

Research-based education supports lifelong learning by instilling in students a love of understanding and an appreciation for the value of evidence-based knowledge. By incorporating research-based strategies into their teaching practices, educators can help students develop the skills and knowledge necessary for success in both academic and real-life settings. This approach fosters a growth mindset, promoting a lifelong love of learning and a commitment to continuously improving oneself. Additionally:

  • Research-based education promotes curiosity and a thirst for knowledge.
  • Educators can model lifelong learning behaviors for students.
  • Research-based education helps students develop the critical thinking and problem-solving skills necessary for lifelong success.

Improves Teacher-Student Relationships

Research-based education improves teacher-student relationships by helping educators better understand their students’ learning needs and styles. Educators can use research-based instructional strategies to create inclusive and engaging learning environments that foster positive relationships between teachers and students. This approach promotes a sense of mutual respect and trust, which is essential for effective teaching and learning. Additionally:

  • Research-based education strategies help teachers build connections with students.
  • Educators can tailor their instruction to meet the needs of individual learners.
  • Research-based education promotes student engagement and academic success, which enhances teacher satisfaction and confidence.

Improves Teacher Efficacy

Research-based education improves teacher efficacy by providing educators with evidence-based instructional strategies and tools to enhance teaching practices. Using research-based methods, teachers can feel confident that they are using the most effective approaches to meet their students’ learning needs. This approach enhances teacher satisfaction, job performance, and student outcomes. Additionally:

  • Research-based education provides teachers with a sense of mastery and accomplishment.
  • Educators can receive ongoing professional development and support to enhance their skills.
  • Research-based instruction promotes a culture of continuous improvement and innovation in teaching practices.

Supports Professional Development

Research-based education supports professional development by providing educators with evidence-based instructional strategies and resources to enhance their teaching practices. By using research-based methods, educators can stay current with the best patterns and latest trends in education, improving their teaching effectiveness and enhancing student outcomes. This approach promotes a culture of continuous improvement and innovation, allowing educators to stay engaged and motivated in their professional development. Additionally:

  • Research-based education provides opportunities for ongoing learning and growth.
  • Educators can collaborate and learn from peers in their field.
  • Research-based knowledge can inspire educators to pursue advanced degrees and certifications.

Conclusion

In conclusion, a research-based education promotes critical thinking. It improves student outcomes, helping educators to make evidence-based decisions and understand student learning. It fosters creativity, promotes equity, and supports lifelong learning, contributing to a culture of inquiry and stronger teacher-student relationships. Additionally, it promotes professional development for educators and improves teacher efficacy.

What would letting children get close to nature help cultivate?

Jane Goodall's research-based education approach improves student outcomes, promotes critical thinking, and fosters creativity.

Educators can use low-code AI platforms to create personalized learning experiences and gain student performance insights.

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Content: Grow with AppMaster.
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Empowering Educators: Low-Code Artificial Intelligence in the Classroom
The Rise of Low-Code Artificial Intelligence in Education
Incorporating artificial intelligence (AI) into education is not a completely new concept.
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These platforms democratize AI by providing intuitive visual interfaces, enabling educators to create and customize powerful AI-driven applications without having to have extensive coding expertise.
Low-code AI platforms enable teachers to create more engaging and personalized learning environments.
By leveraging such platforms, educators can leverage the power of machine learning, natural language processing, and data analytics to provide adaptive learning paths, automate management tasks, and gain insight into students ’ progress and educational needs to achieve the long-envisioned goal: personal attention at scale.
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As society emphasizes digital literacy and education systems shift to embrace 21st century skills, low-code AI becomes a key tool in the educator ’ s toolkit.
By streamlining the development process, these platforms enable teachers to spend less time dealing with complex programming problems and more time designing innovative solutions to address educational challenges and motivate students.
The outbreak has also accelerated the adoption of educational technologies, highlighting the need for flexible and adaptable teaching tools.
Low-code AI platforms have proven to be very useful in helping to respond quickly to the dynamic demands of distance learning and hybrid classrooms.
In addition, the integration of AI-driven analytics and insights could help in the transition to competency-based education, allowing for tracking student grips rather than simply measuring seat time.
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The rise of low-code artificial intelligence in education is crucial.
Not only does it help create innovative, adaptable, and easy-to-use teaching aids, but it also embodies a movement toward the future where educators are not just consumers of technology, but creators of digital tools that can shape the educational experience of students.
Benefits for teachers and students
The adoption of low-code AI in educational settings can benefit both teachers and students, dramatically reshaping traditional classroom dynamics.
Innovative teaching tools and processes supported by the low-code AI platform make education more interactive, personalized and efficient.
For Teachers: Expanding the Impact of Education
Teachers will benefit greatly from the integration of low-code artificial intelligence.
By leveraging these platforms, they can:
• Reduced workload: AI aids can automate tasks like scoring, tracking attendance, and even generating progress reports.
This gives educators more time to focus on direct student interaction and personalized instruction.
• Enhanced lesson plans: With AI algorithms, teachers can gain data-driven insights to tailor lesson plans to each student ’ s individual learning needs and progress, ensuring that no one is left behind or unchallenged.
Promote differentiated teaching: Adaptive learning content created using low-code AI can meet a variety of learning styles and levels, making education inclusive and catering to different student groups.
• Track student progress: Continuous student engagement and performance monitoring is made easier with AI-driven analytics platforms.
Educators can identify trends and proactively intervene to help students who may be experiencing difficulties.
For Students: A More Attractive Learning Journey
Students experience the direct benefits of low-code AI through engaging, supportive, and responsive learning experiences:
Personalized learning paths: AI is able to create adaptive learning systems that tailor content and cadence to the learner ’ s abilities, creating a supportive environment for people of all proficiency levels.
Interactive Curriculum: Gamified learning environments and simulations powered by artificial intelligence make education interactive and fun, which can improve knowledge retention and student motivation.
On-demand support: AI chatbots can provide instant feedback and help, providing 24 / 7 support systems that enhance learning beyond traditional classroom settings.
• Prepare for future careers: Exposure to AI tools helps students develop digital literacy and familiarity with cutting-edge technology, an essential skill in the modern workforce.
The inclusion of low-codeno-code AI in educational frameworks significantly enhances traditional approaches and bridges the future of advanced education.
For example, platforms like AppMaster can enable educators to build learning applications or management tools that leverage AI capabilities, providing an easy way to realize these benefits.
Practical applications in the classroom
Low-code AI isn ’ t just a futuristic concept, it ’ s a reality today and is making significant progress in classrooms across the globe.
These tools open up new possibilities for educators and students, offering practical applications that enhance the teaching process.
Let ’ s explore some of these apps and how they can transform the educational experience.
Personalized learning platform
One of the prominent applications of low-code AI in education is the development of personalized learning platforms.
These systems analyze the performance and learning style of individual students and then adjust the course content accordingly.
For example, the platform may provide more visual content to students who learn better through images, or provide additional challenges for students who quickly master the subject.
This approach caters to the diverse needs of students and allows for differentiated teaching without increasing the workload of teachers.
Smart Tutoring System
The Intelligent Tutoring System (ITS) is an AI-driven application that simulates one-on-one tutoring sessions.
Teachers can use the low-code platform to design ITS solutions that provide immediate feedback to students, guide them through problem-solving steps, and provide tailored help for specific subjects.
These systems are particularly useful in large classes, where it is difficult to provide personalized attention.
Automatic scoring and evaluation
Ratings can be time-consuming, but low-code AI can make assessments easier with automated scoring systems.
These apps mark the answers as correct or incorrect and provide insights into common mistakes and misunderstandings, facilitating targeted follow-up guidance.
This automation frees up valuable time for teachers to focus on lesson planning and student interaction.
Language learning applications
Language learning is another mature area of innovation in low-code AI applications.
Tools created on these platforms can help learn pronunciation, grammar, and vocabulary through interactive exercises tailored to the learner ’ s proficiency.
In addition, artificial intelligence can be integrated to simulate the conversation, so that it can be practiced in a safe, low-pressure environment.
Chatbots for student support
Students often have questions about homework or upcoming exams outside of teaching hours.
Educators can use low-code artificial intelligence to create chatbots that act as virtual teaching assistants and can answer students ’ queries at any time.
These AI systems can parse students ’ questions to provide relevant information or guide students through complex topics, ensuring support is always available.
Interactive Simulation and Virtual Lab
Disciplines involving complex systems or phenomena, such as chemistry and biology, can benefit greatly from interactive simulations and virtual laboratories.
Low-code AI platforms enable teachers to create dynamic models that students can manipulate, thereby facilitating experiential learning.
These simulations can demonstrate theories that are difficult, expensive, and even dangerous to replicate in a physical classroom environment.
Behavioral Analysis of Student Engagement
To measure the effectiveness of teaching strategies, behavioral analysis can be integrated into classroom activities.
Low-code AI tools can be used to track engagement metrics, such as engagement rates and attention spans, and interpret this data to improve lesson plans.
This kind of active adjustment of teaching methods can lead to better educational results.
Supporting tools for inclusive education
Ensuring that all students, including those with disabilities, have access to learning materials is a top priority for education.
Low-code AI applications can be built to provide assistive technologies, such as text-to-speech services for visually impaired students, or gesture recognition systems for students who communicate using sign language.
These apps make education more inclusive and create an environment where every student can thrive.
Facilitate project-based learning
By providing tools to automate research data collection or analyze project results, low-code AI can facilitate project-based learning (PBL), a pedagogical approach that students learn by actively participating in real-world and personally meaningful projects.
This practical approach, enhanced by AI, can foster critical thinking, collaboration, and creative problem-solving skills.
It turns out that using low-code AI in educational settings can be a game changer, providing educators with multiple ways to enhance teaching and give students insight into relevant topics.
As technology advances, the potential for AI to reshape the classroom will only grow, thereby encouraging more positive, personalized, and inclusive learning environments.
Low Code Artificial Intelligence Platforms: Take a Closer Look
As AI becomes more and more integrated into various industries, education is no exception.
The integration of AI in education has the potential to fundamentally reshape the way educators teach and students learn.
A key factor in this shift is the emergence of low-code AI platforms.
These platforms act as a bridge between sophisticated AI technologies and everyday tools used in the classroom.
Let ’ s take a deeper look at the services they offer and how they can help educators harness the power of AI.
The Low-code AI platform provides a simplified interface through which users with limited coding expertise can develop applications that leverage AI components.
These interfaces often rely on graphic elements, such as a drag-and-drop builder, as well as pre-designed templates that can be customized to serve specific educational purposes.
The approach is fundamentally inclusive, democratizing access to emerging technologies that were once within the purview of experts with deep knowledge of machine learning algorithms and data science.
Core Features of Low-Code AI Platforms
Key features of the low-code AI platform that are attractive for educational use include:
• Interactivity: Intuitive interfaces enable educators to interact with AI modules and integrate them seamlessly into applications or digital courses.
• Customizability: The ability to tailor AI capabilities to suit specific educational goals, from topic assistance to managing task automation.
Scalability: As classroom needs grow or decrease, AI tools can be adapted accordingly, ensuring that educators have access to resources that meet their changing needs.
Integration: Many of these platforms support integration with other digital tools and systems already used in the education ecosystem, such as Learning Management Systems (LMS) or Student Information Systems (SIS).
Pre-built AI components: Provide off-the-shelf AI components, such as chatbots, recommendation engines, or natural language processing units, that can be quickly deployed in an educational environment.
Technical Basis
At the bottom, low-code AI platforms are powered by sophisticated algorithms and machine learning models that developers have refined into user-friendly components.
This hiding of complexity allows educators to benefit from advances in artificial intelligence without having to delve into the underlying technology.
It also reduces the need for the extensive infrastructure that AI applications typically require, as these platforms are equipped with the necessary computing resources available through the cloud.
Impact of the real world
The practical impact on educators is enormous.
Previously time-consuming tasks, such as scoring or personalizing lesson plans for different learning speeds, can be automated or simplified with AI.
In addition, the platform offers analytics capabilities that enable educators to track progress, quickly identify challenges faced by students, and modify teaching strategies accordingly.
These platforms improve efficiency and enable educators to deliver richer, data-driven educational experiences.
Market Suppliers
Various providers cater to the needs of the education industry with low-code AI products, each offering unique features.
For example, AppMaster provides an environment where educators can quickly build and deploy AI-enabled applications without having to delve into complex coding.
Its no-code approach allows the creation of back-end solutions and user-facing interfaces that fit the needs of educational environments.
Low-code AI platforms are emerging tools with far-reaching potential in the field of education.
They provide an accessible pathway for educators to integrate advanced AI capabilities into their workflows to provide students with a rich learning experience.
These platforms are not just a trend, but a trend.
They are becoming the cornerstones of the educational practices of the future, bringing the transformative power of AI into the hands of every teacher and student.
AppMaster: The Gateway to Educational Innovation
In education technology, AppMaster serves as a beacon for educators eager to embrace innovation without getting bogged down in complex programming.
As a sophisticated no-code platform, it bridges the gap between advanced technology and classroom applications, enabling teachers and educational institutions to develop customized digital solutions based on their unique teaching needs.
The convergence of AppMasterlow-code development and AI isn ’ t just a trend — it ’ s a revolution in education.
The platform has a visual interface where users can drag and drop components to build functional, AI-driven applications.
Intuitive design means that even those with minimal technical expertise can come up with a variety of tools, from interactive lesson plans to analytical systems that can decipher student data to gain insight into learning patterns and outcomes.
The value that AppMaster offers is multifaceted.
For educators, it democratizes the creation of educational software, eliminating reliance on large IT resources or budget-consuming software purchases. With an environment that generates web, mobile, and back-end applications, AI ’ s impact in education extends to any place of learning: classrooms, mobile devices, and the entire educational infrastructure.
Educators aren ’ t limited to one-size-fits-all solutions; they can customize every aspect of the app to suit their teaching methods.
AppMaster makes hyperpersonalization feasible, where algorithms can adapt to different learning styles, rhythms, and content delivery preferences to create learning experiences that resonate with students ’ diverse needs.
The platform recognizes the importance of seamless integration and automation.
AppMaster helps teachers automate daily tasks like attendance tracking and scoring by sifting through a maze of administrative duties and data, leaving more room for meaningful educators to interact with students.
Moreover, the platform ’ s ability to generate real-world applications means these tools are more than just temporary fixes; they are long-term educational assets.
Collaboration is key to education, and AppMaster enables educators to collaborate on application development without barriers.
Whether it ’ s sharing best practices or co-creating apps with colleagues, the platform promotes a community-centric approach to educational technology, further enriching the shared knowledge base and enhancing the classroom experience across institutions.
AppMaster significantly accelerates the process from concept to classroom application.
The platform ’ s efficiency in application creation ensures that innovative ideas can be rapidly prototyped, tested and deployed to meet the needs of the dynamic education sector where the learning paradigm is evolving.
Privacy and data security are the top concerns in the education sector and are skilfully managed within the platform.
AppMaster enhances trust in digital education tools by ensuring that educators have control over their data and the resulting applications remain compliant with data protection standards and regulations.
With the focus on preparing for the future and providing students with 21st century skills, the role of platforms like AppMaster is indispensable.
By harnessing the power of AI and no-code development, educators are no longer just passive recipients of technological advances – they become active creators, shaping the nature of educational innovation.
As the spirit of education evolves with technological advances, educators with tools like AppMaster are at the forefront of shaping a future where artificial intelligence and human ingenuity combine to create an unparalleled learning experience.
It ’ s a reimagining of education, where every classroom has the potential to be a cradle of innovation.
Create custom educational tools with low-code AI
The time is ripe for a technological revolution in the education industry, and the emergence of low-code artificial intelligence (AI) platforms is an important catalyst for this change.
A particularly important aspect for educators is the ability to create customized educational tools.
These tools, tailored to the unique dynamics of the curriculum and classroom, can profoundly impact how educators teach and how students learn.
Understand the meaning of customization
Each classroom is a microcosm with a unique blend of student personality, learning progress and educational goals.
This diversity requires that teaching tools are not one-size-fits-all, but adaptable to various teaching strategies and student needs.
Low-code AI platforms allow educators to personalize all aspects of their teaching materials, which is invaluable in fostering inclusive and effective learning environments.
Steps to develop customized educational tools
1.
Identifying needs: The first step in creating a customized educational tool is to identify the specific needs or challenges it is designed to address.
This could be a gap in student engagement, a need for better assessment methods, or a way to personalize the learning experience.
2.
Choose the right platform: Choose a low-code platform like AppMaster, which provides the required functionality and supports the integration of AI into applications without the need for complex coding.
3.
Design Tools: Leverage the platform ’ s visual development environment to outline the structure of the tool, design interactive elements, and define how AI can be used to enhance its functionality.
4.
Integrated AI capabilities: Embed AI components such as personalized recommendation algorithms, natural language processing for language learning tools, or predictive analytics for monitoring student progress.
5.
Test and iterate: Test the user experience and effectiveness of the tool before it is fully integrated in the classroom.
Use test-run feedback to iterate and improve applications.
6.
Deploy tools: Once completed, deploy educational tools for use in the classroom and continue to monitor their impact, making adjustments as needed.
Empowering educators to innovate
Low-code platforms enable educators to play the role of innovators.
With an intuitive approach to application creation, educators can create diverse and rich tools, from interactive quizzes and educational games to comprehensive learning management systems.
The flexibility of this design means that tools can evolve as the educational curriculum evolves.
Integrating Artificial Intelligence for Personalized Learning
Artificial intelligence is the driving force behind personalized education.
By leveraging machine learning algorithms, educators can create systems that adapt to individual student performance, suggest tailored resources, and provide predictive insights into learning outcomes.
The ability to customize tools at this level through the low-code platform has revolutionized the individual learning experience, making education more accessible and more impactful.
Discover the potential of AppMaster
Platforms such as AppMaster are portals for educators eager to adopt new technologies in their teaching practices but lacking extensive IT training.
AppMaster ’ s visual programming and drag-and-drop interface simplify the complex process of traditional coding, enabling educators to focus on what they know best: creating engaging and informative content for students.
With AppMaster, creating custom educational tools doesn ’ t just stop at functionality.
It also ensures that the resulting applications are scalable and secure, giving educators and students confidence that their data is protected, and that the tools work reliably even as class sizes expand or educational needs change.
Encourage collaboration and feedback
Developing educational tools using the low-code platform also encourages a collaborative culture.
Students and other educators can provide direct feedback and can act quickly to adapt and improve tools.
This collaborative and iterative process ensures that the tools remain relevant and effective.
Focus on the future
As these platforms evolve, they offer a wider range of features that ensure educators have the best tools.
Exciting developments in AI, such as natural language understanding and advanced analytics, hint at the emergence of more powerful and effective educational resources soon.
The importance of low-code AI platforms in areas where innovation directly translates into enhanced learning outcomes cannot be underestimated.
They not only give educators access to cutting-edge technologies, but also herald a new era of personalized, effective and dynamic education.
Challenges and considerations
While the collection of low-code AI in education opens up possibilities as an enhanced learning experience, it also faces a range of challenges and considerations.
Stakeholders in the education sector must address a range of issues to ensure the successful adoption and effective use of such transformative technologies.
Technical literacy and support
One of the main hurdles is the technical literacy needed to make the most of the potential of a low-code AI platform.
Educators ’ familiarity with technology can vary, and the prospect of integrating AI into their teaching can be daunting.
Professional development and ongoing technical support are essential to enable teachers to use these tools with confidence.
As educators become more accustomed to low-code solutions, they can more effectively integrate AI into their curriculum, reaping the benefits of personalized teaching and automated management tasks.
Data privacy and security
Data privacy and security are essential in any educational environment.
The use of AI systems essentially involves the processing and storage of sensitive student information.
Depending on the region, low-code AI platforms must comply with strict data protection regulations, such as GDPR, FERPA and COPPA.
Educators must carefully choose platforms that offer robust security features to protect student data from unauthorized access and disclosure.
Quality and relevance of AI applications
The temptation to adopt AI for novelty must be suppressed by a high focus on the quality and relevance of the application.
Not all AI-driven solutions are created equal, nor are they always aligned with educational goals.
Assessing the pedagogical value of AI tools is necessary to ensure that they complement and enhance educational content rather than decentralize it.
A fair chance
Equitable access to technology is a continuing challenge in education.
If implemented inadequately, low-code AI platforms could widen the digital divide.
Schools and school districts must work to ensure that all students have the necessary resources and support to benefit from AI-enhanced education, including the use of devices and reliable internet connections.
Consistency with curriculum standards
Any technical tools used in the classroom must conform to course standards and learning objectives.
Educators need to integrate AI tools in a way that reliably supports statutory educational outcomes.
Sometimes this requires customization, and the low-code platform can facilitate this, but as the standard evolves, it also requires ongoing review and adjustment.
Ethical considerations
The ethical implications of AI in education must be rigorously examined.
This includes concerns that AI may perpetuate bias, the impact on student mobility and creativity, and the balance between automation and human interaction in the learning process.
Educators and developers need to work together to ensure that AI tools are designed and used ethically, putting the well-being of students first.
Continued collaboration among educators, policymakers, technologists, and platform providers such as AppMaster is critical to addressing these challenges.
The collective goal should be to leverage low-code AI to maximize educational benefits while minimizing risks, ensuring that the technology acts as an empowerment tool rather than a source of inequality or controversy in the classroom.
Future Trends: The Evolution of Artificial Intelligence and Education
As we stand on the edge of a new era in education, artificial intelligence (AI) is about to redefine traditional teaching paradigms.
From the tablet era to our current digital classrooms, the world of education is no stranger to evolution.
However, the integration of AI heralds a future that is both exciting and full of untapped potential.
While low-code AI platforms like AppMaster have started sketching out possible blueprints, the boundaries are expanding.
Personalized learning trajectory
One of the main areas where AI is expected to flourish in education systems is personalized learning.
The latest AI models are expected to assess each student ’ s unique learning rhythm, style, and interests.
The ultimate goal is to create an adaptive learning platform that can modify content delivery in real time based on student response and engagement levels.
Imagine an educational environment in which AI seamlessly choreographs lessons around learners rather than learners struggling to adapt to a static syllabus.
Immersive experiences in AR and VR
Augmented reality (AR) and virtual reality (VR) are undoubtedly the torchbearers of immersive education.
When combined with artificial intelligence, these technologies can take students to ancient civilizations, deep sea trenches, and even the outer reaches of the solar system – all within the confines of their classrooms.
AI will facilitate dynamic interactions in these virtualized environments, enabling students to gather insights through experiential learning that satisfies all senses.
AI-driven curriculum development and assessment
As AI technology matures, its involvement in curriculum development and evaluation is expected to become more pronounced.
AI algorithms will be able to sift through vast amounts of academic research and data to help educators identify the most effective teaching strategies and learning interventions.
In addition, AI can automate the benchmarking and evaluation process, provide educators with detailed analysis of student performance, and cultivate teaching strategies for continuous iteration and improvement in the classroom.
Emotional and Cognitive Adaptive Learning
Future iterations of AI in the field of education may extend beyond academic intelligence to the realm of emotional and cognitive awareness.
Empathy AI systems equipped with sentiment analysis can detect subtleties in student communication and behavior, provide insights, guide educators to support students emotionally and improve classroom attention and memory.
Promoting global educational opportunities
An equally important trend exemplifies the potential of AI to democratize education.
By breaking down geographical barriers and leveraging AI-driven translation and coaching systems, individuals across the globe can access quality education wherever they are.
The model of distance learning has shown its importance in global crises such as the COVID-19 pandemic, and it may reach new heights as artificial intelligence brings interactive and personalized education to the most remote corners of the planet.
Application of Artificial Intelligence in Teacher Training and Professional Development
Artificial intelligence has not only revolutionized student learning, but also revolutionized the way students learn.
It will also change teacher training.
With insights gathered through AI analytics, teachers can gain customized professional development that helps them hone their skills and methods.
In addition, as educators master AI tools through platforms such as AppMaster, it will be easier for them to leverage AI in their teaching practices, thereby fostering a technologically advanced education workforce.
Despite the promise, the future of education faces unique challenges.
Educators, policymakers, and technology developers must come together to address privacy, ethics, and inclusion.
Most importantly, as AI reshapes the face of education, the human element — compassion, creativity, and critical thinking — must remain at its core.
Artificial intelligence as a valuable tool, the future of education is bright, heralding the arrival of a new era of personalized, immersive and universal learning.
What is low-code AI and how does it benefit education?
Low-code AI is a platform that allows users to develop AI capabilities with minimal coding and integrate them into applications.
It benefits education by simplifying the creation of complex AI tools that enable educators to use technology to enhance interactive teaching and personalized learning experiences.
How does low-code AI improve classroom learning?
Low-code AI improves classroom learning by providing personalized educational experiences, automating management tasks, providing insights into student performance, and facilitating interactive and engaging content, which helps to increase student motivation and improve learning outcomes.
How does AppMaster fit into the educational low-code AI space?
AppMaster is a no-code platform that enables educators to quickly create, deploy, and maintain web, mobile, and back-end applications.
With its visual programming environment, teachers can integrate artificial intelligence capabilities into educational tools without the need for rich programming knowledge to facilitate classroom innovation.
What challenges can educators face when adopting low-code AI?
Educators may encounter challenges such as limited understanding of AI concepts, the need for initial training on effective use of the platform, potential data privacy issues, and ensuring that AI tools are aligned with educational goals and curricula.
Can educators without a technical background use low-code AI?
Yes, low-code AI platforms are designed to be user-friendly and easy to access, even for educators with little or no technical background.
Such platforms typically offer a drag-and-drop interface and pre-built templates to make it easier to create AI components and integrate them into educational content.
What are some examples of low-code AI applications in education?
Examples include personalized learning platforms, automated scoring systems, chatbots for student support, interactive simulation tools, and platforms for monitoring student progress and adapting teaching methods to suit individual learning styles.
Can a low-code AI platform be used to develop mature educational software?
Yes, low-code AI platforms are sophisticated enough to support the development of comprehensive educational software that ranges from simple interactive teaching aids to sophisticated learning management systems with AI-driven analytics and personalization capabilities.
How will artificial intelligence in education develop in the future?
The role of AI in education is expected to grow significantly as advances in technology bring more sophisticated AI tools that can help curriculum development, provide immersive learning experiences through augmented and virtual reality, and further personalize education by adapting students ’ cognition and cognition.
Emotional state.
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The Jane Goodall Institute promotes research and conservation, changing the scientific understanding of humans' relationship to animals.

Goodall's approach focuses on storytelling, believing every individual makes a daily difference.

At the Proctor & Gamble 2022 summit on regional sustainability, what did Dr. Jane Goodall emphasize?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

Educators can measure student engagement and environmental stewardship through metrics like participation in environmental activities and project development.

What would letting children get close to nature help cultivate?

Jane Goodall's Roots & Shoots program empowers young people in 70 countries to take holistic action for the environment and animals.

What difference does Dr. Goodall believe every individual is capable of?

What would letting children get close to nature help cultivate?

The program promotes environmental awareness and involves young people in conservation efforts in over 60 countries.

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Young people are more aware of environmental issues, making their engagement and education crucial for driving positive change.

What does Dr. Goodall say about the youth climate movement?

"They're taking action. And they're saying, 'This is our future, and we're going to do something about it.'"

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Jane Goodall's approach to conservation inspires hope and empowers students to take action.

At the Proctor & Gamble 2022 summit on regional sustainability, what did Dr. Jane Goodall emphasize?

What difference does Dr. Goodall believe every individual is capable of?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

Technology can support incorporating Jane Goodall's approach into high school science curricula, promoting environmental awareness and conservation.

Title:

Content: How to Use Technologies in Student Projects in 2023?

Students working on a project / Photo by Akson on Unsplash

Since we are dealing with a hybrid form of education (when you are mixing the physical presence and the virtual classrooms at the same time) these days, the use of technology is becoming even more increased. You have to extend your ideas to both realms to adjust the way you work all the time. Starting with the implementation of helpful apps to various engineering field tracking, there are many tech opportunities that you can approach to help yourself. The most important is to make things easier and complete things faster by avoiding procrastination. It is the primary objective when you are using the technology! You have to make the technology assist you and unfold the best skills that you have!

You Can Model Things

Technology makes it easier to model things and determine what would be a useful method when you have a student project. For example, if you are tracking monarch butterflies across the United States, you can create 3D models and make a prognosis. The same is related to healthcare and evaluating things by turning to artificial survey groups and microbiology as one creates samples. When you can save funds and use templates and models, your student projects can help you create a presentation or an executive plan.

Study and Evaluate The Market

If we approach Google Analytics or tools like Ahrefs, we can turn to an evaluation of the target audience. Before you start a student project, you must know whether you are taking the right niche and seeing the limitations of the user demands. It is also possible to create social media surveys and private groups to see where people spend the majority of their time. It will help you to see what is the most popular and adjust your content. You can also check the Topessaywriting to get inspiration and see what kind of advertisement you can make to keep your audience inspired.

Cooperate With The Fellow Researchers

Starting with the language learning apps to talk to people from all over the world (free apps like HelloTalk or Memrise) to Microsoft Teams, where you can work with each other free of charge. You can use technology to save time and funds for logistics. You can talk through audio, video, and the usual chat features to distribute your objectives and store information right away by accessing it anywhere.

Make Use of Virtual Assistants

You already know tools like Blackboard or Canvas that allow various virtual assistants to incorporate your objectives. The key to the success of these technology solutions for students is automation. It means that when you have a project that you would like to create, you can take notes and use various edtech apps that will help you to outline your ideas and discuss your necessities with a physical teacher. There are also progressive evaluation methods that will help you to avoid stress and complex exams. If you are using technology for your projects, you can use your solutions as a way to gain more academic credits with a particular presentation.

Make Project Use of Learning Management Systems

These are quite complex and will depend on the student, subject, and age. One of the benefits of the projects in LMS technology solutions is the use of smart boards and virtual reality glasses where you can learn History, Healthcare, Geography, or Environmental Sciences. Likewise, you can use smart recorders for the lecture notes and implement grammar checkers like the Hemingway app. When all of it is combined in the LMS platform of choice, making a student project possible even when you have no prior educational experience is possible.

Technology Paves The Way to Cooperation

Another important aspect of technology these days for students is the way how you can cooperate and find innovative ideas together. For example, you can implement Augmented Reality from Google or the cooperation workplace for the developers as you create a project. The technology helps to expand your templates and cooperate with all over the world by sharing what you already have. Depending on the geography and limitations, you can test your projects and adjust your thoughts as well. This way, you can see whether your student project is only useful locally or see how you can adjust things globally. Technology and cooperation help to make things vivid and flexible!

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Dr. Goodall believed what steps would slow population growth?

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

The Brno Zoo uses virtual reality to create interactive educational experiences teaching conservation and environmental science.

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The virtual expedition of Brno Zoo is being expanded, with the addition of virtual reality films produced by the zoo itself. With goggles that allow virtual reality to be watched in 360°, visitors can move safely from the centre of Brno to the south of Africa and come face to face with an elephant, giraffe, cheetah or hyena. Photo credit: KB / Brno Daily

Brno, 5 May (BD) – Virtual reality is being expanded with the addition of two self-produced films by Brno Zoo to its virtual expedition programme. The virtual reality goggles allow you to experience 360° virtual reality while travelling from the heart of Brno to the south of Africa, to come face-to-face with a giraffe, elephant, cheetah, or hyena. The virtual expedition is open seven days a week from 10am to 6pm.

The first six virtual reality films acquired by Brno Zoo were in cooperation with the Wild Immersion project, whose patron is the world-famous primatologist and conservationist Jane Goodall. Thesel take visitors into close proximity to animals from the polar regions, savannahs and oceans, or allow them to observe cute baby animals in different parts of the world and watch the impact of the solstice on life on the planet.

“We are happy to have established a collaboration with this project, but we have decided to try to make virtual reality films of our own production as well,” said Martin Hovorka, director of Brno Zoo. “Our young colleagues went to South Africa and filmed attractive footage of African ungulates and carnivores with special equipment and added Czech commentary. I believe they will appeal to both young and old viewers. We plan to continue the production of films and focus on Czech nature.”

In addition to watching wildlife through virtual reality, the virtual expedition is also used for workshops, lectures and other educational events for various target groups, mainly focused on ecology and animal protection. There is also a space with interactive elements and, weather permitting, a small courtyard area. “We currently offer four one-hour themed programmes for after-school groups, which can be adapted to the age of the participants,” said Monika Hadová, the head of the Virtual Expedition. “Through them, we want to bring the beauty of nature to a wide range of visitors as well as warn against its irreversible destruction. With this basic goal in mind, popular educational programs will present the ways in which even the individual can contribute to maintaining the quality of life on our planet.”

Brno Zoo’s production team have made two films: On the Hoof of Africa will introduce several species of antelope, as well as the aforementioned elephants, giraffes and zebras. And In the clutches of Africa will show hyenas, cheetahs, lions and hyenas. In this footage from South Africa, you can get up close to the animals without any barrier and learn some interesting facts about their lives.

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https://brnodaily.com/wp-content/uploads/2022/05/Brno-zoo-Credit-KB-Brnodaily-12-1024x683-1.jpghttps://brnodaily.com/wp-content/uploads/2022/05/Brno-zoo-Credit-KB-Brnodaily-12-1024x683-1-150x100.jpgElisa PintonBrnoNewsAfrica,Animals,Brno,News,ZooThe virtual expedition of Brno Zoo is being expanded, with the addition of virtual reality films produced by the zoo itself. With goggles that allow virtual reality to be watched in 360°, visitors can move safely from the centre of Brno to the south of Africa and come face...

The Chase Museum uses virtual reality to connect students with heritage and conservation efforts in a virtual classroom.

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Content: Chase and District Museum and Archives Society has joined the VR Voyage Classroom community, enabling the museum to share the community’s story with a larger audience of teachers, classrooms and schools across B.C. and the world. (Google image)

Chase museum branches out virtually to B.C. schools

Museum becomes part of VR Voyage Classroom community

The Chase and District Museum and Archives Society will be branching out virtually to schools across the province.

Over the last year, technology startup Forager Education and the BC Museums Association (BCMA) collaborated on the development of a platform that connects the province’s natural and cultural heritage with B.C. classrooms – the VR Voyage Classroom community.

The Society has joined this new platform to share the community’s story with a larger audience of teachers, classrooms and schools across B.C. and the world.

The VR Voyage Classroom will have the spotlight on an international stage in October. It was named one of the official delegates for the 2022 G20 Young Entrepreneurs’ Alliance Summit in Germany.

“We are excited to forge a new path forward through the pandemic,” said Chase and District Museum curator/archivist Breanne Malo. “Learning from the adaptations that other organizations made, we can collaborate as a sector through the help of the BCMA and Forager Education.”

With the platform fully launched this September 2022, Forager Education and its production partners are developing new in-person programs and educational experiences that utilize the latest in distance education and virtual reality trends.

“With fewer physical visitors, we had to explore new technologies to support our operations and ensure our story continued to be told,” said Malo.

“Myself and the Chase & District Museum & Archives Society’s board of directors are thrilled to have the opportunity to share our history on a wider scale than ever before and to join other institutions in creating a valuable resource.”

“We are so excited to work with the Chase & District Museum & Archives Society and showcase their important story locally and internationally during the G20 YEA Summit in Germany,” said Bryce Mathew Watts, Founder & Program Director at Forager Education.

Read more: Taking a walk back to the time of the early settlers of Chase

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Online platforms and virtual field trips offer students opportunities to learn from experts and participate in conservation efforts, like Jane Goodall's Roots & Shoots program.

Dr. Goodall believed what steps would slow population growth?

What would letting children get close to nature help cultivate?

The Ministry of Education has promoted digital learning plans, including digital platforms and virtual field trips.

Title:

Content: Free Speech "Implementing Digital Learning to Practice Education Equality
Liu Ming-chou
The Ministry of Education recently announced that it will fully promote the digital learning improvement plan, intends to use four years to achieve the goal of class network, students with tablets, especially pay more attention to the needs of rural areas.
In the process of long-term observation and assistance to promote information education in rural areas, one of the characteristics of rural areas is the lack of learning support.
But now the learning platform function is very strong, for example, the Ministry of Education's website not only has teaching videos, students can also continue to practice the learning tasks sent by the school teacher, and the tasks sent out are also based on the system to diagnose the learning point.
Hualien has a primary school class, the class has less than ten students, the teacher actively uses the network to help them learn, but the class's academic ability test is higher than the county average, which in the other classes of the school is required to teach very hard but may not be able to achieve, so the other class teachers asked, want to follow.
In Yilan, I saw that there were fewer than ten students in a class, because teachers had been running information teaching for a long time, and students shouted at their teachers as soon as they were in class, "Send a task!"
The computer is only a tool for learning, and the student himself is the master of learning. (Provided by the author)
I also saw a school and the Ministry of Education apply to promote the teaching application of 5G new technology, although the equipment procurement has not yet come to the school, but the school has taken this opportunity to let the telecommunications industry develop the school's 5G environment, and the pace of environmental construction is much earlier.
The above examples show that the implementation of digital learning has a "driving" effect in rural areas, which confirms the circular principle of "environment creating demand, demand creating environment".
If you can implement Minister Pan Wenzhong ’ s “positive use ” principle, it can lead to innovation in teaching and learning, and improve the environment needed in rural areas.
Of course, we are not saying that this is a good policy because of a few successful examples, and on the contrary, we cannot say that this is a bad policy because of a few failed examples.
Policy formulation has its own good intentions, to rely on the follow-up to promote the advantages to make, the shortcomings to improve.
The evolution of the times has made digital applications the digital native of the new generation of students, in other words, there is this element in their lives.
For rural areas, naturally, they should not be deprived of access to learning technology.
Don't worry about children learning not, the world of technology is generally reverse transfer phenomenon, children will always learn faster than adults, and then back to teach adults how to use.
If you are looking at the information teaching today, it is not just browsing the Internet a few years ago. There are many teaching materials with higher interaction and autonomy, so that the main power of learning can be returned to the students themselves. And...
Good teaching design allows students not to look at the computer all the time. (Provided by the author)
We admire the Ministry of Education's careful planning, which is the fundamental construction of national education.
We support and look forward to a good package, such as teacher training is very important, in addition to the training of school teachers, but also note in teacher training and teacher screening how to emphasize the ability of digital teaching, so that there is an endless source of impetus to enter the teaching scene.
For example, the plan is implemented over a period of time, and the Ministry and the county and municipal government will also let the prepared schools and teachers conduct it first through readiness, and continue to improve the conditions if they are not ready.
First do and then pass on the experience to the later school, experts teach students, students become experts to teach another batch of new students.
We can also continue to give encouragement and advice. In the 108 new curriculum, we teach students to be “spontaneous ”,“ interactive ” and “good together ”, and in the face of forward-looking digital learning improvement plans, parents and teachers should also unite to give our next generation a good example, and work together for the country ’ s information education.
Professor, Department of Education and Potential Development, National Tung Wah University
Free Speech is an electronic forum that provides public dialogue. Whether it is political, economic, social, cultural and other news issues, you are welcome to express your opinions and express your opinions.
Please do not submit more than one manuscript, the length of the text is 700 words, please attach the real name (must be written).
Please note that you have a pen name, occupation, contact number, e-mail account.
This report has the right to accept and delete the right, no remuneration for the draft; the acceptance or non-acceptance will be without notice.
Submission mailbox: LTNTALK @ gmail.com
No need to smoke, no need to grab, now use the APP to watch the news, guarantee the daily winning point I download the APP
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Digital learning platforms can support incorporating Jane Goodall's approach into high school science curricula, improving student interaction and autonomy.

The U.S. Energy Secretary uses virtual field trips to promote conservation and support science learning.

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Content: Energy Secretary virtually visits ORNL leaders, RMS students

The Oak Ridger

U.S. Secretary of Energy Jennifer Granholm joined leaders, top scientists and engineers, and Robertsville Middle School students online at Oak Ridge National Laboratory for a two-hour whirlwind tour Sept. 28.

"At 14 stops, researchers highlighted the lab’s world-class facilities and projects that enable leading-edge scientific discoveries and innovations that address some of the nation’s most compelling scientific and technical challenges," a news release from ORNL stated.

On behalf of the lab’s 5,700 employees, ORNL Director Thomas Zacharia welcomed the energy secretary, who logged on from her Washington, D.C., office, kicking off the visit with an all-hands meeting, where she took questions from ORNL staff.

“Meeting our nation’s brightest scientific minds has been certainly among the very highest highlights of this job,” said Granholm in the news release. She was sworn in Feb. 25.

She expressed her support of basic science and recognized the importance of emerging technologies such as quantum materials that have the potential to transform technology, security and industry.

“The critical role of fundamental research (will) keep the country ahead of the curve throughout the century and ahead of our economic and geopolitical competitors,” Granholm said in the release. “We know that the work that our labs are doing on this today provides the foundational knowledge that we need to solve big problems tomorrow.

Zacharia introduced ORNL in a short video, describing the U.S. Department of Energy's largest science and energy laboratory as “a research institution that is truly beyond comparison.” He shared the lab’s vision to modernize ORNL into a net-zero campus by 2030: “An enormous challenge, but we believe you must do it to set an example and lead the way.”

He talked about ORNL’s efforts to leverage strong relationships with the University of Tennessee, Tennessee Valley Authority and other interested partners to create “an innovation city that will again draw the talent and energy necessary to solve the biggest problems.”

He cited the recent launch of Techstars, a business accelerator to create 30 new start-up companies in the region over the next three years.

Granholm’s virtual meeting at ORNL is her 11th stop along her grand tour to visit all 17 DOE national labs this fall. She is the second woman to lead DOE and previously served two terms as governor of Michigan, promoting manufacturing and clean energy. She is an international voice for net-zero carbon emissions by 2050, building an equitable energy future, and keeping the United States a leader in scientific discovery and job creation, the release stated.

“Everything we’re doing is helping us to get closer to achieving 100 percent clean electricity by 2030, a 50 percent cut in emissions by 2030 and (being) 100 percent decarbonized by 2050. Those are the goals,” she said in the news release.

After the all-hands meeting, ORNL guided the energy secretary through a series of live stops where she met researchers representing the breadth of the lab’s efforts in neutron science, quantum information science, fission and fusion energy, isotope production, supercomputing, climate modeling and simulation, large-scale ecosystem experiments, vehicle and building technologies, advanced manufacturing, COVID-19 research and bioenergy.

ORNL scientists featured projects designed to advance solutions to problems brought on by climate change, shared innovations toward decarbonization and illustrated how fundamental science endeavors lead to job creation and benefit society.

For example, neutrons produced by the Second Target Station, one of the nation’s biggest science projects, will provide critical insights into materials used in medicine, energy technologies and manufacturing. When operational, ORNL expects 1,000 scientists from around the world to visit and use STS each year.

Zacharia highlighted the lab’s progress toward Frontier, ORNL’s next supercomputer, which is anticipated to be the nation’s and perhaps the world’s first exascale machine when it’s fully assembled this fall.

Several scientists shared their research efforts coupling computational simulation and data from large-scale field experiments — such as Next-Generation Ecosystem Experiments, or NGEE Arctic, and Spruce and Peatland Responses Under Changing Environments, or SPRUCE — to create and strengthen models and provide predictive analysis critical in tackling the grand challenges of climate change.

They also talked about unlocking the potential for bioenergy by researching ways to turn biomass into biofuels to offset existing fossil fuels, particularly in aviation.

At ORNL’s Hardin Valley Campus, scientists focused on place-based innovation in manufacturing, transportation and decarbonization.They demonstrated the Connected and Automated Vehicle Environment Laboratory, or CAVE lab, which is North America’s first virtual-physical proving ground for connected and autonomous vehicle testing, and they shared a direct air carbon capture device for existing buildings that is under development, as well as dynamic wireless charging technologies for electric vehicles.

“That would be a beautiful thing,” Granholm said, referring to the prospect of driving her electric vehicle cross country without having to stop and charge up.

Scientists at the MDF described “moon-shot” projects in partnership with industry and academia to boost America’s global competitiveness in advanced manufacturing. They briefly described ORNL’s work with Caterpillar spin-off company, Solar Turbines, to develop 3D-printed turbine blades for gas turbine engines, an interest of Granholm.

“Love it. I love it,” she said.

During the virtual visit, ORNL staff shared the lab’s efforts to grow its pipeline of diverse talent through a variety of programs such as the newly established University of Tennessee Oak Ridge Innovation Institute, which has 150 graduate students and 136 joint faculty. UT-ORII will develop scientists and engineers who are experts in their subject areas capable of interdisciplinary innovation.

ORNL shared connections with Historically Black Colleges and Universities and minority-serving institutions; fellowship, postdoctoral, graduate, and undergraduate positions; and STEM programs for K-12 students and educators. Zacharia was recognized by the National GEM Consortium with its Corporate Leadership Award and ORNL hosted 31 GEM interns this summer.

The virtual tour concluded at Robertsville Middle School in Oak Ridge to highlight an example of K-12 STEM outreach. Students shared their experience working on the RamSat project with ORNL mentors, along with STEM teachers as they designed, built and deployed a small satellite. Years in the making, that satellite is now gathering photographic data about regrowth of forests following the catastrophic 2016 wildfires around Gatlinburg.

Granholm complimented the students for their fortitude.

“Thank you so much for sharing and for sticking with this project and for being an example. This is really so cool,” she said in the release. “You stuck with it. Great leadership, great brains, great results."

In closing, leadership including Stacey Patterson, vice president for research, outreach and economic development at UT; Mark Peters, executive vice president of laboratory operations at Battelle; and Johnny Moore, DOE ORNL Site Office manager, thanked the secretary for her time and attention.

“As a site manager working for you and the Office of Science, it is exciting here, the research and development and field deployment topics we discussed,” Moore said in the release. “(This is) made possible through your leadership and the support of the departmental programs, most notably (the) Office of Science.”

Granholm reiterated her promise of a future visit.

“This was a total delight, and I’m coming back, in person,” she said in the release.

The Next Generation Science Standards require data fluency by middle school to support understanding conservation efforts.

Title:

Content: Mathematics Project

Are Students Getting All the Math They Need to Succeed?

By Sarah D. Sparks — July 31, 2023 15 min read
Mathematics Project

Are Students Getting All the Math They Need to Succeed?

By Sarah D. Sparks — July 31, 2023 15 min read
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Lindsey Henderson hopes to change the conversation about math in her state.

As student math performance declined in Utah and states across the nation over the pandemic, most learning-recovery efforts have looked to shore up basic numeracy and algebra skills. But that strategy is likely to worsen declines in students’ understanding of statistics and geometry that began long before COVID-19 became a household world, experts say.

These worsening declines come just as workforce needs for data analysis and graphics skills ramp up.

In Utah, which is set to update its math standards this fall, business leaders have warned that schools don’t produce enough graduates capable of the data and statistical analyses needed for the technology and other jobs driving the state economy now.

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“Data is the new literacy of 2023,” said Henderson, the secondary-math specialist for the state board of education. “It’s not that [students] just need to know how to calculate something or know the standard deviation of something off the cuff. We need a workforce able to take mathematical questions about the data and know where to go to find the solutions that help solve those questions. Those sorts of skills are the ones that our tech community wants our students to have experience with, specifically in a math classroom.”

The building blocks of data literacy may include familiar concepts like understanding basic coordinates on a graph or visually representing information. But teachers emphasize that it’s more than that; it’s also a way of thinking. Students must learn how to collect and measure data to answer a question, how to describe them, and how to make predictions based on them.

Say, for example, students are asked to help the cafeteria director figure out how much milk to buy. They’d collect that data perhaps by collecting used containers, and from there discuss: Is one class an outlier, where everyone drinks juice? Do students’ consumption patterns change?

Developing this process of thinking about data prepares students for higher math even before they learn the technical terms like median versus mode or confidence intervals, experts say.

If data science does get incorporated into its revised standards, Utah would join California, Georgia, Oregon, and other states looking to rebalance math instruction across K-12. In some cases, though, adding more time for statistics will come only at the expense of geometry, where the push for change has been less insistent.

Statistics and geometry are hardly the only topics getting squeezed in a math curriculum that teachers say is often crowded with too many subjects to teach in any given school year. But the problem is compounded for those topics because they often get bumped to the end of the year. And teachers, particularly those in lower grades, often have less training in how to approach the concepts, making it more likely that students get superficial instruction, if any.

“One of the powers of mathematics is the interrelatedness of it, but we often segment pieces of it,” said Trena Wilkerson, a professor of math education at Baylor University and a past president of the National Council of Teachers of Mathematics. “We’ll teach this particular thing, and we’ll teach this thing, and then this thing, rather than necessarily looking at the bigger picture. If we could view mathematics from its connectedness, then students as well as teachers would understand more deeply.”

Shrinking focus

In statistics and geometry, student performance has been falling in every grade level, particularly among disadvantaged students. On the National Assessment of Educational Progress, the set of tests known as “the nation’s report card,” the average 8th grader’s performance fell 16 scale points from 2011 to 2022 in probability and statistics and 9 points in geometry. That equates to a year or more of lost learning, as a 5-point drop on the NAEP scale means students on average performed about six months behind their previous cohort.

Fourth and 12th graders’ performances show similar slips. The declines in these two topic areas have significantly contributed to overall declines in math performance on the national assessment since 2013, particularly at the 4th and 8th grade levels, as well as historically low math achievement in the most recent NAEP.

In more concrete terms, the results mean that more than a third of 12th graders participating in the most recent NAEP cannot read a basic scatter plot—a chart that shows relationships among two variables, like height and weight—and 71 percent of all 8th graders cannot tell the difference among median, mean, and mode. Three out of 4 low-income 8th graders can’t gauge the probability of an outcome or use similar triangles to solve a geometry problem.

“After three decades of growth, there’s been absolute flatness and decline” in the last decade, said Zalman Usiskin, the director of the University of Chicago School Mathematics Project. “The prediction has to be that it gets worse from here.”

In large part, student performance in data science and geometry on national and international tests have fallen as schools made space in the curriculum for traditional number operations and algebra.

“I’d probably put in statistics first, algebra second, geometry third if I had to stack them in terms of life applicability,” said Sal Khan, the founder and head of the online tutoring program Khan Academy. “But in terms of what the [school system] will filter you out on, for better or worse, it has always been algebra skills, and that’s only gotten worse.”

Policymakers generally attributed the early drop in geometry and data performance on NAEP from 2013 to 2015 to a mismatch between the national test and the recently implemented Common Core State Standards, which moved much of the existing primary school geometry and statistics content to middle or high school grades.

“The shift of geometry and data-analysis content was made to allow a deeper focus on gateway topics such as fractions, place value, and decimals,” concluded Gregory Camilli, an education psychology emeritus professor at Rutgers University who has studied drops in statistics and geometry performance on the NAEP following the implementation of the Common Core State Standards. Camilli suggested the drop in 4th graders’ performance in geometry and statistics was balanced by a small increase in student achievement in number and operations, particularly in fractions, which has been a stumbling block for many students. Improving students’ skills with fractions was a key goal of the common core.

Over the ensuing decade, data analysis and spatial reasoning got squeezed further in both elementary and middle school instruction, as teachers in upper grades increasingly contended with more students who didn’t understand basic concepts in those areas.

“Those standards really are set up to be this very far out vertical progression of learning in [statistics],” said Josh Recio, the director of the data-focused Launch Years project at the University of Texas at Austin. “And so anytime you see units that get skimmed over—whether that’s from COVID or whatever reason—that’s going to affect how prepared those students are.”

The timing of the content shift couldn’t have been worse. The era of “big data” exploded in the 2010s. As a result, statistician and data scientist are two of the 10 occupations projected to be the fastest growing through 2031 by, the Bureau of Labor Statistics. And data-science capabilities more generally have become some of the most sought-after job skills across fields, including business, science,policy, and even creative arts.Geometry-related careers, such as architecture, computer-assisted-design engineers, and fashion designers, by contrast, are growing slowly or at the average for the economy—which has made it more difficult to gain momentum to increase time for geometry.

“Geometry has not been at the center of areas that people studied, but it cuts across all mathematics in argumentation, reasoning, and sense-making that are important to many, many careers,” Wilkerson said.

While common core math pushed data-science and geometry content to higher grades, the Next Generation Science Standards, which were released around the same time, called for students to be fluent and comfortable with data and said that, by the start of middle school, students should begin applying those math concepts in science class. By 2018, when 20 states had adopted the NGSS and another 24 used them as a foundation for revising their science standards, educators and researchers warned of a growing disconnect between middle school math and science.

Mathematics Project Quiz: U.S. Students Struggle With These Math Concepts. Do You?
Test your knowledge of math concepts, and then see how U.S. students fared.

“If our students are being assessed on spatial reasoning or probability at 4th grade and even 8th grade in the NAEP, they’ve only had like two years barely looking at it,” said Christina Tondevold, a K-8 math teacher-trainer in Orofino, Idaho. “Their time to build their understanding hasn’t really happened, and teachers aren’t making it a priority.”

Teachers less comfortable

In part, that’s because math teachers, particularly in elementary and middle grades, say they are less comfortable with and have less training in how to approach probability and spatial concepts than they do with other kinds of math, like number sense or algebraic thinking. Of those who spent at least some time teaching K-12 math, nearly two-thirds said they had spent a semester or less of their preservice training learning probability and statistics, according to a nationally representative survey conducted this spring by the EdWeek Research Center.

“I think teachers who love math don’t tend to go into early or middle school,” said Wendy Lichtman, a math intervention specialist at MetWest High School in Oakland, Calif. “Teachers go into elementary [education] because they love teaching reading concepts.”

In Utah, Henderson said, new educators need five or more credits in calculus for a math-teaching endorsement but only two statistics credits and one geometry credit—none of which has to focus on pedagogy. “And so when we’re talking about what teachers are going to skip, it’s probably the stuff that they’re uncomfortable with, which I would suspect is statistics and geometry because they’ve had less experience with them,” she said.

In an EdWeek Research Center survey last fall, 56 percent of teachers said they never cover probability concepts, and nearly 30 percent don’t cover data representation, even in grades where the topics are part of state standards. Similarly, a quarter to 45 percent of teachers said they never cover geometry concepts such as two- or three-dimensional shapes and how they relate to each other or ways to measure capacity, area, volume, and angles.

This “big hole” in teacher training forces many teachers to rely heavily on textbooks, according to Dashiell Young-Saver, a high school statistics teacher in San Antonio. “Teachers are, for the most part, one chapter ahead of their students in the textbook and teaching them on the fly,” said Young-Saver, the founder of Skew the Script, a nonprofit that creates interdisciplinary statistics lessons.

When the topics are covered, they tend to be shunted—by both textbooks and teachers themselves—to the end of the school year. This means statistics and geometry topics come after testing season for most students, and teachers run a greater risk of running out of time to cover them if students don’t progress quickly, a common problem after the long months of pandemic school shutdowns.

“Even if you do have an ambitious teacher in 6th grade, perhaps, who does get to the geometry unit and wants to teach it, they are going to teach the 6th grade content without realizing that some of the students didn’t get the 3rd grade content or the 5th grade content,” said Julie Booth, a professor of STEM education and education psychology at Temple University and co-principal investigator of the GeometryByExample initiative at the Strategic Education Research Project. “So the students may get through that unit, but they don’t have the appropriate prior knowledge to really be able to learn it.”

Equity issues

Momentum has started to shift back toward data science at the state level. The newly revised California mathematics framework emphasizes statistics and data science, but its push to incorporate more real data and problem-oriented instruction has drawn significant criticism by those concerned it will politicize classrooms and pull attention from pure math concepts.

“It’s about access and equity in mathematics. You can’t wait for geometry and statistics until students get to high school, or only a select few can take it,” Wilkerson, the Baylor University professor, said. “You have to integrate the geometry, the statistics, etcetera, from pre-K through elementary and middle school, so that students are getting a deep understanding of what they need in order to be able to make choices about the mathematics that they take in high school and that they pursue post-high school.”

For example, under current graduation requirements, Utah students should complete high school with three years of integrated math courses, with the final course covering concepts from trigonometry, Algebra 2, precalculus, and data analysis. In practice, though, more than half of students opt out of their final course, even though in order to do so, they must submit a so-called “letter of shame” from their parents acknowledging that they will not be college-ready in the subject.

“It’s a real problem when you’re saying ‘this math is important’ and students and parents aren’t seeing it as relevant,” Henderson said. “Only 18 percent of students in Utah take calculus in high school, so for the other 82 percent of students, what is their option to take an enriching mathematics course as either a junior or a senior in high school?”

That’s why 60 high school math teachers across the state are piloting a new course pathway to prepare students for dual college and high school credit in data science and statistical reasoning. Zarek Drozda, the director of the nonprofit Data Science for Everyone, said the pilot courses take a more holistic approach to teaching data and statistics concepts, incorporating data collection, cleaning (or correcting errors in raw data sets) and analysis, technology use, and even discussions of ethics around the use of data and statistics. If the pilot proves successful, a new data-science strand could be added to Utah’s graduation options and expanded in the state’s math standards, which are up for renewal this fall.

Utah is among the states in the Launch Years Initiative, a project by the Dana Center at the University of Texas at Austin to develop broader math pathways, particularly in data science, from high school to college.

For example, Georgia rolls out new math standards this fall that integrate “data science statistics” across K-12. This summer has been a flurry of training for teachers in how to incorporate probability and data modeling concepts into different grades and classes from Algebra 2 and geometry to the sciences.

While some content standards have been moved up or down a grade, “probably about 85 percent of what’s in algebra is still material that was in the previous course,” said Kaycie Maddox, the director of 9-12 mathematics for northeast Georgia’s regional education service agency in Winterville. “So teachers are not going to Mars to get new math stuff. We’re doing what is good mathematics; we’re just looking at it from a different point of view, math modeling instead of being up there lecturing.”

Engaging discussions

Kyle Peterson, asecondary-math specialist for the 85,000-student Alpine school district, Utah’s largest, said he hopes the state’s data-science pilot can help push back against the tendency to focus on rote remedial work in response to students’ math learning gaps.

“Especially with the pandemic [disruptions], as teachers are choosing their essentials to cover, there are still times where geometry and statistics standards get less of a priority,” Peterson said. “Not just in this district, but I think around the nation, kids come in and they sit in rows and take notes, and math is a silent, spectator sport. We need to help teachers shift to focus on student thinking and then facilitate discussions around math.”

Yet leading these discussions is one of the most challenging changes for teachers, Henderson said. Math teachers may have less experience than those of science or social studies in wrangling student debates, particularly if they are grappling with real-life data and problems.

While such conversations can arise in any math class, statistics and geometry lend themselves more frequently to interdisciplinary projects and problems situated in live data. For example, California’s revisions to its math standards dragged on for four years, in part due to the heated debates over how to discuss social issues, particularly in data-driven math classes.

In Utah, Henderson said professional development will be crucial to getting teachers comfortable with both integrating more statistics content and having more in-depth, organic conversations about math.

“Not teachers talking at kids, but kids talking to each other mathematically—that was something that was really unique and scary to me as a teacher because I was like, what if they talked about the mathematics wrong?” Henderson said. “And it turns out, that’s important. Being wrong, having ideas, and having a safe space to try to make connections with your peers is superimportant in the learning of mathematics.”

In a June teacher training in Pleasant Grove, Utah, Henderson watched as teachers divided up on either side of the room based on their definition of a trapezoid—does it have at least two or exactly two parallel sides?—and debate their reasoning.

“We want our students to be good citizens in their real life. Maybe if we get practice debating about trapezoids, then when we get to the political discussions, it could be a little more civil,’ said Anand Bernard, an 8th grade math teacher at Sunset Junior High in the Davis school district, another one of the school systems participating in the Utah pilot, who led the debate exercise.

“Historically, that’s how math is developed: through talking with each other, sharing ideas, writing letters back and forth,” Bernard said. “Sometimes, we’ll be doing a task, and I see like six different methods and then two of them I’ve never even seen before. I can just kind of get blown away.”

Geometry and statistics concepts provide good foundations for exercises like that, Henderson said. “If you’re teaching algebra and geometry, algebra and statistics together, it’s like double bang for your buck. You’re teaching both standards and you’re creating those rich connections between the two strands for students so that they can see that you don’t just do algebra by itself.”

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Incorporating Jane Goodall's conservation approach into a high school science curriculum can be achieved through programs like "Roots & Shoots".

Dr. Goodall believed what steps would slow population growth?

The "Roots & Shoots" program is active in 70 countries, driving positive change through collective action by hundreds of thousands of young people.

Jane Goodall's approach emphasizes the interrelation of environment, people, and animals in conservation efforts.

The Jane Goodall Institute promotes conservation education in countries like Taiwan, Malaysia, and India through initiatives such as the Conservation Asia project.

Dr. Goodall believed what steps would slow population growth?

The Jane Goodall Sustainability Academy teaches conservation and sustainability in a high school science curriculum.

Dr. Goodall believed what steps would slow population growth?

Ecological literacy can be fostered through nature exposure from a young age, as seen in schools like Taiwan's Zhengude Elementary School.

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Urbanization accelerates ecological destruction, making conservation education in high school science curricula essential.

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Jane Goodall emphasizes individual actions in conservation, which can educate students about human impact on the environment.

What did Dr. Goodall say needed to be addressed to avoid deforestation?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Goodall supports using climate innovation and technology to address environmental issues, emphasizing the need for students to develop relevant skills.

The Roots & Shoots program educates young people on environmental issues for high school science curricula.

Dr. Goodall believed what steps would slow population growth?

Young people are more aware of environmental issues, so engaging and educating them is crucial for driving positive change.

What does Dr. Goodall say about the youth climate movement?

"They're taking action. And they're saying, 'This is our future, and we're going to do something about it.'"

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Jane Goodall's approach to conservation inspires hope and empowers students to take action.

At the Proctor & Gamble 2022 summit on regional sustainability, what did Dr. Jane Goodall emphasize?

What difference does Dr. Goodall believe every individual is capable of?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

Educators can use metrics aligned with educational standards to assess the effectiveness of incorporating Jane Goodall's approach.

Title:

Content: Setup
• Day and night
with the system.
Light color
Dark color
• Theme Colors
Six first-line AI engineers share their own summary, open big model application experience for a year
Quantum Bit 2024 / 6 / 1 18: 54: 15 Responsibility ： Qingyuan
Line AI engineers and entrepreneurs, put in the big model application development on the experience of a whole year, all! points! Enjoy!!!
(Strange Children ’ s Day gift bag appeared)
This article has become a hot topic in the developer community for a while.
Some netizens commented that the practical insights of “operability ” that are rare in the field of large models are worth reading.
The six authors come from a variety of backgrounds, such as factory engineers, independent developers, and consultants.
But what they have in common is that they ’ ve been building real applications on top of big models over the past year, rather than just cool demos, and they think:
Now is the time for non-machine learning engineers or scientists to build AI into products.
In their series of sharing, the highlights of netizens' hot discussion include but are not limited to:
- When to use long context, when to RAG, when to fine-tune the model
• Diversified output not only increases the temperature, but also affects the result by changing the order of the examples in the prompt
• Long context does not make RAG obsolete
• "Intern test": if the college student can complete the task according to the prompts, the explanation is more perfect
• Each large model has its own preferences, Claude prefers the XML format, and the GPT family prefers Markdown and JSON.
• Fine-tuning may not be worth the investment if 90% of the tasks are done with the prompts
• Large models when judges evaluate results may work, but not everything
... and...
In short, whether it is a large factory engineer, entrepreneur or participating in individual developers, it is worth seeing.
Full energy dry goods sharing
Prompts, RAGs, and fine-tuning are all effective ways to improve the output of large models.
But when and how it should be used has not been decided.
The authors argue that decisions need to be made based on specific application scenarios, task requirements, cost-effectiveness, and performance goals:
It is recommended to start with a prompt when developing a new application
Preference to use RAG when large models need new knowledge
Consider fine-tuning when you need to optimize for a specific task
Finally, they also focused on the evaluation and monitoring of large model applications, which should be an important part of the development process.
Prompt Word
Many developers fall into the trap of thinking that designing an all-encompassing “ultimate cue word ” will solve the problem perfectly.
Just as in the past, there were myths in software development that wanted a class or function to do everything.
In fact, the opposite is true, as the demand becomes more complex, such Prompt will become more and more bloated, and the performance will deteriorate.
So what is the right thing to do?
Prompts should also be as concise as code. In the case of meeting summary scenarios, they can be broken down into the following steps:
Extract key decisions, to-do and executors into a structured format
• Check the consistency of the extracted details with the original meeting minutes
• Generate concise summaries from structured details
By splitting, each cue word is simple, focused, and easy to understand, and more importantly, each cue word can then be iterated and evaluated individually.
For example, the thought chain encourages the AI to write down the thought process before the final answer, and in addition to “thinking step by step, ” it can also use some techniques to significantly reduce hallucinations.
Taking the summary scene of the meeting record as an example, the example of the prompt word after iteration is:
• First, list key decisions, to-do items and relevant implementers in the draft.
- Then, check that the details in the draft match the transcripts.
- Finally, synthesize a concise summary based on the main points.
In terms of prompts, the authors also suggest more specific experiences.
For contextual learning that provides an example to a large model:
• Prompt the number of examples to pursue ≥ 5 (don ’ t be afraid to use dozens).
Too little will cause the model to overfollow specific examples and impair generalization.
• The example should reflect the expected input distribution.
For example, to summarize the plot of a movie, the proportion of different types of movies in the example should be roughly the same as what is expected in practice.
• It is not necessary to provide a complete input-output pair.
In many cases, only the output example is sufficient.
If the large model used supports tool calls, the example should also include tools that the AI wants to use
For structured input and output:
• Optimize the context structure to make the model easier to understand and process.
Simply packing a bunch of files is a headache for humans, and AI is struggling to look at it.
• Keep only the necessary information and eliminate redundancy, inconsistencies and formatting errors like sculpting artists
• Each large model has its own preferences, Claude prefers the xml format GPT series prefers Markdown and JSON
For example, for Claude, you can even pre-populate the output template with an xml tag.
RAG (Search Enhanced Generation)
Don ’ t forget the keyword search.
Embeding-based RAG demonstrations are numerous, making it easy to forget decades of experience in the field of information retrieval.
The author believes that vector retrieval is undoubtedly a powerful tool, but not all of it.
While good at capturing high-level semantic similarities, they can be difficult to deal with more specific keywords, such as people ’ s names, acronyms, or IDs.
Don ’ t forget traditional keyword matching (such as the BM25 algorithm), in most cases, mixed keyword matching and vector search work best:
First match the most obvious keywords, then do vector query for synonyms, upper concepts and spelling errors, and multi-modal vector query.
The quality of the RAG output depends on the quality of the retrieved document
Specifically, the quality of the retrieved documents depends on several factors.
The first and most obvious indicator is correlation.
As with traditional recommendation systems, the ranking of the retrieved items has a significant impact on the output of the large model, and this impact can be measured by trying to disrupt the order and observe changes in the behavior of the large model.
The second is information density.
If both documents are equally relevant, choose the one that is more concise and has fewer irrelevant details.
Finally, there is the level of detail of the information, and the additional details can help the larger model understand it better.
Prioritize RAG instead of fine-tuning new knowledge
Both RAG and fine-tuning allow large models to acquire new knowledge and improve performance for specific tasks.
So which one should be preferred?
A Microsoft paper compares RAG with unsupervised fine-tuning (also known as continuous pre-training) and finds that RAG performance is always better than fine-tuning for new knowledge
arxiv.org / abs / 2312.05934
In addition to improved performance, RAGs are easy to update and cost less.
If an error is found in the knowledge base, the RAG method simply removes the problematic document.
RAG can also provide fine-grained control over document permissions, ensuring that each user can only access documents that they have permission to do so without revealing information.
Long context will not make RAG obsolete
First, even if the context window reaches 10 million tokens, there is still a need for a way to select the information to enter the model.
Second, beyond a simple haystack assessment, we haven ’ t seen convincing data showing that models can reason effectively in such a large context.
Without good retrieval and ranking, distractors can overwhelm the model and may even fill the context window with completely irrelevant information.
Finally, there is the cost problem, the inference cost of the ransformer increases with the length of the context, and it may not be cost-effective to over-rely on the long context.
Fine-tuning articles
When the most ingenious tip design fails to accomplish some tasks, it may be time to consider fine-tuning
While fine-tuning may be effective, it comes with huge costs.
You must annotate fine-tune the data, perform fine-tune and evaluate the model, and ultimately deploy the model yourself.
Therefore, consider whether the higher upfront costs are worth it.
The authors' experience is:
If the cue has completed 90% of the task, then fine-tuning may not be worth the investment.
If you are determined to fine-tune, consider synthetic data or open source datasets to reduce the cost of manually collecting annotated data.
Agent and Workflow
The most successful Agent developers are probably also managers of the engineering team, because the process of planning for AI is similar to that of managing entry-level employees.
We give human novices clear goals and specific plans, rather than vague open-ended instructions, and we should do the same for agents.
Prioritize deterministic workflows
Agents are expected to respond dynamically to user requests, but as the number of execution steps increases, the probability of failure exponentially increases, and the chance of recovery from errors is small.
One promising approach is to use the Agent system to generate deterministic plans and then execute those plans in a structured, repeatable way, with benefits including:
The generated plan can be used as a few samples in the prompt, or fine-tune the data.
Making the system easier to test and debug, failures can be traced back to specific steps in the plan.
The generated plan can be represented as a directed acyclic graph (DAG), which is easier to understand and adapt to new situations than static prompts.
Diversified output not only increases temperature
If the task requires diversity in output, such as recommending new products based on products that the user has previously purchased, simply increasing the temperature parameters of a large model can be problematic.
If the temperature is too high, it may generate products that do not exist, or even output garbled code.
Other ways to increase output diversity include:
The simplest is to adjust the order of the elements within the prompt, disrupting the order of the user ’ s historical purchase records, which can make a significant difference.
You can also keep the output of the previous rounds in context and ask the big model to avoid repeating recently recommended products.
Another strategy is to change the wording of the prompts, such as "choose products that users like to use frequently" and "choose products that users may recommend to friends."
Assessment and monitoring
The input and output of the large model are arbitrary texts, and the tasks to be accomplished are varied.
Nevertheless, rigorous and well-thought-out assessments are essential.
Create assertion-based unit tests from real input / output samples
The authors recommend creating unit tests consisting of input and output samples in production and based on at least 3 metrics.
Three indicators are summed up in practice, and fewer are likely to indicate that the task is inadequately defined or too open.
These unit tests should be triggered by any changes to the workflow, whether it ’ s editing prompts, adding new context via RAG, or other modifications.
Big models when referees may work, but not everything
The authors believe that it may be useful to make the most powerful models referee and score the outputs of other models for qualitative comparison, but the specific magnitude of the wins and losses is of little reference value
Instead of having a large model score a single output on a scale, offer two options and ask for a better one, which tends to lead to more stable results.
The order of options provided may affect the result, and in order to mitigate this situation, perform each pairwise comparison twice, with each swap order
In some cases, both options may be equally good.
Thus, large models are allowed to declare a draw so that a winner is not chosen arbitrarily.
Using a chain of thought: Asking a large model to explain its decision before giving a final preference improves the reliability of the assessment and allows smaller models to achieve similar results to the larger model.
(This part of the process is usually in parallel batch mode, and the extra delay caused by the thought chain is not a problem.)
Large models tend to favor longer responses, and to reduce this, make sure that pairs of responses are similar in length.
"Intern test"
If the prompts (including context) were given as a task to the average college student in the relevant major, would they succeed?
How long does it take?
If college students can't do it, it's time to think about how to provide richer contextual data for large models.
If this problem cannot be solved by improving the context at all, then this is a task too difficult for contemporary large models.
If college students can do it, it will take a while.
Try to reduce the complexity of the task.
Decompose tasks, or whether some aspects can be more templated.
If college students can do it, and fast, but big models can't.
Then it ’ s time to delve into the data fed back by the big model. Try to find the failed pattern and let the model explain itself before or after the output.
Excessive emphasis on certain indicators may affect the overall
Goodhart ’ s law states that “when an indicator becomes a goal, it ceases to be a good indicator. ”
For example, the "needle in haystack" test for a long context was first proposed by netizens, and quickly became a common method in the industry, it is easy to optimize and brush the list.
Better indicators may be complex practical tasks, such as “whether the big model can summarize key decisions, to-do items, and relevant people given an hour of meeting minutes. ”
This task is more practical, going beyond rote learning, and taking into account the ability to parse complex discussions, identify relevant information, and summarize.
Emphasizing factual consistency in the summary may result in the summary being less specific (and therefore less likely to be inconsistent with the facts) or less relevant.
On the contrary, if the emphasis on writing style and eloquence, it may lead to more gaudy words, which may lead to a situation that does not correspond to the facts.
LLMs will even return output when it should not be
Large models often generate outputs when they shouldn ’ t.
It can be a harmless but meaningless output, or it can be a more serious harmful output.
For example, when asked to extract specific attributes or metadata from a document, a large model may confidently return results that do not exist.
You can try to get the big model to answer “don ’ t apply ” or“ don ’ t know ”, but it ’ s not foolproof.
While careful tip engineering can work to some extent, it should be complemented by a powerful “guardrail ” mechanism to detect and filter / regenerate unwanted outputs.
For example, OpenAI provides a content filtering API that identifies unsafe responses such as hate speech, self-harm, or sexual content.
Similarly, there are many software packages for detecting personally identifiable information (PII).
One of the benefits of this is that the “guardrail ” is largely scene agnostic and therefore can be widely applied to all outputs of a particular language.
In addition, with accurate retrieval, the system can also definitively answer “I don ’ t know ” if there are no relevant documents.
In practical applications, it is best to continuously record inputs and outputs for debugging and monitoring.
Illusions are hard to resolve.
Unlike safety concerns, hallucinations can be difficult to detect
Based on what the authors learned from large model vendors, it is very difficult to reduce the hallucination rate below 2%, even in simple tasks such as summaries.
To solve this problem, it is possible to combine tip engineering (generated upstream) and factually inconsistent guardrails (generated downstream).
For cue engineering, techniques such as thought chains can help reduce hallucinations by allowing large models to interpret their reasoning before eventually returning the output.
The factual inconsistency guardrail can then be applied to assess the factual nature of the digest and to filter or regenerate it.
End of technical, operational, strategic.
For this wonderful practical experience sharing, Wharton professor Ethan Molick recommended and lamented:
This article shows how strange it is to use large models from a traditional software perspective, and how much people still have to learn.
In fact, this is only a third of what the six authors have fully shared: Tactics.
The second part of the operation article has just been released, focusing on four topics: data, models, products, and team development.
Then there is the last part of the strategy, which is also eagerly awaited.
In the end, you might want to meet six authors.
Eugene Yan
He is currently a Senior Applications Scientist at Amazon, where he builds recommendation systems that serve millions of customers around the world and applies big language models to better serve customers.
Previously, he led machine learning teams at Lazada (acquired by Alibaba) and a health tech startup.
He writes and speaks on machine learning, recommendation systems, large language models, and engineering at applyingML.com.
Bryan Bischof
Bryan Bischof, head of AI at Hex, led the team of engineers who developed Magic, a data science and analytics assistant.
He has extensive experience in the data field, having founded the data teams at Blue Bottle Coffee, Weights and Biases, led multiple projects at Stitch Fix, co-authored “Building Production Recommendation Systems ” with O ’ Reilly, and taught data science and analytics at Rutgers University.
He has a doctorate in pure mathematics.
Charles Frye
Charles Frye received his PhD in neural network optimization from Berkeley, California.
Through his education and consulting work at Weights and Biases, Full Stack Deep Learning, and Modal, he has taught thousands of people the entire AI application development process, from linear algebra foundations to GPU mysteries and building viable business models.
Hamel Husain
Hamel Husain is a machine learning engineer with more than 25 years of experience.
He has worked at Airbnb and GitHub, where he was involved in early big language models for code understanding in OpenAI, and has led many popular open source machine learning tools.
Hamel is currently an independent consultant helping the company put LLM into operation to accelerate its AI product development.
Jason Liu
Jason Liu is a well-known machine learning consultant with technical expertise in personalization algorithms, search optimization, synthetic data generation, and MLOps systems.
He has created a recommendation framework and observability tool at Stitchfix that handles 350 million requests a day, and has held key roles at Meta, NYU, and startups like Limitless AI and Trunk Tools.
Shreya Shankar
Shreya Shankar is a PhD student in computer science and a machine learning engineer at Berkeley, California.
She was the lead machine learning engineer for two startups, building AI products from scratch.
Her work focuses on solving data challenges in production-grade machine learning systems through a human-centric approach, and her research has been presented at top data management and human-computer interaction conferences such as VLDB, SIGMOD, CIDR, and CSCW.
In addition, the authors also plan to hold an online live broadcast (Beijing time on the morning of June 21) to share more about the development of large model products, and interested friends can register.
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Jane Goodall's Roots and Shoots program inspires young people to help animals and the environment.

What difference does Dr. Goodall believe every individual is capable of?

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

The program empowers young people to take conservation action and promotes critical thinking and problem-solving skills.

Dr. Goodall believed what steps would slow population growth?

What would letting children get close to nature help cultivate?

Incorporating Jane Goodall's approach into research-based education can promote critical thinking, problem-solving, and creativity in students.

Evidence-based decision-making, using metrics like student learning outcomes, can improve student achievement when incorporating Jane Goodall's approach.

Title:

Content: Alert
The largest hospital in Gaza is a morgue!
The rotten remains are piled up like mountains, eaten by wild dogs.
Countdown to 1 hour! LINE Live Emoticons 2 "Meet 1" Free Download 40 Emoticons Super Cute
The rest is Dad!
Welcome to the birth of a daughter and husband, both moved to tears.
Professor Wang Hongxiang, National Taipei University of Science and Technology
(By Chou Hua-chi, Yu Chi-hsiang)
In 2013, the Ministry of Education formulated the Guidelines for the Examination of the Pilot School Plan for Promoting the Diversified Upgrading System for Teachers of Colleges and Universities, which encourage schools to promote the diversified upgrading system for teachers. "Academic", "Technology R & D", "Teaching Practice Research", "Arts and Culture Exhibition", "Sports Competition" five kinds of diversified promotion channels, to implement the promotion of diversified promotion system.
Professor Wang Hung-hsiang of the Department of Industrial Design of National Taipei University of Science and Technology (NTUST), who applied for promotion in the field of teaching practice research and has been selected for the 108th annual “Teaching Practice Research Program – Department of Humanities, Art and Design ”, shares his experience and suggestions on the implementation of teaching practice research projects.
Q: Please share your personal academic background.
A: I studied in the Department of Industrial Design at Datong College of Engineering (now Datong University), when the field of industrial design in China was just beginning.
Industrial design is also regarded as a relatively new discipline in the international community. The National Science and Technology Council (hereinafter referred to as the National Science Council) also established a sub-discipline of Ergonomics and Design under the Department of Industrial Engineering and Management very late, and the sub-discipline of Environmental Art and Design under the Department of Arts is much later.
As a department in development, industrial design is neither mechanical and electrical, nor art and craft, it can be said that I began to embark on a multi-disciplinary road in my freshman year.
After graduating from university, I worked as an industrial design engineer at Datong Corporation. After 2 years of practical experience in the industry, I felt that the academic theoretical foundation of industrial design was really weak. At that time, I thought that a master ’ s degree could complement the knowledge and skills of new product development, such as demand survey, human factors engineering and computer-aided design. In the past two years, I was excited and disappointed in the master ’ s program at Ohio State. This experience made me realize that even in the United States, most of the teachers in the field of industrial design were still practical; and there was no doctoral degree in industrial design, most of them were similar to the Master of Fine Arts (MFA) in the Department of Fine Arts, which regarded the master of industrial design as the ultimate degree in this field. (The terminal degree).
After graduating from the master's program, I was supposed to return to Datong to fulfill the obligation of studying abroad scholarship, but because of the fate of being invited by the then head of the Department of Industrial Design of Datong University, I decided to change the track and go to Datong University as a lecturer.
During my time as a lecturer, I always thought that the training of the master ’ s degree program did not meet my needs, and as countries around the world began to establish doctoral programs in industrial design or special studies, I was optimistic that this meant that industrial design was in a transitional period of growth and that there was a chance to flourish in the future. Royal College of Art (RCA).
However, later, due to various factors such as marriage and family, I did not make the trip, but I also met a senior who is studying at National Taiwan University (NTU). He recommended Professor Lin Fengtian to me, and his research expertise is Geographic Information System (GIS) and Computer-Aided Design (CAD). After finishing Teacher Lin, I decided to apply for a doctoral program in the Institute of Architecture and Urban Studies at National Taiwan University.
During my PhD, Mr. Lin encouraged me to become a cross-disciplinary scholar like him, so in addition to my major in design reasoning in the field of information, I also took a series of courses in the history of architecture and architectural theory by Professor Xia Chu-jeou.
During the four and a half years of my doctoral program, I was honored to teach in the Department of Industrial Product Design at Shih Ying University in the last year and a half.
This period of diversified cross-field experience actually let me a little lost, because I was full of confidence that I should be going to the industrial design academic research road in the future, but later found that cross-field is not so simple, not everyone can successfully cross-field; in addition, compared with architecture, urban planning or art, and even the emerging field of interactive design, industrial design is really not a mature discipline, the future development is very difficult. Not to mention the confidence to be a pioneer in this field.
For a while I felt as if my future career was about the same.
In my third year of teaching at Shih Ying University, it coincided with the comprehensive change of teaching conditions at PKUST. At that time, there were relatively few industrial design teachers with doctoral degrees, so I applied for the job, which opened my romantic teaching career at PKUST.
Integrate teaching practice research projects with specialized work as a channel for advancement
Q: What are the multiple promotion channels you have adopted, and what are the sharing and suggestions for applying for multiple promotion?
A: When I first came to Beijing University of Science and Technology, many people told me that no matter how the academic field changes, how diverse it is, the universal values that remain unchanged are still published in the journals of the Science Citation Index (SCI) and the Social Sciences Citation Index (SSCI).
Even at NTU, there was no mandatory requirement for every doctoral student to publish papers in such journals, and the universities of that era did not have the pressure of world rankings.
Therefore, although I also published an SCI journal paper when I graduated from my PhD, I still rebelliously thought that it was not necessary to be bound by this framework, so I immersed myself in the atmosphere of academic freedom at PKU.
During this period, he extensively tried to write and translate several design books, participated in various industrial and academic cooperation projects, applied for many patents, etc., and also served as an administrative post, but the academic research part was relatively diluted.
It can be said that in the process of multi-faceted and cross-domain exploration, I have unconsciously become too romantic.
So I was a long delay in the application for teacher promotion, my first application for professor promotion was about 6 years ago, when the multi-level promotion pipeline began to be promoted, and there were several predecessors who successfully upgraded the technical report based on academic achievements, but these successful cases do not represent the general rule that everyone can apply; that time the teacher promotion was not passed.
After a big circle, freedom and romance finally have to return to universal values, focusing on academic research and writing papers.
In addition to more serious implementation of the National Science Council's special projects, fortunately, the Ministry of Education has begun to promote teaching practice research projects in recent years, and I applied through the first 107 years of the plan.
NTUST has a great team to provide teachers with a lot of counseling activities, such as workshops, seminars, one-on-one consultations, discussion groups, etc., to help teachers successfully apply and effectively implement.
For example, through these activities, I learned from teachers at the Institute of Technical and Vocational Education at NTUST how to design teaching experiments and measure learning outcomes.
Although the project began with a strong emphasis on action research, many education experts have reminded me that if I want to publish research in international journals in the future, it is important to pay special attention to the fact that action research is often less recognized and can be submitted to fewer journals.
Therefore, when I applied for this project in the first few years, I tightly held the demand for action research in terms of problem awareness, research background and motivation, but still had to retain a part of quasi-experimental quantitative research in the design of research methods; in terms of results, this is a feasible strategy.
In addition to the gap of one year, from the beginning of 107 to 112, I carried out a total of 5 teaching practice research projects with students and research assistants, and published several papers in the SSCI journals; on the other hand, the results of the NSC project were mainly published in the SCI journals.
After several years of accumulation, my colleagues and friends encouraged me to give myself an account before retirement, so under the new system of upgrading the threshold of NTUST, I once again submitted an application for promotion, and fortunately passed.
What can my case inspire other teachers? At present, there are more channels for teachers to upgrade, but the practice of every university is different.
As far as PKU is concerned, because the school attaches great importance to the "QS World University Rankings", basically the teachers' promotion is still based on the publication of SCI / SSCI journals.
For example, the promotion channel I chose is a specialized work in teaching practice research, and in terms of the original method content, this is not very different from the promotion channel purely by specialized work.
On the other hand, I think that teacher promotion judges are usually experts and scholars who have outstanding performance in the publication of academic papers. Even if they choose to promote literary and artistic creation, their judges may not be all professors of the creation and performance type.
After all, I return to universal values, naturally think that the promotion of specialized books in teaching practice research is more suitable for me than the promotion of technical reports.
In short, the promotion of teacher diversity and promotion is a correct and beneficial policy for teachers, but for individuals, it is necessary to pay special attention to whether because of the choice, but let their own values easily waver, academic energy and resources are scattered, and if it is not possible to sharpen a sword for ten years, it may be delayed by multiple channels.
Combining Industrial Design with Cross-Discipline to Cultivate Students ’ Analogous Innovative Thinking Skills
Q: What was your research design and results obtained from the Teaching Practice Research Excellence Program?
A: The Teaching Practice Study to Enhance Students ’ Analogical Creativity, which won the 108-Year Merit Program, mainly helps students learn by using analogue thinking.
At that time, I did not think that I would use this opportunity to propose teacher upgrades in the future, but simply thought that I usually like to try new teaching methods, and this opportunity is worth trying to apply.
Since there has been a long period of "metaphorical design" "interdisciplinary" (industrial design, cognitive science and information science) research, accumulated some experience in the combination of cognitive psychology, cognitive linguistics, and bioinspired design, the project is trying to develop a set of analog design methods and teaching materials to enhance the design creativity of students.
This research is mainly a diversion of theories from other fields to integrate a gamified learning method that can help students. On the surface, there seems to be no real "original", but finally, there are new discoveries.
The main research project is to use the "figurative description" and "abstract description" of biological inspiration cards (Biocards) as teaching materials, respectively, for students to carry out figurative and abstract thinking, figurative thinking includes the shape, appearance, function of living things, etc. Abstract thinking includes the survival strategy of each living thing, as well as physical description of the mechanics of living things, heat energy and so on.
According to a Danish study, abstract thinking is more helpful for students to innovate, and most psychological research results also support this view; but for students of the Department of Industrial Design at PKU, it reflects that both abstract thinking and abstract thinking play complementary roles in the product design process, and are of different importance at different stages.
We have found that for industrial designers who develop new products, figurative thinking is just as important as abstract thinking, for example, when they give concrete forms such as the appearance of a product or the user interface, they need to move from abstract thinking to figurative thinking.
Some people may argue that the so-called innovation refers to a higher level of "originality". It is true that true innovation requires a high degree of abstract thinking, but industrial designers need to carry out a lot of figurative design, and their "originality" itself contains a lot of indispensable figurative thinking.
When we look at the "original" works of many masters, it is not difficult to find that they often use a lot of figurative metaphors.
Our findings suggest that the field of industrial design should not unreservedly celebrate abstract thinking, while ignoring, or even suppressing, the importance of figurative thinking.
As for the Academic Achievement Program section, I think it is important that the moderator be confident that in the 10 to 15 minute presentation, the judges will be able to accurately understand which section contributes to the research of teaching practice with concise graphic expression and vivid body language.
Taking personal experience as an example, the 108-year teaching practice research project is based on the pre- and post-test of the control group to specifically show the significant differences in the quasi-experiment and the results of the publication of the journal paper.
Although the early teaching practice research plan focused on action research, I think that no matter how well the action research is done, I cannot forget to publish the paper.
Q: How do you measure student learning outcomes in your teaching practice research project?
A: I learned from experts in the field of education on how to measure the effectiveness of the project.
Take the Institute of Technical and Vocational Education of NTUST as an example, the Institute of Technical and Vocational Education has established a large number of questionnaires and assessment scales that can be used by teachers and students. These various ready-made tools such as learning effectiveness and motivation can not only be used for reference by teachers and students, but can also be continuously improved or innovated through systematic research, thereby accumulating their knowledge system and promoting the development of the whole field of education.
What I ’ ve learned from this is to use standard scales as much as possible, and don ’ t design new questionnaires for non-education areas.
My personal strategy is to obtain authorization for the use of these scales by reading journals and quoting frequently used scales in journals, and to be able to translate even if there is no Chinese version.
Taking the teaching practice research project as an example, in addition to the extensive data of learning history files and student interviews, my strategy is to add a standard scale to carry out quantitative statistics of quasi-experiments, and finally to avoid the reliability and validity problems that the traditional qualitative assessment method answers.
Q: What impact has the implementation of the Teaching Practice Research Program had on you?
A: As for the impact of the implementation of the teaching practice research plan, including the past reward university teaching excellence plan, etc., it was mainly because at that time, in order to pass the application of the plan, as far as possible to participate in various types of workshops and lectures at home and abroad, to observe and absorb new knowledge.
In the past, I was trained to teach innovative entrepreneurship at Boston College, and more recently, I taught English as a Medium of Instruction (EMI).
These courses are very interesting, and I can learn a lot of useful skills from these experts and scholars who have excelled in teaching, and live to use them in my own teaching.
For example, the game-based teaching method that is applied to games as a basis and compares teaching to the game process has made my teaching style more lively; through BOPPPPS (in order of Bridge-in Introduction, Objectives / Outcomes Learning Objectives, Pre-assessment Pretest, Participatory Learning, Post-assessment, Summary), I can have more modules. Systematically plan the structure of my curriculum and the course flow; in addition, quasi-experimental and statistical methods specific to the field of education also improve the quality of my research design.
Research Based Combination of Cross-disciplinary Knowledge Imagination Research Hypothesis
Q: Based on your experience in teaching practice research project sharing sessions, what are the topics that most teachers are concerned about?
A: For teachers who teach in colleges and universities, applying for the Teaching Practice Research Program is a good choice that meets the school ’ s Key Performance Indicators (KPI).
Often, teachers who come to a teaching practice research project sharing session want to learn information that will help the project pass.
From this point of view, I would personally suggest that the topic of the project should be research-based, the literature should be solid, and do not forget that it is ultimately a research project because the problem consciousness comes from the teaching scene.
Some teachers may think that since the research background and motivation are derived from teaching practices, they will consider using rooted theory to encode students ’ homework, feedback reports, and interviews to generalize some theories. I personally think this is a big risk.
I prefer the approach of many scholars, applying existing theoretical knowledge from other fields to solve teaching field problems in my field of expertise, and then coming up with research hypotheses.
Take my personal 108 years of teaching practice research plan writing experience as an example, after I have a preliminary problem awareness, through analog thinking and case-based reasoning, I seek similar creativity training problems and corresponding solutions in the field of engineering teaching, and then think about whether this solution can be pushed to the field of industrial design, and then propose new countermeasures.
In addition, most teachers are concerned about the skills of writing plans, which can really be used to guess the "good" plans generally considered by the review committee through empathy, and experienced teachers do have some personal prescriptions to improve the quality of the plans.
Q: What advice do you have for teachers to promote multi-disciplinary upgrading and cross-disciplinary promotion?
A: In the early days, Taiwan called cross-domain "interdisciplinary", but due to the influence of translation, in recent years, "cross-domain" and "multi-disciplinary" have been used together.
In my past experience in the United States, for example, when Ohio State defined “Liberal arts ” as a cross-cutting field, and set it as one of the graduation requirements for university students, requiring students to take a number of credits in different college courses.
I think it ’ s right to push across disciplines, but perhaps it ’ s also necessary to redefine and redefine the current “general education ”.
NTUST ’ s general education aims to be interdisciplinary, and there are 4 courses for students to choose from. In this way, students will naturally be “interdisciplinary ”, and in the process of cross-disciplinary, there will be many fields.
At present, NTUST is actively promoting the interdisciplinary microscience program, hoping to cultivate more interdisciplinary talents.
In the multi-level promotion part, most of the new assistant professors who have recently graduated from the doctoral program have embraced universal values in the process of completing their doctoral studies.
In the case of NTUST, our current new assistant professors are almost invariably academically oriented.
In the face of technological research and development, teaching practice research, literary and artistic creation and performance and other diversified promotion channels, from my personal experience and those of my friends around me, I sincerely recommend that when the external world becomes more diverse, my inner world should be more firmly unified, and carefully choose the channels from one to the other, so as to avoid the dispersion of academic energy.
To improve the quality of high education
Q: What are your observations and suggestions about the quality assurance system of higher education in China?
A: In fact, evaluation is also advocating diversity, and each school can independently determine the characteristics of the goal they want to develop, but like writing a plan, the school often guesses the hidden values and preferences of the evaluation committee.
Based on the development of the field of industrial design, the number of doctoral programs in industrial design in Taiwan is leading in the world today. If we continue to exert more efforts, we will definitely be able to exert greater international influence and even occupy a leading position in the world.
From this point of view, China's high education quality assurance system plays a key role in the development of industrial design.
I think that if we can select good evaluators through an open and transparent channel and an objective and fair evaluation mechanism, the evaluation itself will be valuable, otherwise we would prefer not to evaluate.
If the quality of the evaluation is low, the evaluation will cause the school to blindly cater to the evaluation agency, and the evaluation agency will affect the school, which will open a negative cycle.
IEET engineering certification may do well in this regard, and there may be room for improvement in the evaluation of design departments.
I believe that in line with the trend of the times, as far as possible, all kinds of evaluation personnel selection and evaluation process information is transparent and open, the establishment of a quality assurance system of the evaluation itself with SOP, the system should strive to be in line with the international standards, so that the evaluation indicators meet international standards, and thus achieve the goal of improving the development of the subject area, student learning effectiveness.
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In 2013, the Ministry of Education formulated the “Guidelines for the Review of the Pilot School Plan for Promoting the Diversified Promotion System for Teachers in Colleges and Universities Subsidized by the Ministry of Education ” to encourage schools to promote the Diversified Promotion System for Teachers. The promotion system is implemented through five different promotion channels:“ Academics ”, “Technology Research ”,“ Teaching Practice Research ”, “Arts and Culture Exhibition ” and“ Sports Competition ”.
Professor Wang Hung-hsiang of the Department of Industrial Design of National Taipei University of Science and Technology (NTUST), who applied for promotion in the field of teaching practice research and has been selected for the 108-year “Teaching Practice Research Program – Department of Humanities, Art and Design ”, shares his experience in implementing the teaching practice research project and his experience and suggestions on multiple promotion for teachers.
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udn Forum

The Ministry of Education's guidelines for teacher promotion include using teaching practice research and assessing student learning outcomes, such as those from Jane Goodall's approach.

Assessment and monitoring are essential for evaluating the effectiveness of incorporating Jane Goodall's approach into teaching practices.

The Jane Goodall Institute fosters research and conservation, and partners with educators to incorporate Jane Goodall's approach into their teaching.

Dr. Goodall believed what steps would slow population growth?

Educators can use Jane Goodall's approach to promote conservation and encourage student action.

Dr. Goodall believed what steps would slow population growth?

What difference does Dr. Goodall believe every individual is capable of?

What does Dr. Goodall hope the Jane Goodall Barbie doll will encourage?

What would letting children get close to nature help cultivate?

drive to protect the earth
ecological literacy

Educators can use Jane Goodall's approach to teach students that small actions can change the world.

Educators can use Jane Goodall's approach to teach students that small actions can change the world.