The goal of the curriculum would be to enable students from around the world to work together to address the water crisis in a concrete way. Students might help bore a freshwater well, propose a low-cost way of preventing groundwater pollution, or develop a local water treatment technique. Students and teachers would collaborate by talking with one another through Skype and posting research findings using collaborative filtering. Students would create simulations and games and use multitouch displays to demonstrate step-by-step how their projects would proceed. A student-created Web site would include a blog; a virtual reference room; a teachers' corner; a virtual living room where learners communicate with one another in all languages through natural language processing; and 3-D images of wells being bored in Africa, Mexico, and Texas.
In the commentary, the phrasing: 'Heraclitus [...] maintains that everything is in constant flux and that the only constant in the universe is change' is misleading. While purposeful for the Phaedo since this may very well have been Plato's interpretation of Heraclitus, it is not necessarily correct from an objective point of view. While Heraclitus probably held that 'you can not step into the same river twice', 'Πάντα ῥεῖ' or 'everything floats' (by extension, everything is in a flux), was probably added by his disciple Cratylus,... Read more →
The summary section (often misleadingly called a “conclusion”) is a short recap of what you have said in the essay. You might want to provide a slightly different version of your thesis statement as the first sentence of this paragraph and then provide a few sentences that sum up what the body section said in support of the thesis statement. The summary section should be only one paragraph long for a short paper, but can be longer for longer papers. (Some instructors, like me, even think that summary sections are unnecessary for short papers.)