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Also, school groups chose the play for which they applied, so we do not have the benefit of random assignment to make causal claims about how the two plays may have differed in their effects. Culturally enriching field trips matter. They produce significant benefits for students on a variety of educational outcomes that schools and communities care about. This experiment on the effects of field trips to see live theater demonstrates that seeing plays is an effective way to teach academic content; increases student tolerance by providing exposure to a broader, more diverse world; and improves the ability of students to recognize what other people are thinking or feeling. These are significant benefits for students on specific educational outcomes that schools pursue and communities respect. Especially when considered alongside our previous experiment on field trips to art museums, this research shows that schools can draw upon the cultural institutions in their communities to assist in producing important educational outcomes. Not all learning occurs most effectively within the walls of a school building. Going on enriching field trips to cultural institutions makes effective use of all of a communitys resources for teaching children. Finally, this research helps demonstrate that schools produce important educational outcomes other than those captured by math and reading test scores, and that it is possible for researchers to collect measures of those other outcomes. If whats measured is what matters, then we need to measure more outcomes to expand the definition of what matters in education. Jay P.


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He required that each man maintain his ordinary duties as closely as possible. Sailors swabbed decks; scientists collected specimens from the ice; others were assigned to hunt for seals and penguins when fresh meat, a protection against scurvy, ran low. He also kept a strict routine for meals and insisted that the men socialize after dinner, as a tonic for declining morale. Still, collective disappointment, and tempers, flared. Through the routines, order and interaction, Shackleton managed the collective fear that threatened to take hold when the trip didnt go as planned. He knew that in this environment, without traditional benchmarks and supports, his greatest enemies were high levels of anxiety and disengagement, as well as a slow burning pessimism. Days became weeks, and weeks became months, and still the ice held the ship. By June 1915 the thick of winter in the Southern Hemisphere the ships timbers were weakening under the pressure created by the ice, and in October water started pouring into the Endurance. Shackleton ordered the crew to abandon the sinking ship and make camp on a nearby ice floe. The next morning, he announced a new goal: Ship and stores have gone so now well go home. A day later, in the privacy of his diary, he was more candid about the gauntlet in front of him.



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Be prepared to play either of the roles in class using the concepts covered in this chapter. You may be asked to discuss the roles and do a role play in groups or individually. You are a significant customer, one that all your liquor distributors want to have because you have a four star brand name. All the sales reps want to add your hotel chain to their client list. Thats why you split the business between several reps. You feel like that provides your business the best service and keeps all the reps on their toes.

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