Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How we Think

My work includes writing cryptographic specifications for Thales products , providing assistance to development teams, technology watch, writing scientific reports to external clients, and operational software development. The title of my thesis was \" Gaussian Sampling in Lattice-Based Cryptography \" , and I was directed by Vadim Lyubashevsky (ÉNS) and Sylvain Lachartre (Thales). I used algorithmic, statistical and algebraic tools to make lattice-based cryptography more practical and also worked on efficient implementations of it. I developped and qualified a cryptographic library, directed by Sylvain Lachartre and Olivier Orcière. I worked on improving the polynomial selection for the NFS sieve, directed by Paul Zimmermann. My work was integrated in the CADO-NFS project and led to the publication of a research article. I studied elliptic curves and their applications in cryptography, directed by Marc Hindry.

Experience or education

Teaching has often been thought of as a creative performance. Although comparisons with performance were originally intended to emphasize teacher creativity, they have become associated instead with contemporary reform efforts toward scripted instruction that deny the creativity of teachers. Scripted instruction is opposed to constructivist, inquiry-based, and dialogic teaching methods that emphasize classroom collaboration. To provide insight into these methods, the “teaching as performance” metaphor must be modified: Teaching is improvisational performance. Conceiving of teaching as improvisation highlights the collaborative and emergent nature of effective classroom practice, helps us to understand how curriculum materials relate to classroom practice, and shows why teaching is a creative art.

Creative Teaching: Collaborative Discussion as Disciplined Improvisation

Estimates indicate that about 70 million children in China have been left behind in their hometowns by one or both parents as their parents migrate to other places for work opportunities. However, the potential impact of parental migration on the emotional well-being of left-behind children is still unclear. The purpose of this study was to examine depression levels in Chinese left-behind children and to identify potential risk factors contributing to depressive symptoms in this population. Using a nationally-representative, stratified sample from the China Family Panel Studies (CFPS) database (3019 children, ages 10-15), an HLM model was applied at 1) the child level measuring the influence of family structure and individual-level parenting practices, and 2) the county level estimating the effects of rural vs. urban differences and county-level parenting practices. Cross-level effects between child factors and county factors were also examined. The depressive symptoms were measured by the Center for Epidemiologic Studies Depression (CESD, Radloff, 1977). Findings indicated that the left-behind children were more likely to report higher scores on depressive symptoms indices than children from intact families. Children reporting more positive parenting practices also tended to have fewer depressive symptoms. The effect of family structures on children’s depressive symptoms depended on the county-level parental behaviors. Implications for schools and parenting practices were discussed.

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Jeff Espineli

Papers

The Nebraska Educator, Volume 1: 2014 (complete issue)