"TED-Ed has recently created an interactive Periodic Table where you can view videos about every element. This project was a collaboration of TED-Ed and Brady Haran of Numberphile. Once you click the video, you can view experiments as well as explanations from experts and teachers about the element. • This is a must view for students taking Chemistry as well as Chemistry teachers."
When the history of 2014 is written, it will take note of a large fact that has received little attention: 2014 was the last year in which the United States could claim to be the world’s largest economic power. China enters 2015 in the top position, where it will likely remain for a very long time, if not forever. In doing so, it returns to the position it held through most of human history.
Comparing the gross domestic product of different economies is very difficult. Technical committees come up with estimates, based on the best judgments possible, of what are called “purchasing-power parities,” which enable the comparison of incomes in various countries. These shouldn’t be taken as precise numbers, but they do provide a good basis for assessing the relative size of different economies. Early in 2014, the body that conducts these international assessments—the World Bank’s International Comparison Program—came out with new numbers. (The complexity of the task is such that there have been only three reports in 20 years.) The latest assessment, released last spring, was more contentious and, in some ways, more momentous than those in previous years. It was more contentious precisely because it was more momentous: the new numbers showed that China would become the world’s largest economy far sooner than anyone had expected—it was on track to do so before the end of 2014.
The source of contention would surprise many Americans, and it says a lot about the differences between China and the U.S.—and about the dangers of projecting onto the Chinese some of our own attitudes. Americans want very much to be No. 1—we enjoy having that status. In contrast, China is not so eager. According to some reports, the Chinese participants even threatened to walk out of the technical discussions. For one thing, China did not want to stick its head above the parapet—being No. 1 comes with a cost. It means paying more to support international bodies such as the United Nations. It could bring pressure to take an enlightened leadership role on issues such as climate change. It might very well prompt ordinary Chinese to wonder if more of the country’s wealth should be spent on them. (The news about China’s change in status was in fact blacked out at home.) There was one more concern, and it was a big one: China understands full well America’s psychological preoccupation with being No. 1—and was deeply worried about what our reaction would be when we no longer were.
"While studying convergence, my [CoolCatTeacher] students “invent” a new technology. They are to predict what technologies will converge to make new ones. I’m always in awe of what they invent. • I want to share this one with you for several reasons:"
"They have been called the Dead Sea Scrolls of physics. Since 1986, the Princeton University Press and the Hebrew University of Jerusalem, to whom Albert Einstein bequeathed his copyright, have been engaged in a mammoth effort to study some 80,000 documents he left behind. • Starting on Friday, when Digital Einstein is introduced, anyone with an Internet connection will be able to share in the letters, papers, postcards, notebooks and diaries that Einstein left scattered in Princeton and in other archives, attics and shoeboxes around the world when he died in 1955."
"After three years of decline, the number of Indian students at US campuses increased by six per cent to 102,673 in the 2013-14 academic year, according to a new report on International Educational Exchange."
"The STEM Concept Videos, produced by the Teaching and Learning Laboratory, are designed to help students learn pivotal concepts in science, technology, engineering, and/or mathematics (STEM). Each video is part of a series that represents a cross-cutting theme in the courses that typically appear in first- and second-year engineering curricula (i.e., physics, mathematics, chemistry, biology). The STEM Concept Videos were originally produced for and funded by the Singapore University of Technology and Design (SUTD). SUTD refers to these videos as Concept Vignettes."
A new report says that only 19 percent of students graduated in four years from most public universities and that only 50 of 580 public universities graduated a majority of their full-time students at the four-year mark.
"A global initiative bringing together researchers across scientific disciplines launches it 10-year strategy to identify key sustainability priorities." • "'Future Earth is a global research platform aimed at connecting the world's scientists across the regions and across disciplines to work on the problems of sustainable development and the solutions to move us towards sustainable development,' explained Future Earth science committee vice-chairwoman Belinda Reyers. • 'It really is an unprecedented attempt to consult with scientists across the world as well as with important stakeholders and policymakers,' she told BBC News. • "It will consider what kind of science is needed in the medium-term to really move us towards more desirable futures." • Dr Reyers - chief scientist at the Council for Scientific and Industrial Research (CSIR) in Stellenbosch, South Africa - said the strategy had been distilled down to eight 'sustainability challenges': • Deliver water, energy and food for all • Decarbonise socio-economic systems • Safeguard the terrestrial, freshwater and marine natural assets • Building healthy, resilient and productive cities • Promote sustainable rural futures • Improve human health • Encourage sustainable consumption and production patterns • Increase social resilience to future threats • "Within each of the eight challenges, we have developed what we see as fundable research programmes that scientists and funding agencies can use as a starting point for building their programmes and strategies," she explained. • Dr Reyers explained the strategy aimed to build on the global Sustainable Development Goals (SDGs) process within the United Nations framework. • The SDGs are the successor to the UN Millennium Development Goals, which come to end in 2015."
"Real-life examples are relevant to MIT students and students around the world." • "MIT’s Teaching and Learning Laboratory (TLL) has created 47 STEM Concept Videos to help students connect the concepts they learn in introductory STEM courses to concrete, real-world problems. Students can watch the videos to prepare for class or review a concept for an exam. Instructors can use them to supplement classroom instruction, using snippets or the entire video, most of which are under 15 minutes. Throughout the videos, viewers are prompted to pause to actively engage with the material — to predict the result of demonstrations, engage in a discussion of concepts, or perform activities tied to the video’s intended learning outcomes."