#scientific-education

#scientific-education

Modern scientific societies are increasingly vulnerable due to their dependence on membership fees and journal subscriptions, which are being challenged by the rise of virtual networking and open-access publishing.

The first event is a roundtable on "Zhuangzi: Fate, Desires, Transformation" on April 6th at 9:00am Beijing time.

Computer programs that check mathematical arguments have existed for decades, but translating a human-written proof into the strict programming language of a computer is extremely time-consuming, often taking months or even years.

Research has shown there is a reading for pleasure crisis among children in the UK, where enjoyment of books has fallen to its lowest level in two decades. Not so here at Christ Church primary, a tiny Church of England school tucked behind the maze of HS2 construction works in Camden, north London, where children fizz with excitement about books.

Being thrown into a group of new strangers each and every year, as is typical in so many American public school systems, is deeply evolutionarily unnatural. Under ancestral conditions, humans did not encounter strangers with nearly the same frequency that we experience now. And guess what? Humans have an entirely different way of interacting with strangers (including appropriate levels of hesitation and skepticism) than we have when interacting with others whom we know well.

Librarians have been actively collaborating and talking about it almost every day, whether it's creating tutorials and digital learning objectives or thinking about the conversations to have with instructors. It can feel like cognitive dissonance to be actively working with AI on a regular basis and also saying we're constantly thinking about the harms and the biases.

Collective learning is how a group or system creates, improves, and keeps knowledge. This knowledge lasts beyond any one person or cohort. That is the most practical collective learning definition, because it shifts the focus away from individuals and toward the learning system itself.

This is a striking decision at a moment when public confidence in higher education is eroding. It is also puzzling because rigorous research and evaluation have demonstrated, over and over, the value of the work of centers for teaching and learning, including positive impacts on student learning outcomes, institutional effectiveness and faculty development.