Author: Lensyl Urbano

Stress, pressure and performance

How well does extrinsic motivation help us perform? NPR recently had another interesting interview with Dan Ariely where he talked about how rewards, cash bonuses in this case, affect performance.

It turns out that while bonuses increase people’s desire to perform better, people actually perform worse, probably because of the increased stress.

Jonah Lehrer actually suggests that this also applies to negative rewards. He suggests the engineers trying to cap the oil leaking beneath the Gulf of Mexico should take more time off because pressure from powerful incentives reduces our ability to think creatively.

So think about what this implies for high-stakes testing.

Liber8 economic newsletter

The Liber8 online newsletter from the St. Louis Fed is designed for non-economists (librarians to begin with) and has some wonderful articles explaining economic thought and issues in the news. “How Would Modern Macroeconomic Schools of Thought Respond to the Recent Economic Crisis?” is a great introduction to the different perspectives on managing the economy. It may be good preparation for, or alternatively a followup on, the great Keynes vs. Hayek video.

The Ledger

The Boston Federal Reserve Bank publishes (occasionally) a newsletter with easy-to-read articles on economic subjects. Themes include: Immigration; Economic Resources on the web (as 2008); Coping with economic change; Varied Perspectives on the Global Economy; Are We Better Off Than We Were?; and, The Economics of Entertainment.

It’s a very informative, easy read.

Personal Mission Statement: Draft

Through modeling this behavior myself, my goal is to instill in students the sense of wonder and curiosity about this remarkable world and universe in which we live. That wonder will enable students to accord the planet and people who live on it, near and far, the respect that they deserve. As such, the classroom becomes a safe place with windows open to the environment and the community through which students can explore and study their world.

Well there’s a start. The question is, does that clearly and accurately define my vision and goals for self & classroom? Comments appreciated.

Learn math and economics using GeoFRED

The activity below was created as part of the St. Louis Federal Reserve Bank’s Summer School Program session on using Data and Primary Source Documents. I plan to use it as a whole-class activity during the upcoming year and I’ll post updates after I try it (check the economics tag).

Unemployment rate by state - 1977 to 2009. Maps from GeoFRED.

Averaging and Graphing with GeoFRED

Objectives:

  • Introduce GeoFRED as a tool for analyzing real economic data over space.
  • Learn/practice graphing.
  • Practice basic averaging using real data.
  • Prepare and deliver group presentations.

Resources:

Initial presentation to entire class

Show animation of unemployment in the US (by state) over their lifetimes (e.g. 1998-2009). The pdf file Geofred-annual-unemp-1995-2009 has the maps from 1995 to 2009 that you can click through to animate. Alternatively, you can create the pdf yourself from the GeoFRED Graph. A final option, if you’re desperate, is to use the animated gif above.

  • Note: point out the effect of Hurricane Katrina on Louisiana (compare 2005 and 2006).
  • See if students can identify interesting changes that they are curious about. The intention is to get students interested in the data and asking questions and give ideas about why the changes have occurred in general and for specific states.

Group/individual work

The class picks a state that they’re interested in (everyone has to do the same state to bring the data back together at the end) and:

  • each group/individual gets the 12 months of data for one year in the time series (from the website).
  • They create a graph (line or bar students get the choice) of their 12 months of data.
    • Note: If we provide students with poster paper and a uniform scale for their axes they could merge their data at the end to create one very long graph. Alternately, if they all produce their own, very different, graphs they might produce nicer graphs that they’re more invested in, and better appreciate the need to calculate the averages when combining all the data.)
  • They average their 12 months of data to get the annual average.
  • Discuss among themselves why things might have changed the way they did over the year
    • Do research (perhaps the beige book archive (very good regional summaries) or burgundy books (can’t find a long archive) and/or Wikipedia) to find out about why the changes may have occurred.
    • Prepare a short presentation about their year for the rest of the class based on what they found (including their graph).

Class reconvenes

Now for presentations, discussion and integration.

  • Each group gives a short presentation about what they found.
  • The groups bring their averages together to plot a graph for the entire 12 years.
  • Discuss how things changed over time – recessions when and why.

Advanced work

Now that students know how to use GeoFRED they can pose and answer a research question, perhaps one that came up during the initial presentation of the animation.

Additional suggestions

Instead of doing this by state, we could do it by Fed district to see how the regional economic systems are very different.

Sinkholes

Image from Gobierno de Guatemala.

The caves at Meramec were created in dissolved carbonate rocks; that’s how most caves with interesting cave formation form. The recent storms in Guatemala, along with leaky sewage pipes, have helped speed the dissolution process producing some devastating sinkholes.

[googleMap name=”Guatemala City” description=”Guatemala City” width=”450″ height=”400″ mapzoom=”4″ mousewheel=”false”]Guatemala City[/googleMap]

Spelunking at Meramec

Stalactites dripping down into a subterranean pool at Meramec Caverns.

On the last day of our trip we drove an hour west of St. Louis to Meramec Caverns. If you’re ever on I44 heading out of St. Louis you can’t miss it. From 30 km away you start seeing billboards, sometimes in pairs, almost every 100 meters.

Largely this is because it is a privately owned cave. Privately owned also means that they can do things to “enhance” the cave that you would not see at a National Park like Mammoth Cave. The light shows in certain caves were particularly interesting. Our tour guide was pretty good, entertaining and scientifically accurate for a general audience.

Colors created by different metal anion precipitates.

The presence of different colors in the rock formations (red, white and black) due to different metals in the carbonate precipitates could tie in very well with our discussion earlier this year of ionic bonding.

There are also historical tie-ins. The cave was the site of a skirmish during the civil war, because the bat guano was being used to produce gunpowder. Jesse James participated in that engagement and later used the cave as a hideout.

Still

Finally, they have a reconstructed hut, which although it has nothing to do with the cave, has a bootlegger’s still does link with our discussion of steam distillation.