Mark Bauerlein, author of the National Endowment for the Humanities report "Reading at Risk," argues that computers are one of the reasons kids don't read, and why the humanities are at risk. Part of Notable Lectures & Performances series, Colorado College. Recorded September 14, 2006.
Philip Yenawine first introduced the use of Visual Thinking Strategies for use in art museums. It involves the use of three key questions: 1. What’s going on in this picture? 2. What do you see that makes you say that? 3. What more can you find? The basis behind my research was to find out if utilizing this strategy with my class of second-grade students would increase their ability to think critically, make real-world connections, and support their conclusions with evidence and then link those ideas to literacy. Over the course of the school year, we did six sessions of VTS using artwork and the three questions. During the sessions, I found that the students were able to link much of their thinking to their own lives and experiences. They were able to relate and connect their own thoughts with ideas from their classmates. As the sessions went on, more students participated in the discussions because they knew it was a safe place to think and share ideas. The transfer of this thinking to reading was partially successful. I asked students “what did you read that made you say that?” On one occasion, students cited from the text to support their answer, but other occasions were not as successful. Still, I think that VTS is a great strategy to help build a solid foundation for critical thinking, support students thoughts and ideas, and engage them in rich discussions.
India accounts for one in four of the under-five deaths in the world. Almost 300 million of its people live on less than 25 cents a day. This paper examines the determinants of child mortality in order to aid development strategies that aim to decrease mortality and increase human capital. I use a multivariate regression model examine the effect on child mortality of fertility, female literacy, health expenditure, education expenditures, GDP growth, per capita income, male literacy and vaccination rates across all 28 states in India. The majority of data used is from the third National Family Health Survey of India. The initial results were mixed and further testing shows influences of severe multicollinearity on the data. Due to the large range in child mortality rates across states, a dummy variable test examines the variation in two groups of states caused be either “high” or “low” child mortality.
This paper presents an empirical analysis of fertility in the developing world, demonstrating that fertility reductions can be attributed to a number of important explanatory variables, particularly those related to health status, gender inequalities in literacy, and household income. The paper adds to the expansive literature on fertility by exploring whether differing levels of success in effecting the demographic transition can be attributed to these explanatory variables. The data used are from 57 developing nations and cover the time period 1975-2014.