Book Review: Fair Play: The Ethics of Sports

During the past few years of my collegiate and youth-club coaching career, I have often found myself engrossed with many intellectual tasks in an attempt to improve both myself and my athletes\u27 chances for success. Moral reasoning is, quite frankly, usually at the back of my mind, and only seems to come forth after some ethical problem arises that affects our team. Perhaps one reason for this neglectful behavior is that in contemplating the right course of action to take, I have often picked up books on sport ethics and frowned with dismay as its contents Jay embedded in a vacuous world of language and idealism. Robert Simon\u27s Fair Play: The Ethics of Sport is a breath of fresh air to anyone like myself who may be looking for a way to understand the ethical complexity embedded within sport so that informed decisions and commitments to reasonable, not to mention ethical courses of action can be made

Revolutionary Tools to Transform “At Risk” Youth

Students dealing with poverty, homelessness, behavioral issues, learning disabilities, learning English, or incarceration can present severe teaching challenges. Meet the challenge with the structures, activities, and procedures you’ll learn in this workshop. Combining tools from Cooperative Learning, Win-Win Discipline, and Brain-Friendly Instruction, this workshop empowers you with knowledge and strategies you will put to work immediately in your classroom. You will reach and support your hardest to reach and teach students. While individual teachers benefit greatly from this workshop, it is even more powerful when the entire school (or a school team) implements these powerful tools to transform the school experience for high-risk students

Employees\u27 Decade: Recent Developments under the MHRA and the Employers\u27 Potential Rebound, The

This Note will identify the considerable changes and varying interpretations of the MHRA over the last decade, analyze the optimal balance between the competing, important interests, and determine any potential need for amendment, including consideration of the various proposals currently before the legislature. Part 11 thus analyzes the four major areas of difficulty in the adjudication of MHRA claims in the last decade, including jury trials, available damages, the burden of proof, and individual liability. Next, Part III recognizes the most recent developments under the MHRA. And lastly, Part IV involves a two-part discussion beginning with the policy and effect behind each area of difficulty, and it concludes with an analysis of the Act as a whole, including its place among other relevant discrimination statutes such as Title VII

Randomize it: Fair Procedures when Constructing Multiple-choice Test-Keys

Multiple-choice testing is a staple within the U.S. higher education system. From classroom assessments to standardized entrance exams such as the GRE, GMAT, or LSAT, test developers utilize a variety of validated and heuristicdriven item-writing guidelines. One such guideline that has been given recent attention is to randomize the position of the correct answer throughout the entire answer key. Doing this theoretically limits the number of correct guesses that testtakers can make and thus reduces the amount of construct-irrelevant variance in test score interpretations. This study empirically tested the strategy to randomize the answer-key. Specifically, a factorial ANOVA was conducted to examine differences in General Biology classroom multiple-choice test scores by the interaction of method for varying the correct answer’s position and student ability. Although no statistically significant differences were found, the paper argues that the guideline is nevertheless ethically substantiated

The Wisdom in Questions

This essay reflects an educational psychologist\u27s thoughts on pursuing wisdom during a pandemic and multiple social and economic justice crises through their lived experiences. These experiences eventually place people, circumstances, and faith at the center of wisdom while embracing questioning over certainty and answers

Revolutionizing Our Assessment Processes to Match Our Assessment Realities

As assessment professionals we are challenged to be critical, analytical, creative, and realistic about what we either do or do not know, and to mine data to support our epistemic limitations. When assessment is done well, it transforms data into information into knowledge that aids good judgment and decision-making. These judgments are used on smaller scales to solve every day operational tasks or on larger scales to determine the fate of academic programs. Both usages provide accountability to our stakeholders. But too often assessment is stuck in a rut and becomes mechanical to a point where the value of assessment itself as a key endeavor is lost. In these instances, it feels no different than if we were staring at a difficult jigsaw puzzle with a ton of missing pieces and no picture on a box to even perceive what the end goal should resemble. How should we approach these crucial moments with such important stakes? I believe that two of the most important things to do during such a time is: 1) Come to terms with the fact that when truly done well, assessment has no end goal, and should be more realistically thought of as a complex loop rather than a linear process; and 2) Use available but appropriate tools to gather data and revolutionize our processes if and when necessary