Showing posts with label News. Show all posts
Showing posts with label News. Show all posts

Monday, June 18, 2012

Inspiring Video: What Makes A Great Teacher

Dear Teachers,

I know the main reason you are dropping by this page is you want to know what ingredients make a great teacher.

According to research by a mentor of Teach for America, its not: an outgoing personality, a Master's degree or even teaching experience.

But there are 3 things that will make a person a great teacher.

I won't spoil it for you but please watch this 3.22 minute video and you'll discover them.

Enjoy & be inspired to be a great teacher as much as I have.

BELIEVE IN YOURSELF  and MAKE LEARNING AN ABSOLUTE JOY!

Rodney Tan

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Friday, June 8, 2012

Inspiring Student: From Homeless Janitor to Harvard

Dear All,

Here is another inspiring true story of a teen who succeeded in obtaining consistent straight As & is going to Harvard after college inspite of her hardship & being abandoned by her family.  She had to work as a janitor at her high school and was almost taken away by the Department of Social Services had it not being for caring teachers and villagers. 

There's a video below and a long writeup on her.

Share this with fellow teachers and especially students!

This would be a good extensive reading for your students as well.

As an extension activity, discuss what are the possible reasons Harvard had accepted her in advance.

What can students do to be accepted for a full scholarship admission into their dream university? This could also be a writing activity as well.

Enjoy and be inspired!

Rodney Tan Chai Whatt
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From scrubbing floors to Ivy League Homeless student to go to dream college

By Vivian Kuo, CNN   June 8, 2012 -- Updated 1314 GMT (2114 HKT

·        Dawn Loggins, 18, was abandoned last year and left homeless

·        Staff at Burns High School in North Carolina chipped in to help

·        Dawn applied to 5 colleges and was accepted to each, including her dream school

·        Dawn worked as school janitor between her studies to make ends meet

Lawndale, North Carolina (CNN) -- It's before sunrise, and the janitor at Burns High School has already been down the length of a hallway, cleaning and sweeping classrooms before the day begins.



This particular janitor is painstakingly methodical, even as she administers a mental quiz on an upcoming test. Her name is Dawn Loggins, a straight-A senior at the very school she cleans.



On this day, she maneuvers a long-handled push broom between rows of desks. She stops to pick up a hardened, chewed piece of gum. "This annoys me, because there's a trash can right here," she says.

The worst, she says, is snuff cans in urinals. "It's just rude and pointless."



With her long, straight dark blonde hair and black-rimmed glasses, Dawn looks a bit like Avril Lavigne. But her life is a far cry from that of a privileged pop star.



She was homeless at the start of the school year, abandoned by her drug-abusing parents. The teachers and others in town pitched in -- donating clothes and providing medical and dental care. She got the janitorial job through a school workforce assistance program.



She's grateful for the work. But it's where she's going next, beyond the walls of Burns, that excites her most. She applied to four colleges within North Carolina and one dream university. She'll graduate soon before heading off, leaving her dust pan behind.



Dawn Loggins has worked as a janitor her senior year to make ends meet.

For now, there's still work to be done. She stops for a quick bite to eat in the custodial closet amid Pine-Sol and Clorox. She then darts to classes -- three advanced placement courses and an honors class.








Growing up without electricity

Dawn grew up in a ramshackle home with no electricity and no running water. She often went days, even weeks without showering. She and her brother Shane -- who was equally studious in his schoolwork -- would walk 20 minutes to a public park to fetch water.



"We would get water jugs and fill them up at the park, using the spigots in the bathroom. And we would use that to flush the toilet or cook with. Stuff like that," she says.



She confided in a staff member at school. She had trouble doing homework at nighttime because her home had no electricity and she couldn't afford candles. It was difficult to read in the dark.



"OK, we'll get you some candles. We'll take care of that," said Junie Barrett, Dawn's supervisor.



Another time, Barrett says, Dawn and her brother asked if they could use the school's washing machine to clean their clothes. "I said, 'Just leave them with me. We'll get them washed, dried,' " Barrett recalls.



"We let them use our shower facilities in the locker rooms because they had no running water. They had nothing to bathe in."

Burns High was their fourth high school since middle school, as they moved from town to town. Living the life of a rolling stone, the two had missed several months' worth of classwork when they first arrived two years ago, putting them well behind other students' progress.



Shane was outgoing, but Dawn always appeared more reserved.



Guidance counselor Robyn Putnam saw the potential in Dawn and Shane early on and enrolled them in online classes to get them caught up. The work paid off.



Abandoned by parents

Last summer, Dawn was invited to attend a prestigious six-week residential summer program, the Governor's School of North Carolina, at Meredith College in Raleigh, 200 miles east of Lawndale, to study natural science. It was a field Dawn had never studied before.



The program is reserved for the state's top students.



Putnam ferried Dawn to Raleigh to attend the elite program and took her shopping, making sure she had the clothes she needed. Other faculty members contributed funds, too.



Putnam worried Dawn's home situation could worsen while she was away. "We weren't even sure where her parents were at that time. And there was an eviction notice on the house," she says. "We kept telling her to get everything she could; we knew this was a possibility."



Dawn saw her parents for 30 minutes during the middle of the summer program during a short break. They talked about her school and how she was doing. Nothing seemed out of the ordinary. "It was just a regular conversation," she says.



She wouldn't hear from them again for weeks.



As she prepared to leave the summer program, she kept calling her parents' phone, only to learn it had been disconnected. Putnam picked her up and brought her back to Lawndale.



"When I returned, my grandmother had been dropped off at a local homeless shelter, my brother had just left, and my parents had just gone," she says. "I found out later they had moved to Tennessee."



Her voice is steady, matter of fact. "I never expected my parents to just, like, leave."



Dawn was abandoned.


"I'm not mad at my parents. My mom and my stepdad both think that they did what was best for me," she says.



Dawn Loggins maintained an A-average despite her hardships.



In fact, she used her parents' example to drive her. "I just realize that they have their own problems that they need to work through," she says. "They do love me; I know they love me. They just don't show it in a way that most people would see as normal."



Stability in Lawndale

For a while, Dawn lived on the odd couch at friends' homes, while she figured out what to do. Sometimes, she slept on the floor. The only thing that was clear was that she wanted to stay in Lawndale, where she was active in extracurricular activities, had a boyfriend and had a job.



Her classmates there didn't make fun of her, though she had been mercilessly mocked in middle school. "It was the worst. That's when I would come home crying because the teasing was so bad," Dawn recalled.









Helping Dawn

For those wanting to help, Dawn appreciates the generosity. She wants to use funds to form a nonprofit organization to help other homeless children. Any contributions can be sent to: Burns High School/Dawn Loggins Fund, 307 East Stagecoach Trail, Lawndale, NC 28090



She had lived with her grandmother until she was 12 and attended junior high at a school about an hour away from Lawndale during that time.



"My grandma loved me, and she taught me a lot. She had lots of crafts around and watched History Channel with us. But ..."



Dawn's voice halts, then begins again a few seconds later. "She never really explained to me and my brother the importance of bathing regularly. And our house was really disgusting. We had cockroaches everywhere. And we had trash piled literally 2 feet high. We'd have to step over it to get anywhere in the house."



Dawn would go without showering two to three months at a time and wear the same dress to school for weeks straight. "When I was little, it seemed normal to me. I didn't realize that other families weren't living the same way that I was. And because of that I got teased, the kids would call me dirty."



In Lawndale, a town of about 600 in the Appalachian foothills of western North Carolina, things were different. Dawn felt comfortable.



With her parents gone, she processed the options with her guidance counselor.



She could move yet again to Tennessee to be with her mother, or she could be turned over to the Department of Social Services. Putnam feared what that might bring. "If Dawn were to go into the system, she could be uprooted again and moved around," she says.



Dawn would turn 18 during the second semester, Putnam knew, making her an adult by law. So Putnam asked Dawn: "What do you want to do? She said, 'I want to graduate from Burns. To be in the same school two years.' "



So the community and Burns staff became her family.



Sheryl Kolton, a custodian and bus driver for Burns Middle School, had met Dawn before and knew her but not well. She wasn't expecting the phone call she received. "The counselor at the high school just called me one day and asked me if Dawn could come live here," Kolton says.



A few days later, she and her husband, Norm, agreed.



Shooting for the stars

With a roof over her head and the contributions of Burns staff to supplement the Koltons' income needed to house and feed a growing teenager, Dawn was seemingly in a stable environment. She admits that having her parents out of the picture helped.



"Honestly it was kind of a relief," she says. "I mean, I have a place to stay, and I have a job, and I'm going to school."



As she began her senior year, Dawn turned her laser-beam focus to her future: college. She knew she wanted a different path than her parents.



"When I was younger, I was able to look at all the bad choices -- at the neglect, and the drug abuse, and everything that was happening -- and make a decision for myself that I was not going to end up like my parents, living from paycheck to paycheck."



A straight-A student, Dawn was president of the photography club. She also had started a community service program collecting thousands of letters for active military troops and was involved in National Honor Society and band club. Before she took her custodian job, she ran cross country.



She wasn't top of her class, and she didn't have a perfect GPA, but she was smart. On paper, she had always fared well.



"I was looking at her transcript, and one of the lowest grades on her transcript is a 94 and that was for a class called Success 101, and the irony of that is just really amazing," Putnam says with a laugh.



Dawn Loggins says the worst thing about cleaning is snuff cans in urinals.



Dawn applied to four colleges within the state: the University of North Carolina at Chapel Hill; North Carolina State University; Davidson College; and Warren Wilson College. In December, she sent one final application off in the mail, to her reach-for-the-stars choice, Harvard.



No one from Burns High had been accepted to the elite Ivy League school.



"I thought about it and just figured, 'Why not?' "



She asked her history teacher, Larry Gardner, for a recommendation letter. "I don't know how many times I started that letter of recommendation," he recalls. "Because how do you articulate her story into two pages? How do you explain this is a young lady who deserves a chance but hasn't had the opportunities?"

But after a prayer for wisdom, the words flowed.



"Once again, words fail me as I attempt to write this letter of recommendation," Gardner began. "I can promise I've never written one like this before and will probably not write one like this again. Because most students who face challenges that are not even remotely as difficult as Dawn's give up. This young lady has, unlike most of us, known hunger. She's known abuse and neglect, she's known homelessness and filth. Yet she's risen above it all to become such an outstanding young lady."



Months passed. She was accepted to the four schools in North Carolina. Each time, the acceptance letter came as part of a thick package with fat brochures and congratulatory notes.



Days went by. Nothing from Harvard.



But on a sunny day earlier this year, she came inside after tending the garden. There was a letter from Harvard, the type of letter every high school senior dreads from a university -- a regular-sized envelope, the ominous sign of rejection.



Cautiously, she opened it: "Dear Ms. Loggins, I'm delighted to report that the admissions committee has asked me to inform you that you will be admitted to the Harvard College class of 2016. ... We send such an early positive indication only to outstanding applicants ..."



She gasped when she read those words.



Gardner had the same reaction when she handed him the note at school the next day. "I just looked up at her, and kind of teared up because this is a young lady who ... " he stops, his voice breaking.



"When I first met her and had her brother in class, they were living in a home without electricity, without running water, they were showering at a local park in a restroom after most of the people at the park had left. This is a young lady who's been through so much and for her to receive this letter -- pretty awesome."



Not only was Dawn accepted to Harvard, she got a full ride. She was offered tuition, room and board, as well as assistance finding an on-campus job.



The tiny town of Lawndale rallied around Dawn again. They raised money to get her to Boston so she could see the school in person in April.



"We in a sense had a collective responsibility to get her to Harvard," says Aaron Allen, Burns High principal. "Even though Harvard was going to pay for Dawn to go on her own, this is a girl who's had multiple moves, never flown, never ridden a subway, never really been outside small town USA, North Carolina foothills, and you're expecting her to go to Cambridge all by herself?"



Barrett, her custodial supervisor, traveled to Cambridge with her. "When we went up there, it was just like she was at home. She will succeed, and she will excel."



For Dawn, it wasn't a foregone conclusion that she would attend, but her inaugural visit solidified the decision. "I just could not picture myself anywhere else, at any other college."





Helping others

Since Dawn's story has come out, she's attracted attention worldwide from well-wishers sending her everything from simple encouragement to monetary donations.



Dawn doesn't want the money. "When I get to college, I can work for what I need. And I know my future is going to be great."



She hopes to start a nonprofit organization to help other teens who've had obstacles in their educations, using the funds that have been sent to her. There are more than 200 students listed as homeless in Cleveland County, where Lawndale is located.



"There are so many kids whose futures aren't so sure, and they need help more than I do," she says. "I want them to be able to use my story as motivation. And I want the general public to realize that there are so many kids who need help."



The final pages of Dawn's high school chapter are nearing a close. She will walk across the stage today -- June 7 -- to accept her diploma. She has invited her parents but isn't sure they will be able to attend. "If they're not there, it would be for good reason."



But the one person she will look for in the crowd is her brother Shane.



"Throughout the years, no matter where I've been or been through, he's always been there for me," she says, with a rare ghost of a smile.



Shane will attend Berea College in Kentucky on a scholarship.



Dawn has learned the sort of lessons that can't be learned in school. "I love my parents. I disagree with the choices that they've made. But we all have to live with the consequences of our actions," she said.



She takes it all in stride. "If I had not had those experiences, I wouldn't be such a strong-willed or determined person."



She might just find Harvard to be easy.



Monday, February 6, 2012

News: Professor Dispels Myths Around Teaching English (TEFL)


Professor dispels myths around teaching English

Using several methods simultaneously can be counterproductive for students learning it as a foreign language, research shows

  • By Iman Sherif, Staff Reporter
  • Published: 00:00 February 5, 2012

Image Credit: Courtesy: Zayed University

Dr Jase Mousa Inaty, assistant professor of Educational Psychology at Zayed University (ZU), has been studying the challenges of teaching English as a second languge to native Arabic speakers. She recently wrote a book ‘The Impact of Spoken English on Learning English as a Foreign Language’.

Globalisation and the need to interact with various cultures means people have to learn how to communicate in different languages these days.

However, becoming proficient in a second language is a challenge that requires commitment and a lot of practice and not everyone learns at the same speed and through the same process.

Dr Jase Mousa Inaty, Assistant Professor of Educational Psychology at Zayed University (ZU), has been studying this problem here in the UAE. Her recent study was focused on native speakers of Arabic, mainly ZU students, who were in the process of learning English as a Foreign Language (EFL).

Her research has led to the publishing of a book titled The Impact of Spoken English on Learning English as a Foreign Language.

Dr Inaty found that learning was not the same for everyone in the study. Some were better learners than others and some learned one skill better than another. The level of proficiency was dependent on the person's ability to comprehend, retain and use information.

"Teaching methods vary but, in general, we learn using one or a combination of these major skills: listening, speaking, writing and reading."

However, using more than one mode can be detrimental to learning, says Dr Inaty. According to her research, the human brain is limited in its capacity to process information, and learners, whether Emirati or otherwise, have the same human cognitive architecture with a limited working memory and an unlimited long-term memory.

"The human cognitive architecture indicates a working memory that is limited in both capacity and duration. When EFL materials are presented in ways that exceed working memory capacity, the learning may be hindered. These hindrances may come from a split-attention effect or even more so a redundancy effect, which was the case in my research."

An area of her studies focused on students' learning ability when teaching listening skills using a traditional method of presenting written material simultaneously with auditory material.

"The thinking is that our students would benefit more since they are both listening and reading the materials at the same time. My research has shown that at least under some circumstances, students will learn best when only one mode of learning [eg reading only] is presented," she said.

Her research shows that teachers should recognise pupils' abilities and cautions them not to overload their students with material.

"The condition is that when a vast amount of material or information is being presented simultaneously, it should not contain identical information. Otherwise, the learner is wasting his/her working memory space on two things that contain identical information — which in turn may not enhance comprehension," she said.

‘Cognitive underload'

"Her studies of Emirati students show that the majority of learners are not using most of that working memory space that is available to them. She calls it "cognitive underload".

A possible cause is that students are not being provided with material rich enough to maintain their interest in learning.

"We need to provide stimulating and rich learning experiences for our human cognitive architecture to reach its potential and flourish. Teachers can do this by selecting and designing materials that are motivating, interesting and relevant to students," she concluded.

Monday, January 16, 2012

Views: Why Are SMart People Usually Ugly?


By Daniel Engber | Posted Tuesday, Jan. 10, 2012, at 6:52 PM ET
Slate.com
Why Are Smart People Usually Ugly?
An answer to the Explainer's 2011 Question of the Year.
Jean-Paul Sartre and Socrates were known for their brains and not their looks—at least not the good kind.
Illlustration by Charlie Powell.
It's been a few weeks since we posted the questions that the Explainer was either unwilling or unable to answer in 2011. Among this year's batch of imponderables were inquiries like, Are the blind sleepy all the time? and Does anyone ever get a sex change back? We asked our readers to pick the question that most deserved an answer in the Explainer column. Some 10,000 of you were able to register a vote, and the winning question is presented below. But first, the runners-up:
In third place, with 6.6 percent of the total votes, a bit of speculative evolutionary biology: Let's say that a meteor never hits the earth, and dinosaurs continue evolving over all the years human beings have grown into what we are today. What would they be like?
In second place, with 7.5 percent, an inquiry into pharmacokinetics: Why does it take 45 minutes for the pharmacy to get your prescription ready—even when no one else is waiting?
And in first place, with the support of 9.4 percent of our readers, the winner by a landslide and Explainer Question of the Year for 2011:
Why are smart people usually ugly? I get this isn't always the case, but there does seem to be a correlation. Attractiveness doesn't predict intelligence (not all ugly people are smart), but it seems like intelligence can be a good predictor for attractiveness (smart people are usually on the ugly side). Keep in mind, I have nothing against people who are really brilliant, I've just always wondered.
The answer: They’re not.
Oh, how the Explainer loves a false premise. When it comes time to assemble the year-end list, he'll always give extra credit to questions that are predicated on blatant untruths. In 2010, for example, someone wanted to know why athletes never sneeze. In 2009, a reader asked, Why is it always funny to put something on your head as a pretend hat? But this year's winning question isn't merely ill-posed; it gets the truth exactly backward.
The idea that an ugly face might hide a subtle mind has attracted scientific inquiries for many years. At first, scientists wanted to know whether it was possible to read someone's intelligence from the shape of his face. In 1918, a researcher in Ohio showed a dozen photographic portraits of well-dressed children to a group of physicians and teachers, and asked the adults to rank the kids from smartest to dumbest. A couple of years later, a Pittsburgh psychologist ran a similar experiment using headshots of 69 employees from a department store. In both studies, seemingly naive guesses were compared to actual test scores to see if they were ever accurate.*
Many such studies followed, and with consistent results: You can learn something about how smart someone is just by looking at a picture. But scientists couldn't figure out where that information might have been hiding in the photographs. The Ohio researcher said that some of his subjects were "greatly influenced by the pleasant appearance or smile, but for some the smile denotes intelligence and for others it denotes feeble-mindedness." The author of the follow-up in Pittsburgh wondered if the secret of intelligence might not be lurking in "the lustre of the eye."
While some researchers pondered this question, a Columbia University psychologist named Edward Thorndike made another, related discovery. In 1920, Thorndike published his theory of the "halo effect," according to which subjects, when asked to describe someone's various qualities, tend to "[suffuse] ratings of special features with a halo belonging to the individual as a whole." If they were describing the person's physique, for example, along with his bearing, intelligence, and tact, they would assign high or low ratings across the board. Later studies confirmed that the halo effect could arise from a simple photograph: If someone looks handsome, people tend to assume that he's smarter, more sociable, and better-adjusted, too.
Now there were two findings: First, scientists knew that it was possible to gauge someone's intelligence just by sizing him up; second, they knew that people tend to assume that beauty and brains go together. So they asked the next question: Could it be that good-looking people really are more intelligent?
Here the data were less clear, but several reviews of the literature have concluded that there is indeed a small, positive relationship between beauty and brains. Most recently, the evolutionary psychologist Satoshi Kanazawa pulled huge datasets from two sources—the National Child Development Study in the United Kingdom (including 17,000 people born in 1958), and the National Longitudinal Study of Adolescent Health in the United States (including 21,000 people born around 1980)—both of which included ratings of physical attractiveness and scores on standard intelligence tests. When Kanazawa analyzed the numbers, he found the two were related: In the U.K., for example, attractive children have an additional 12.4 points of IQ, on average. The relationship held even when he controlled for family background, race, and body size.
From this, Kanazawa concluded that the famous halo effect is not a cognitive illusion, as so many academics had assumed, but rather an accurate reading of the world: We assume that beautiful people are smart, he argues, because they are.
The story does have some caveats and complications. First, a few other studies have come up with different results. A recent look at yearbook photos from a Wisconsin high school in 1957 found no link between IQ and attractiveness among the boys, but a positive correlation for the girls. Another researcher, Leslie Zebrowitz of Brandeis University, noticed that the looks-smarts relationship applies only to the ugly side of the spectrum. It's not that beautiful people are especially smart, she says, so much as that ugly people are especially dumb. Then there's the fact of Kanazawa's having gotten into trouble last spring for asserting—using the same dataset and similar methods to those described above—that African-American women are objectively "far less attractive" than whites, Asians, or Native Americans. (He later acknowledged some flaws in his analysis.)
So, getting back to the original question, the bulk of the evidence suggests that smart people are not "usually ugly." In fact, the opposite seems to be true: Either smart people are more beautiful than average, or dumb people are more ugly (or both). And while no facial features within the normal range could ever be that useful as a predictor of intelligence, people can perform better than you’d expect from random chance using nothing more than a head shot.
All of which leaves one great, unanswered question. If smart people tend to be good-looking, that might explain the halo effect. But what led our questioner to get things backward and assume that smart people were ugly? And why are there so many like-minded others, asking the same question—or its inverse—around the Internet? (Here's one, and one more.) Aren't we all familiar with the archetypical nerd, who is both ugly and smart? At the opposite end, what about all those beautiful, airheaded women and beefy, brainless men we see on television? Could the person who wrote in with the 2011 Question of the Year be succumbing to a bias that hasn't yet been documented in the lab—a sort of halo effect in reverse, a "horns effect," perhaps?
French philosopher Jean-Paul Sartre, 1957 STF/AFP/Getty Images.
Ugly geniuses aren't uncommon in history, of course, and while these anecdotes tell us nothing about the population as a whole, the memory of people who were famously hideous and brilliant might have an outsize influence on our judgments. Jean-Paul Sartre, for example, was short, bespectacled, and wall-eyed. ("I cannot even decide whether [my face] is handsome or ugly," says one of his characters in Nausea. "I think it is ugly because I have been told so.") Ancient sources tell us that the great philosopher Socrates had thinning hair, flared nostrils, widely-spaced eyes, a thick neck, slobby shoulders, and a pot belly. Ludwig van Beethoven was ugly and smelled bad; Abraham Lincoln's face struck the poet Walt Whitman as being "so awful ugly it becomes beautiful."
In addition, Kanazawa points out that a closer look at the data reveals an interesting fact: The very ugliest people in his dataset are dumber on average, but they also tend to be the most diverse when it comes to intelligence. That means that if you're at the low end of the spectrum for looks, you're more likely than anyone else to be at one extreme end for IQ (either very dumb or very smart). If that's the case, then it might provide another reason why Sartre and Socrates types stick out in our minds. We know (consciously or not) that ugly people tend to be a little dim; but at the same time, there are more brilliant brutes running around than we might expect.
For his part, Kanazawa rejects the notion of the horns effect—he doesn't believe the smart-and-ugly stereotype exists at all. (Indeed, it has never been shown in the lab.) Instead, he says, we may be assuming that smart people are nerdy, and that nerdy people tend to lack social skills. Since people with social skills are attractive, there could be an indirect link between at least one kind of "attractiveness" and intelligence. But if you're looking at pure "beauty," as measured by rating photographs or measured facial features, then intelligence and looks go hand-in-hand.
Bonus Explainer: Why might intelligence and looks go hand-in-hand? There are a few different theories. First, it might be that some common genetic factor produces both smarts and beauty. Or maybe there's a combination of genes that make people both dumb and ugly. Kanazawa thinks it's the former, arguing that intelligent men have tended to rise to the top of the social hierarchy and select beautiful women as their mates. Their offspring, contra George Bernard Shaw's supposed quip, would have had both traits together.
Another theory holds that certain environmental factors in the womb or just after birth can produce both facial disfigurements and cognitive impairments on one side, or facial symmetry and high intelligence on the other. A third suggests that attractive children are treated better, and receive more attention from their caretakers and teachers, which helps to nurture a sharper mind. It's also possible that smart people are better able to take care of themselves and their looks.
Explainer thanks Satoshi Kanazawa of the London School of Economics, Joshua Knobe of Yale University, Alina Simone, author of You Must Go and Win, and Leslie Zebrowitz of Brandeis University.
* * *
Good news: After years of hiding out in the Explainatorium like a banished superhero, answering submitted questions from deep inside the fortress, the Explainer has decided to soar out into the world, pen in hand, to spread peace and understanding among the column's faithful.
And so we present a new, occasional feature on Slate: the Explainer House Call. Do you have a family disagreement over some fact or pseudo-fact? Are you stuck in an endless argument with an annoying co-worker or a friend? Have your attempts to Google your way out of it only pushed you both into the filter bubbles of the Internet? Worry no more: The Explainer will be your arbiter and your savior, an avenging angel of argument, slinging thunderbolts of pure reason and drenching your squabbles in the heavy rain of explanation.
How does one qualify for this personal Explainer service? To get a house call, and have the Explainer resolve your special beef in Slate, you must first gain the support of your peers. What factual matter has been driving you and your friend/spouse/coworker bonkers in recent weeks? Post a short summary on or with the hashtag #ExplainerHouseCall. Then we'll ask the members of Explainer Nation to vote for the dispute that's most deserving of the Explainer's attention.      (Winners: Please note that the Explainer will not actually visit your house.)

Correction, Jan. 12, 2012: The original overstated the magnitude of the results of the Ohio and Pittsburgh studies.