Saturday, February 27, 2010
Sunday, February 21, 2010
ICT References
ICT in Education Free Online References
http://www.bu.ac.th/knowledgecenter/epaper/july_dec2005/pote.pdf
Notes:
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/
http://www.youtube.com/watch?v=FnJ2moNmbdk
http://www.internet4classrooms.com/on-line_quest.htm
http://www.adobe.com/resources/acrobatconnect/
http://en.wikipedia.org/wiki/List_of_social_networking_websites
http://as.pfeiffer.com/WileyCDA/PfeifferTitle/productCd-0787976237,descCd-authorInfo.html
http://www.coe.uga.edu/epltt/index.htm
http://cde.athabascau.ca/online_book/
http://www.elearnmag.org/subpage.cfm?section=tutorials
http://www.teach-nology.com/?web_tools/rubrics/
http://www.carla.umn.edu/assessment/vac/
http://www.uwec.edu/library/
http://cst.unesco-ci.org/sites/projects/cst/default.aspx
http://www.undp.org/execbrd/pdf/DP2001CRP8.PDF
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTINFORMATIONANDCOMMUNICATIONANDTECHNOLOGIES/EXTIC4D/0,,menuPK:5870641~pagePK:64168427~piPK:64168435~theSitePK:5870636,00.html
http://www.bu.ac.th/knowledgecenter/epaper/july_dec2005/pote.pdf
Notes:
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/
http://www.youtube.com/watch?v=FnJ2moNmbdk
http://www.internet4classrooms.com/on-line_quest.htm
http://www.adobe.com/resources/acrobatconnect/
http://en.wikipedia.org/wiki/List_of_social_networking_websites
http://as.pfeiffer.com/WileyCDA/PfeifferTitle/productCd-0787976237,descCd-authorInfo.html
http://www.coe.uga.edu/epltt/index.htm
http://cde.athabascau.ca/online_book/
http://www.elearnmag.org/subpage.cfm?section=tutorials
http://www.teach-nology.com/?web_tools/rubrics/
http://www.carla.umn.edu/assessment/vac/
http://www.uwec.edu/library/
http://cst.unesco-ci.org/sites/projects/cst/default.aspx
http://www.undp.org/execbrd/pdf/DP2001CRP8.PDF
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTINFORMATIONANDCOMMUNICATIONANDTECHNOLOGIES/EXTIC4D/0,,menuPK:5870641~pagePK:64168427~piPK:64168435~theSitePK:5870636,00.html
Wednesday, February 17, 2010
Group Work
An Analysis of King Tutankhamun
Questionnaire: Who (if anybody) does the author suggest may have killed him?
A number of theorists have put forward the notion that he was murdered. In 1968, a trauma specialist at Long Island University concluded that there was evidence of subdural hematoma. The blow to the back of the head was in an unusual place, and it was inferred that it could not have occurred from a chariot accident. Likewise, Michael R. King, an author, agreed with this explanation in his book, “Who Killed King Tut” (2006). The alleged killers who were put forward as having committed this heinous crime were his wife, Ay, the successor, and their chariot-driver.
Q. 2005 Findings
Zahi Hawass, an archaeologist, conducted the 15 minute CT scan of the pharoah’s mummy, and the main conclusion that can be derived is that this human had suffered a leg injury a few days prior to dying of gangrene. The answer to the death of Tutankhamen is still unclear but “present knowledge” leans towards him having being jolted off his chariot. The CT scan analysis of the skull exhibits hemorrhaging possibly from contra-coup injury. As far as the experts can date back, it seems as if he would have died during the hunting season because of the lengthy period of time it takes to complete the embalming process, and the spring flowers that adorn his neck. Some interesting facts about the young king were that he was 19 years when he died and had been in good health up to that point in time. Also he contains many similarities with his father’s physiology – he had a cleft palate and scoliosis which are factors in Klipped-Feil syndrome. It may have have played a role during the chariot crash. It is difficult to reconstruct the exact events around this period (1333 – 1324 BCE) although foul play does not seem to been an option or a direct blow to the back of the head.
Source as specified: www.wikipedia.com
Questionnaire: Who (if anybody) does the author suggest may have killed him?
A number of theorists have put forward the notion that he was murdered. In 1968, a trauma specialist at Long Island University concluded that there was evidence of subdural hematoma. The blow to the back of the head was in an unusual place, and it was inferred that it could not have occurred from a chariot accident. Likewise, Michael R. King, an author, agreed with this explanation in his book, “Who Killed King Tut” (2006). The alleged killers who were put forward as having committed this heinous crime were his wife, Ay, the successor, and their chariot-driver.
Q. 2005 Findings
Zahi Hawass, an archaeologist, conducted the 15 minute CT scan of the pharoah’s mummy, and the main conclusion that can be derived is that this human had suffered a leg injury a few days prior to dying of gangrene. The answer to the death of Tutankhamen is still unclear but “present knowledge” leans towards him having being jolted off his chariot. The CT scan analysis of the skull exhibits hemorrhaging possibly from contra-coup injury. As far as the experts can date back, it seems as if he would have died during the hunting season because of the lengthy period of time it takes to complete the embalming process, and the spring flowers that adorn his neck. Some interesting facts about the young king were that he was 19 years when he died and had been in good health up to that point in time. Also he contains many similarities with his father’s physiology – he had a cleft palate and scoliosis which are factors in Klipped-Feil syndrome. It may have have played a role during the chariot crash. It is difficult to reconstruct the exact events around this period (1333 – 1324 BCE) although foul play does not seem to been an option or a direct blow to the back of the head.
Source as specified: www.wikipedia.com
Malaria, Genetic Diseases plagued King Tut
(CNN) -- The legendary Egyptian "boy king" Tutankhamun, commonly known as King Tut, died of conditions including malaria and complications from a leg fracture, according to a study published this week in the Journal of the American Medical Association.
Tutankhamun's tomb was discovered in 1922, but his life remains shrouded in mystery, and not much is known about him. He ruled during the 18th Dynasty, from 1336-1327 B.C., according to the Web site Egyptology Online, and is believed to have died young. Forensic analysis of his mummy has put his age of death at about 17 to 19 years.
In the study published this week, researchers used anthropological, radiological and genetic testing to examine Tut and 10 other bodies mummified over a two-year period during Tut's dynasty.
Previously, based on historical records and earlier digs, Zahi Hawass, the lead investigator of the study, had said Tut could have been the son of Amenhotep III, a successful and popular king of the 18th Dynasty, who was later known as Akhenaten.
Through DNA, Hawass' researchers determined that was indeed the case, and that Tut was married to his sister. Scientists believe that genetics and inherited diseases played a role in Tut's health because of inbreeding within the family.
RELATED TOPICS
* Egypt
* Journal of the American Medical Association
* King Tutankhamen
"We know there were weaknesses in these mummies, perhaps even cardiovascular problems," Hawass said.
When researchers scanned Tut's mummy, they found he not only had severe kyphoscoliosis, or curvature of the spine, but also suffered from a toe malformation known as oligodactyly. The condition made his left foot swell, and it would have caused excruciating pain when he walked.
"In ancient drawings we see Tut shooting arrows, not standing, but sitting in a chariot. This was unusual," Hawass said. "In his tomb, we also found 100 walking sticks. Originally we thought they represented power. But they were ancient crutches that he obviously used. He could barely stand."
Hawass said by taking his prior research and combining it with his most recent findings, the cause of Tut's death became pretty clear to him.
"The purpose of the CT scan (in 2005) was to see if he was murdered, because earlier X-rays had found there was a hole in his skull," Hawass said. "But we found the hole was made during mummification. However, we did find a large fracture in his left femur that probably contributed to his death."
Hawass theorized a fall could have hastened Tut's death. But DNA testing also showed evidence of plasmodium falciparum, a protozoan parasite that causes malaria in humans. The parasite has been found in many other mummies, as well. Hawass said he believes the combination of the serious fracture and the deadly parasite killed the young king.
"This is very exciting that we can take modern technology and learn more about Egyptian history," said Howard Markel, a medical historian at the University of Michigan's Center for the History of Medicine.
"Mummies are very powerful tools," he said. "We can learn a lot from the dead, how illnesses evolve."
http://www.cnn.com/2010/HEALTH/02/16/king.tut.malaria/index.html?hpt=C1
Tutankhamun's tomb was discovered in 1922, but his life remains shrouded in mystery, and not much is known about him. He ruled during the 18th Dynasty, from 1336-1327 B.C., according to the Web site Egyptology Online, and is believed to have died young. Forensic analysis of his mummy has put his age of death at about 17 to 19 years.
In the study published this week, researchers used anthropological, radiological and genetic testing to examine Tut and 10 other bodies mummified over a two-year period during Tut's dynasty.
Previously, based on historical records and earlier digs, Zahi Hawass, the lead investigator of the study, had said Tut could have been the son of Amenhotep III, a successful and popular king of the 18th Dynasty, who was later known as Akhenaten.
Through DNA, Hawass' researchers determined that was indeed the case, and that Tut was married to his sister. Scientists believe that genetics and inherited diseases played a role in Tut's health because of inbreeding within the family.
RELATED TOPICS
* Egypt
* Journal of the American Medical Association
* King Tutankhamen
"We know there were weaknesses in these mummies, perhaps even cardiovascular problems," Hawass said.
When researchers scanned Tut's mummy, they found he not only had severe kyphoscoliosis, or curvature of the spine, but also suffered from a toe malformation known as oligodactyly. The condition made his left foot swell, and it would have caused excruciating pain when he walked.
"In ancient drawings we see Tut shooting arrows, not standing, but sitting in a chariot. This was unusual," Hawass said. "In his tomb, we also found 100 walking sticks. Originally we thought they represented power. But they were ancient crutches that he obviously used. He could barely stand."
Hawass said by taking his prior research and combining it with his most recent findings, the cause of Tut's death became pretty clear to him.
"The purpose of the CT scan (in 2005) was to see if he was murdered, because earlier X-rays had found there was a hole in his skull," Hawass said. "But we found the hole was made during mummification. However, we did find a large fracture in his left femur that probably contributed to his death."
Hawass theorized a fall could have hastened Tut's death. But DNA testing also showed evidence of plasmodium falciparum, a protozoan parasite that causes malaria in humans. The parasite has been found in many other mummies, as well. Hawass said he believes the combination of the serious fracture and the deadly parasite killed the young king.
"This is very exciting that we can take modern technology and learn more about Egyptian history," said Howard Markel, a medical historian at the University of Michigan's Center for the History of Medicine.
"Mummies are very powerful tools," he said. "We can learn a lot from the dead, how illnesses evolve."
http://www.cnn.com/2010/HEALTH/02/16/king.tut.malaria/index.html?hpt=C1
Thursday, February 11, 2010
Blow, Bugle, Blow Alfred Tennyson
THE splendour falls on castle walls
And snowy summits old in story:
The long light shakes across the lakes,
And the wild cataract leaps in glory.
Blow, bugle, blow, set the wild echoes flying, 5
Blow, bugle; answer, echoes, dying, dying, dying.
O hark, O hear! how thin and clear,
And thinner, clearer, farther going!
O sweet and far from cliff and scar
The horns of Elfland faintly blowing! 10
Blow, let us hear the purple glens replying:
Blow, bugle; answer, echoes, dying, dying, dying.
O love, they die in yon rich sky,
They faint on hill or field or river:
Our echoes roll from soul to soul, 15
And grow for ever and for ever.
Blow, bugle, blow, set the wild echoes flying,
And answer, echoes, answer, dying, dying, dying.
And snowy summits old in story:
The long light shakes across the lakes,
And the wild cataract leaps in glory.
Blow, bugle, blow, set the wild echoes flying, 5
Blow, bugle; answer, echoes, dying, dying, dying.
O hark, O hear! how thin and clear,
And thinner, clearer, farther going!
O sweet and far from cliff and scar
The horns of Elfland faintly blowing! 10
Blow, let us hear the purple glens replying:
Blow, bugle; answer, echoes, dying, dying, dying.
O love, they die in yon rich sky,
They faint on hill or field or river:
Our echoes roll from soul to soul, 15
And grow for ever and for ever.
Blow, bugle, blow, set the wild echoes flying,
And answer, echoes, answer, dying, dying, dying.
Wednesday, February 10, 2010
ICT in Thai Education
http://www.bu.ac.th/knowledgecenter/epaper/july_dec2005/pote.pdf
Review of this 2005 article is to follow!
YeS.
Review of this 2005 article is to follow!
YeS.
Reflection on MI with Apps
Multiple Intelligences
This topic has been researched extensively, and it is a core concept of pedagogy.
Therefore, it deserves a cursory knowledge at least by any educator. Howard Gardner posed the conundrum
why are you smart as opposed to how smart are you which was the traditional analysis. Many others have
been involved beginning with Thurstone and more recently J.P. Guildford. This was a quantum leap and over
the last few decades it has become more encompassing to the numerous forms of intelligence that humans
possess. It’s brilliant because of its necessity. And where people may be intelligent in some ways, they may
be less so in others. Broadening the number from a purely mathematical and linguistic perspective is
useful although maybe some of the newer intelligences that have been generated have moved the boat out so
far that it be could questioned as to whether they are quantifiable intelligences; these include spiritual,
existential, naturalistic, moral etc. Gardner has seven criteria for what constitutes an intelligence and so ergo
the above must have fulfilled it. Some of the more interesting criteria include clear developmental and
evolutionary history and the intelligence must be capable of being systemically encoded (Breitborde,165).
Are some of the intelligences really a measure of the capacity for retention or ultimately a matter of
circumstance and environment? Surely more reading of his work is necessary before being excessively
critical as research in this area develops in the near future.
Intelligences continue to grow in this field. Actually I always wrongly or rightly believed in the idea
that retention was a focal measure of higher intelligence (and problem solving in Mathematics) even though it is extremely low on Bloom’s or Marzano’s taxonomy of thinking skills. It’s similar to the ideal that kids all have their own diverse “talents”.
Nel Noddings had an interesting comment to relate about MI in an essay entitled A Morally
Defensible Mission for Schools in the 21st Century:
“ A moral policy, a defensible mission, for education recognises a multiplicity of human capabilities and interests. Instead of preparing everyone for college in the name of democracy and equality, schools should instill in all students a respect for all forms of honest work done well“ (Breitborde, p.428).
Applications
ESL classroom: A clear use of this concept is the realization that kids learn in many different ways and that this should be incorporated into an educator’s lesson plans. Therefore while instructing it is paramount to touch the multiple intelligences of all kids in the classroom in order for them to create their own personalized comprehension of the content. This may be achieved by bringing props into the classroom so that the kids can play with and touch appropriate learning realia or bringing in posters of key concepts displaying pictorally what assists for highlighting purposes. It really should run the gamut of the intelligences spectrum.
Topic App: South American Rainforest. This was located while reading and
captures how an MI lesson can be achieved:
“..they read about it and write essays and stories. Listening to indigenous music and making up their own, tabulating and declining numbers of endangered animals, drawing pictures depicting the biota, “climbing” through layers of the atmosphere, debating economic and ecological points of view, and creating fictional biographies of children living in the region” (p.165).
This entails interconnectedness in thematic teaching because art, music, P.E. and Social Science teachers tailor content to the subject. I think it would correct in saying that there is more flexibility for MI teaching in an L1 classroom than in the ESL/EFL environment. Reference should be made to the “Project Spectrum” which is a ready made environment for escalating MI (Woolfolk,p116).
Music in the classroom: The one area that I’m extremely interested in is the use of Music in the classroom to stimulate a more productive learning environment. The group plotted a graph on the board that links importance level of different segments of learning and how this should relate to the rhythm of the beat.Music is hugely important to kids but even more so in the local culture. It’s an avenue to get the kids on board. References and URLs
http://archive.ifla.org/IV/ifla72/papers/142-Kumbar-en.pdf
http://literacyworks.org/mi/assessment/findyourstrengths.htm
Breitborde, M. & Swiniarski L.,(2006). Teaching on principle and promise: the foundations of
education. New York: Houghton Mifflin Company.
Woolfolk, A. (1998). Educational psychology seventh edition. Needham Heights, MA: Allyn &
Bacon.
This topic has been researched extensively, and it is a core concept of pedagogy.
Therefore, it deserves a cursory knowledge at least by any educator. Howard Gardner posed the conundrum
why are you smart as opposed to how smart are you which was the traditional analysis. Many others have
been involved beginning with Thurstone and more recently J.P. Guildford. This was a quantum leap and over
the last few decades it has become more encompassing to the numerous forms of intelligence that humans
possess. It’s brilliant because of its necessity. And where people may be intelligent in some ways, they may
be less so in others. Broadening the number from a purely mathematical and linguistic perspective is
useful although maybe some of the newer intelligences that have been generated have moved the boat out so
far that it be could questioned as to whether they are quantifiable intelligences; these include spiritual,
existential, naturalistic, moral etc. Gardner has seven criteria for what constitutes an intelligence and so ergo
the above must have fulfilled it. Some of the more interesting criteria include clear developmental and
evolutionary history and the intelligence must be capable of being systemically encoded (Breitborde,165).
Are some of the intelligences really a measure of the capacity for retention or ultimately a matter of
circumstance and environment? Surely more reading of his work is necessary before being excessively
critical as research in this area develops in the near future.
Intelligences continue to grow in this field. Actually I always wrongly or rightly believed in the idea
that retention was a focal measure of higher intelligence (and problem solving in Mathematics) even though it is extremely low on Bloom’s or Marzano’s taxonomy of thinking skills. It’s similar to the ideal that kids all have their own diverse “talents”.
Nel Noddings had an interesting comment to relate about MI in an essay entitled A Morally
Defensible Mission for Schools in the 21st Century:
“ A moral policy, a defensible mission, for education recognises a multiplicity of human capabilities and interests. Instead of preparing everyone for college in the name of democracy and equality, schools should instill in all students a respect for all forms of honest work done well“ (Breitborde, p.428).
Applications
ESL classroom: A clear use of this concept is the realization that kids learn in many different ways and that this should be incorporated into an educator’s lesson plans. Therefore while instructing it is paramount to touch the multiple intelligences of all kids in the classroom in order for them to create their own personalized comprehension of the content. This may be achieved by bringing props into the classroom so that the kids can play with and touch appropriate learning realia or bringing in posters of key concepts displaying pictorally what assists for highlighting purposes. It really should run the gamut of the intelligences spectrum.
Topic App: South American Rainforest. This was located while reading and
captures how an MI lesson can be achieved:
“..they read about it and write essays and stories. Listening to indigenous music and making up their own, tabulating and declining numbers of endangered animals, drawing pictures depicting the biota, “climbing” through layers of the atmosphere, debating economic and ecological points of view, and creating fictional biographies of children living in the region” (p.165).
This entails interconnectedness in thematic teaching because art, music, P.E. and Social Science teachers tailor content to the subject. I think it would correct in saying that there is more flexibility for MI teaching in an L1 classroom than in the ESL/EFL environment. Reference should be made to the “Project Spectrum” which is a ready made environment for escalating MI (Woolfolk,p116).
Music in the classroom: The one area that I’m extremely interested in is the use of Music in the classroom to stimulate a more productive learning environment. The group plotted a graph on the board that links importance level of different segments of learning and how this should relate to the rhythm of the beat.Music is hugely important to kids but even more so in the local culture. It’s an avenue to get the kids on board. References and URLs
http://archive.ifla.org/IV/ifla72/papers/142-Kumbar-en.pdf
http://literacyworks.org/mi/assessment/findyourstrengths.htm
Breitborde, M. & Swiniarski L.,(2006). Teaching on principle and promise: the foundations of
education. New York: Houghton Mifflin Company.
Woolfolk, A. (1998). Educational psychology seventh edition. Needham Heights, MA: Allyn &
Bacon.
Newscard #10
World Heritage Sites
Virtual visits are possible...
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/article/article/google-and-unesco-announce-alliance-to-provide-virtual-reality-simulations-of-world-heritage-sites/
Virtual visits are possible...
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/article/article/google-and-unesco-announce-alliance-to-provide-virtual-reality-simulations-of-world-heritage-sites/
Newscard #9
http://nation.ittefaq.com/issues/2009/05/18/news0603.htm
Use of ICT for climate change mitigation
This article details low lying areas such as the Bangladesh delta and the Netherlands but it could also be applied to many parts of Thailand. ICT can be utilized to reduce emissions although this depends on which side of the argument you stand. Merely food for thought!
Use of ICT for climate change mitigation
This article details low lying areas such as the Bangladesh delta and the Netherlands but it could also be applied to many parts of Thailand. ICT can be utilized to reduce emissions although this depends on which side of the argument you stand. Merely food for thought!
Taringa!
1.www.taringa.net
2. It is a Web 2.0 site which acts as a social network for the Argentinian community where they can post different topics.
3. 3,431,464
4.Fernando Sanz
5. It has been in the national media for different reasons such as when a father met his son through the service or leading model who posted some content which achieved a high hit count. 6.#127 Ranked No. 6 in Argentina. No. 9th in Uruguay, No. 9th in Bolivia.
Travbuddy.com
1.www.travbuddy.com
2.travel site for people who want to explore the world around them.
3. 1,564,162
4. Eric Bjorndahl/David Bjorndahl
5. Thousands of people have met and travelled in real life as a result of using travbuddy.com. It's been given media attention through the NBC Nightly News.
6.#12,130 Ranked 1014th in Slovenia; 1,032 in Phillipines; 1,488 in Cambodia
Travellerspoint
1. www.travellerspoint.com
2. A social network for people who want to share travel experiences.
3. over 150,000 worldwide
4.Samuel and Peter Daams
5. It was named the "Best On-line Travel Agency" by travelmode. Also available in Chinese and Norwegian.
6. #13,923 Ranked 379 in Kenya; 820 in Norway; 973 in Armenia
Tribe.net
1. www.tribe.net
2. online community of friends with similar interests; it's expanded from its base and is used throughout the U.S.A. today.
3. As of Sept. 2006, there were 500,000
4.Paul Martino
5. It originally was open to explicit material on the site but with new management, it has changed this policy to a more sensitive layout.
6. #5,660
Ranked 2,330 in the U.S.; 3,066 in the Phillipines; 3,576 in the U.K.
1.www.taringa.net
2. It is a Web 2.0 site which acts as a social network for the Argentinian community where they can post different topics.
3. 3,431,464
4.Fernando Sanz
5. It has been in the national media for different reasons such as when a father met his son through the service or leading model who posted some content which achieved a high hit count. 6.#127 Ranked No. 6 in Argentina. No. 9th in Uruguay, No. 9th in Bolivia.
Travbuddy.com
1.www.travbuddy.com
2.travel site for people who want to explore the world around them.
3. 1,564,162
4. Eric Bjorndahl/David Bjorndahl
5. Thousands of people have met and travelled in real life as a result of using travbuddy.com. It's been given media attention through the NBC Nightly News.
6.#12,130 Ranked 1014th in Slovenia; 1,032 in Phillipines; 1,488 in Cambodia
Travellerspoint
1. www.travellerspoint.com
2. A social network for people who want to share travel experiences.
3. over 150,000 worldwide
4.Samuel and Peter Daams
5. It was named the "Best On-line Travel Agency" by travelmode. Also available in Chinese and Norwegian.
6. #13,923 Ranked 379 in Kenya; 820 in Norway; 973 in Armenia
Tribe.net
1. www.tribe.net
2. online community of friends with similar interests; it's expanded from its base and is used throughout the U.S.A. today.
3. As of Sept. 2006, there were 500,000
4.Paul Martino
5. It originally was open to explicit material on the site but with new management, it has changed this policy to a more sensitive layout.
6. #5,660
Ranked 2,330 in the U.S.; 3,066 in the Phillipines; 3,576 in the U.K.
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