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	<title>Evolvemind &#187; learning</title>
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	<description>Thoughts on life, learning, and sci-tech</description>
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		<title>Stanford&#8217;s promising experiment in free higher education</title>
		<link>http://www.evolvemind.com/2011/11/26/stanfords-promising-experiment-in-free-higher-education/</link>
		<comments>http://www.evolvemind.com/2011/11/26/stanfords-promising-experiment-in-free-higher-education/#comments</comments>
		<pubDate>Sat, 26 Nov 2011 17:51:16 +0000</pubDate>
		<dc:creator>Mark</dc:creator>
				<category><![CDATA[computing]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[educational technology]]></category>
		<category><![CDATA[information technology]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[computer science]]></category>
		<category><![CDATA[free]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[online]]></category>
		<category><![CDATA[Stanford]]></category>

		<guid isPermaLink="false">http://www.evolvemind.com/2011/11/26/stanfords-promising-experiment-in-free-higher-education/</guid>
		<description><![CDATA[Stanford University, a premiere higher education institution, is offering a growing number of free courses. Currently, courses with a free, non-credit option are all in the computer science curriculum, but may soon expand to other disciplines. This is a positive development for quality higher education&#8211;a much needed experiment in a time when growing acceptance of [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>People who multitask suffer from weaker self-control</title>
		<link>http://www.evolvemind.com/2009/12/18/multi-taskers-treat-all-information-as-equally-important-while-single-taskers-focus-on-information-relating-to-their-current-objectives/</link>
		<comments>http://www.evolvemind.com/2009/12/18/multi-taskers-treat-all-information-as-equally-important-while-single-taskers-focus-on-information-relating-to-their-current-objectives/#comments</comments>
		<pubDate>Fri, 18 Dec 2009 18:28:00 +0000</pubDate>
		<dc:creator>Mark</dc:creator>
				<category><![CDATA[cognition]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[media]]></category>
		<category><![CDATA[psychology]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[attention]]></category>
		<category><![CDATA[attention strategy]]></category>
		<category><![CDATA[multi-tasking]]></category>
		<category><![CDATA[single-tasking]]></category>

		<guid isPermaLink="false">http://www.evolvemind.com/2009/12/18/multi-taskers-treat-all-information-as-equally-important-while-single-taskers-focus-on-information-relating-to-their-current-objectives/</guid>
		<description><![CDATA[A friend and professor is confident her granddaughters are able to multitask without any significant negative impact on their performance. She observes them using the computer and cell phone while doing homework and listening to music or watching television. They are star students in demanding schools. I told her I have my doubts. I suspect [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>9 Planetary Boundaries &#8212; new framwork for evaluating human impacts on our own survival</title>
		<link>http://www.evolvemind.com/2009/10/14/9-critical-earth-processes/</link>
		<comments>http://www.evolvemind.com/2009/10/14/9-critical-earth-processes/#comments</comments>
		<pubDate>Thu, 15 Oct 2009 02:46:31 +0000</pubDate>
		<dc:creator>Mark</dc:creator>
				<category><![CDATA[climate]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[science]]></category>
		<category><![CDATA[science | atmosphere]]></category>
		<category><![CDATA[science | biology | biodiversity]]></category>
		<category><![CDATA[science | chemistry]]></category>
		<category><![CDATA[science | oceans]]></category>

		<guid isPermaLink="false">http://www.evolvemind.com/2009/10/14/9-critical-earth-processes/</guid>
		<description><![CDATA[Scientists propose a new framework for understanding when and how the results of our activities are bringing any of the nine most critical Earth processes close to thresholds beyond which irreversible, catastrophic global destabilization will occur. Some sort of rational, structured approach seems necessary for organizing resources to investigate the areas of greatest global survival [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
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		<title>More evidence that childhood stress negatively impacts intelligence</title>
		<link>http://www.evolvemind.com/2009/04/04/more-evidence-that-childhood-stress-negatively-impacts-intelligence/</link>
		<comments>http://www.evolvemind.com/2009/04/04/more-evidence-that-childhood-stress-negatively-impacts-intelligence/#comments</comments>
		<pubDate>Sat, 04 Apr 2009 17:12:33 +0000</pubDate>
		<dc:creator>Mark</dc:creator>
				<category><![CDATA[brain science]]></category>
		<category><![CDATA[cognition]]></category>
		<category><![CDATA[economics]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[family]]></category>
		<category><![CDATA[intelligence]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[psychology]]></category>
		<category><![CDATA[science]]></category>
		<category><![CDATA[social science]]></category>
		<category><![CDATA[social action]]></category>

		<guid isPermaLink="false">http://www.evolvemind.com/blog/2009/04/04/more-evidence-that-childhood-stress-negatively-impacts-intelligence/</guid>
		<description><![CDATA[It seems that poverty and the endless ills that accompany being poor are passed from generation to generation. The Economist reports on research that further confirms the brain science behind apparently inherited lack of resourcefulness. The bottom line is that growing up in resource deprived circumstances creates persistent stressors. Stress provokes natural physiochemical responses that, [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Knowledge management from two very different perspectives</title>
		<link>http://www.evolvemind.com/2008/02/26/knowledge-management-from-two-very-different-perspectives/</link>
		<comments>http://www.evolvemind.com/2008/02/26/knowledge-management-from-two-very-different-perspectives/#comments</comments>
		<pubDate>Wed, 27 Feb 2008 04:40:07 +0000</pubDate>
		<dc:creator>Mark</dc:creator>
				<category><![CDATA[AFCEA]]></category>
		<category><![CDATA[international]]></category>
		<category><![CDATA[knowledge elicitation]]></category>
		<category><![CDATA[knowledge representation]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[military]]></category>

		<guid isPermaLink="false">http://www.evolvemind.com/blog/2008/02/26/knowledge-management-from-two-very-different-perspectives/</guid>
		<description><![CDATA[Today I co-hosted a couple of guest speakers at our AFCEA luncheon. Applied Research Associates (ARA), headquartered in Albuquerque, was kind enough to foot the bill to bring in Scot Miller (CAPT, USN, Retired) and Gary Klein, Ph.D. to share their perspectives on KM. Thanks to ARA&#8217;s Felix Sanchez and Frank Maestas for their support [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Apes mimic to eat; Humans mimic to please teachers</title>
		<link>http://www.evolvemind.com/2008/02/24/apes-mimic-to-eat-humans-mimic-to-please-teachers/</link>
		<comments>http://www.evolvemind.com/2008/02/24/apes-mimic-to-eat-humans-mimic-to-please-teachers/#comments</comments>
		<pubDate>Sun, 24 Feb 2008 19:44:54 +0000</pubDate>
		<dc:creator>Mark</dc:creator>
				<category><![CDATA[learning]]></category>
		<category><![CDATA[primatology]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[ape]]></category>
		<category><![CDATA[children]]></category>
		<category><![CDATA[chimp]]></category>
		<category><![CDATA[cognition]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[human]]></category>
		<category><![CDATA[intelligence]]></category>

		<guid isPermaLink="false">http://www.evolvemind.com/blog/2008/02/24/apes-mimic-to-eat-humans-mimic-to-please-teachers/</guid>
		<description><![CDATA[Today, when I should have already begun researching for my dissertation idea paper, I was just getting up from brunch when the PBS Nova series began. Expecting another episode on nebulas or colliding galaxies, I started from my chair. But then I saw that the topic was ape intelligence, specifically, what accounts for the differences [...]]]></description>
		<wfw:commentRss>http://www.evolvemind.com/2008/02/24/apes-mimic-to-eat-humans-mimic-to-please-teachers/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Wikis for Learning</title>
		<link>http://www.evolvemind.com/2006/01/17/wikis-for-learning/</link>
		<comments>http://www.evolvemind.com/2006/01/17/wikis-for-learning/#comments</comments>
		<pubDate>Wed, 18 Jan 2006 05:30:27 +0000</pubDate>
		<dc:creator>Mark</dc:creator>
				<category><![CDATA[learning]]></category>

		<guid isPermaLink="false">http://www.evolvemind.com/blog/?p=4</guid>
		<description><![CDATA[Both Google and Google Scholar have made my research life immensely better, but most scholarly research is still locked away in subscription-based research databases.]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Assembling the Lazy Susan: an Old Sea Dog&#8217;s Discourse on Training</title>
		<link>http://www.evolvemind.com/2006/01/16/3/</link>
		<comments>http://www.evolvemind.com/2006/01/16/3/#comments</comments>
		<pubDate>Tue, 17 Jan 2006 05:07:52 +0000</pubDate>
		<dc:creator>Mark</dc:creator>
				<category><![CDATA[learning]]></category>

		<guid isPermaLink="false">http://www.evolvemind.com/blog/?p=3</guid>
		<description><![CDATA["When was the last time you got bored looking at a naked woman?" he asked.]]></description>
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		<slash:comments>0</slash:comments>
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