What do you call the phenomenon where you see the needle pointing over the wrong number? I used to think my dad was driving well under the speed limit on the high way whenever I looked at his speedometer, but he told me he actually drives almost at the interstate speed limit.
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Finalized my work productivity system to a 3 step never-ending process. Check out picrelated.
(9 replies)
Why can't larger fish get rid of mercury? Why does it accumulate in their bodies from the small fish they eat?
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Can someone get rabies if a noninfected animal gets the vaccine but what if like it wasn't properly administered? What happens then? Could it get rabies? What if someone touches the saliva of the animal, could I get it?
Is it possible to get it from food?
Is it possible to get it from food?
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How large of a biogas reactor, and how much weekly input, do you need to run a 3250w appliance 24/7? If you wanted 10x this amount of electricity output, would you need a reactor 10x the size?
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Why is evolution like this
No.14308644 ViewReplyOriginalReport
Quoted By: >>14308952 >>14309055 >>14309786 >>14309848
Could nonexpensive equipment be used to determine picrel or any other methods other than testing breath chemical makeup
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If you were to take an educated guess, how far or close are we to cyber limbs being on par with and eventually surpassing human ones?
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Are there any visuospatial games or puzzles you do when bored? Lately I've been solving chess tactics in my head by visualizing five 4x4 grids (extra for center) to see the entire board.
(36 replies)
New Science just dropped
No.14305031 ViewReplyOriginalReport
Quoted By: >>14309605 >>14309649 >>14309747
>https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.18.010119
>Within whiteness, the organization of social life is in terms of a center and margins that are based on dominance, control, and a transcendent figure that is consistently and structurally ascribed value over and above other figures. In this paper, we synthesize literature from Critical Whiteness Studies and Critical Race Theory to articulate analytic markers for whiteness, and use the markers to identify and analyze whiteness as it shows up in an introductory physics classroom interaction. We name mechanisms that facilitate the reproduction of whiteness in this local context, including a particular representation of energy, physics values, whiteboards, gendered social norms, and the structure of schooling. In naming whiteness and offering a set of analytic markers, our aim is to provide instructors and researchers with a tool for identifying whiteness in their own contexts. Alongside our discussion, which imagines new possibilities for physics teaching and learning, we hope our work contributes to Critical Whiteness Studies’ goal of dismantling whiteness.
>In this paper, in most cases we choose not to capitalize white and do choose to capitalize Black, Hispanic, and Students or People of Color. (The exception is when referring to Critical Whiteness Studies, which is a formal term that is capitalized in the literature.) This choice is informed by critical scholarship and activism, such as that by Dumas and the PoC in PER group [9,10]. For example, Dumas writes that Black is a “self-determined name of a racialized social group that shares a specific set of histories, cultural processes, and imagined and performed kinships.” White, on the other hand, is a socially constructed category that was created for the purposes of dominance and exclusion; it “does not describe a group with a sense of common experiences or kinship outside of acts of colonization or terror.”
>Within whiteness, the organization of social life is in terms of a center and margins that are based on dominance, control, and a transcendent figure that is consistently and structurally ascribed value over and above other figures. In this paper, we synthesize literature from Critical Whiteness Studies and Critical Race Theory to articulate analytic markers for whiteness, and use the markers to identify and analyze whiteness as it shows up in an introductory physics classroom interaction. We name mechanisms that facilitate the reproduction of whiteness in this local context, including a particular representation of energy, physics values, whiteboards, gendered social norms, and the structure of schooling. In naming whiteness and offering a set of analytic markers, our aim is to provide instructors and researchers with a tool for identifying whiteness in their own contexts. Alongside our discussion, which imagines new possibilities for physics teaching and learning, we hope our work contributes to Critical Whiteness Studies’ goal of dismantling whiteness.
>In this paper, in most cases we choose not to capitalize white and do choose to capitalize Black, Hispanic, and Students or People of Color. (The exception is when referring to Critical Whiteness Studies, which is a formal term that is capitalized in the literature.) This choice is informed by critical scholarship and activism, such as that by Dumas and the PoC in PER group [9,10]. For example, Dumas writes that Black is a “self-determined name of a racialized social group that shares a specific set of histories, cultural processes, and imagined and performed kinships.” White, on the other hand, is a socially constructed category that was created for the purposes of dominance and exclusion; it “does not describe a group with a sense of common experiences or kinship outside of acts of colonization or terror.”
