Thursday, October 18, 2007
Monday, July 30, 2007
Norway princess 'talks to angels' and has come "to understand the value of this enormous gift" and would like to share it with others.
According to the BBC: Norway's Princess Martha Louise says she has psychic powers and can teach people to communicate with angels.
The 35-year-old daughter of King Harald and Queen Sonja made the announcement on a website promoting her plans for a new alternative therapy centre.
She says she realised as a child that she could read people's inner feelings, while her experiences with horses had helped her make contact with angels.
Princess Martha Louise is fourth in line to the Norwegian throne.
The royal palace says it has no official link to the princess' planned alternative therapy centre, the AFP news agency reports.
The princess, who trained as a physical therapist, says on the website for her Astarte Education centre that she has "always been interested in alternative forms of treatment".
Students at her centre, she says, will learn how to "create miracles" in their lives and harness the powers of their angels, which she describes as "forces that surround us and who are a resource and help in all aspects of our lives".
"It was while I was taking care of the horses that I got in contact with the angels," she says.
"I have lately understood the value of this important gift and I wish to share it with other people, maybe with you."
A three-year programme at her centre costs 24,000 Norwegian crowns ($4,150; 3,000 euros; £2,000) per year.
Story from BBC NEWS:
http://news.bbc.co.uk/go/pr/fr/-/2/hi/europe/6915262.stm
Published: 2007/07/25 10:15:26 GMT
© BBC MMVII
The 35-year-old daughter of King Harald and Queen Sonja made the announcement on a website promoting her plans for a new alternative therapy centre.
She says she realised as a child that she could read people's inner feelings, while her experiences with horses had helped her make contact with angels.
Princess Martha Louise is fourth in line to the Norwegian throne.
The royal palace says it has no official link to the princess' planned alternative therapy centre, the AFP news agency reports.
The princess, who trained as a physical therapist, says on the website for her Astarte Education centre that she has "always been interested in alternative forms of treatment".
Students at her centre, she says, will learn how to "create miracles" in their lives and harness the powers of their angels, which she describes as "forces that surround us and who are a resource and help in all aspects of our lives".
"It was while I was taking care of the horses that I got in contact with the angels," she says.
"I have lately understood the value of this important gift and I wish to share it with other people, maybe with you."
A three-year programme at her centre costs 24,000 Norwegian crowns ($4,150; 3,000 euros; £2,000) per year.
Story from BBC NEWS:
http://news.bbc.co.uk/go/pr/fr/-/2/hi/europe/6915262.stm
Published: 2007/07/25 10:15:26 GMT
© BBC MMVII
Sunday, July 29, 2007
Strategies for Creating Successful Corporate Partnerships
Building on Chapter Eight of TECHNOLOGY IN ITS PLACE, Chapter Nine by John Richards reflects on the delicate nature of partnerships between schools and the private sector. While endorsing the value of vision-anchored partnerships, this chapter suggests that schools need to approach potential collaborators from a strong visionary and moral base, knowing what they want to accomplish, why, and why it is important.
Cable in the Classroom is broad-bandly discussed. Cable is in the Classroom is a news show boardcasted at 4am by CNN and schools are suppose to record it and show it during the school day. In my school district, we has something similar called "Channel One". "Channel One" is a 15 minute teen-orientated current to the day it is broadcasted with two commercial breaks with teen products (deodorant, acne products and cell phone providers). I personally love the concept. I show it everyday in my Advisory and I only wish I had TiVo so, I could stop and discuss instead of waiting until the production is over. I just love current events with student...especially discussing the war and its issues.
Getting back to the Chapter Nine and private sector partnerships...I truly feel that everything was written pre-9/11. In fact it was. John Richards has great points but, I'm not so sure that the political and economic state of many business are able to donate efforts that are not profitable to their businesses at this moment in time. Case in point, I live within a school district boundaries that employees one of the largest cellphone research and development manufacturers. Unfortunately this company has fallen into third place in the economic world and is experiencing major lay-offs. Maybe these unemployed daddies and mommies would consider volunteering in the local public school but, I don't think it is going to happen. Even Junior Achievements has fallen away from being a strong force in education in elementary schools and part of the reason is because school just don't want the "unknown" people in their schools and interacting with their students. Yo John Richards, it's a whole new world in public school since 9/11.
Cable in the Classroom is broad-bandly discussed. Cable is in the Classroom is a news show boardcasted at 4am by CNN and schools are suppose to record it and show it during the school day. In my school district, we has something similar called "Channel One". "Channel One" is a 15 minute teen-orientated current to the day it is broadcasted with two commercial breaks with teen products (deodorant, acne products and cell phone providers). I personally love the concept. I show it everyday in my Advisory and I only wish I had TiVo so, I could stop and discuss instead of waiting until the production is over. I just love current events with student...especially discussing the war and its issues.
Getting back to the Chapter Nine and private sector partnerships...I truly feel that everything was written pre-9/11. In fact it was. John Richards has great points but, I'm not so sure that the political and economic state of many business are able to donate efforts that are not profitable to their businesses at this moment in time. Case in point, I live within a school district boundaries that employees one of the largest cellphone research and development manufacturers. Unfortunately this company has fallen into third place in the economic world and is experiencing major lay-offs. Maybe these unemployed daddies and mommies would consider volunteering in the local public school but, I don't think it is going to happen. Even Junior Achievements has fallen away from being a strong force in education in elementary schools and part of the reason is because school just don't want the "unknown" people in their schools and interacting with their students. Yo John Richards, it's a whole new world in public school since 9/11.
The Politics, The Politics, The Politics~~~~~Building Public Support
The Politics of Technology Transformation by Isa Kaftal Zimmerman examines political strategies for advocacy and change in local, state , and nations forums in Chapter Eight of TECHNOLOGY IN ITS PLACE. Improving teaching and learning through technology requires attention to politics as well as to pedagogy there definitely no doubt. I never realized how much politics was played in the schools until I joined the educational workforce three years. Most of the time I truly believe that it is not what you know, it's who you know. The structuring and scaffolding of the administration in public school districts is enough for anyone to wonder, how the students even achieve to learn during the school day.
There is no doubt that the times has arrived for more libraries to move from passive to intervention in politics...I mean not taking political sides but, in supplying the information and recorded knowledge students need. Educators and facilitators in schools need to continue to encourage informed and knowledgeable discussions of the public education policy of technology. Town Hall type discussions need to be held covering the technology goals for thiner particular school district and also what's happening in neighboring communities as well as nation and world wide. The technology highway is truly a super expressway and stalling out with outdated technology will not promote World Class Learning nor Intellectual Freedom.
Today, in school technology the question then, is how can we balance our desire for democratic values and the imbalance of power and influence between the school adminstration and the idealism and quest for technology efficiency?
There is no doubt that the times has arrived for more libraries to move from passive to intervention in politics...I mean not taking political sides but, in supplying the information and recorded knowledge students need. Educators and facilitators in schools need to continue to encourage informed and knowledgeable discussions of the public education policy of technology. Town Hall type discussions need to be held covering the technology goals for thiner particular school district and also what's happening in neighboring communities as well as nation and world wide. The technology highway is truly a super expressway and stalling out with outdated technology will not promote World Class Learning nor Intellectual Freedom.
Today, in school technology the question then, is how can we balance our desire for democratic values and the imbalance of power and influence between the school adminstration and the idealism and quest for technology efficiency?
Wednesday, July 25, 2007
Accessible Computer Lab
Here is a great video to review !
http://washington.edu/doit/video/equal.html
What are the main features of an accessible computer lab?
Designing a lab that is universally accessible begins with the physical environment of the facility. Considerations for making a computer lab facility more accessible include the following:
Make sure doorway openings are at least 32 inches wide and doorway thresholds are no higher than 1/2 inch.
Keep aisles wide and clear for wheelchair users. Have protruding objects removed or minimized for the safety of users who are visually impaired.
Make sure all levels of the lab are connected by a wheelchair-accessible route of travel.
For students with mobility impairments, make sure there are procedures in place for retrieving materials that may be inaccessible.
Make sure ramps and/or elevators are provided as an alternative to stairs. Elevators should have both auditory and visual signals for floors. Elevator buttons should be marked in large print and Braille or raised notation and easily reachable for wheelchair users.
Locate the lab near wheelchair-accessible restrooms with well-marked signs.
Service desks need to be wheelchair-accessible.
Provide ample, high-contrast, large-print directional signs throughout the lab. Mark equipment in the same fashion.
Provide study carrels, hearing protectors, or private study rooms for users who are easily distracted by noise and movement around them.
Provide at least one adjustable-height table with easily reachable controls for each type of computer.
Have wrist rests available to those who require extra wrist support while typing.
Keep document holders available to help users position documents for easy reading.
Planning ahead is the key to universal design for and equal access computer lab. The LMC Specialist should be constantly thinking about the patron's abilities and disabilities. Some might be in your face obvious; however, some may not be apparent like low vision or learning disabilities. So keep current on your patrons' needs and make adaptations that will facilitate intellectual freedom in the LCM and computer access labs!
http://washington.edu/doit/video/equal.html
What are the main features of an accessible computer lab?
Designing a lab that is universally accessible begins with the physical environment of the facility. Considerations for making a computer lab facility more accessible include the following:
Make sure doorway openings are at least 32 inches wide and doorway thresholds are no higher than 1/2 inch.
Keep aisles wide and clear for wheelchair users. Have protruding objects removed or minimized for the safety of users who are visually impaired.
Make sure all levels of the lab are connected by a wheelchair-accessible route of travel.
For students with mobility impairments, make sure there are procedures in place for retrieving materials that may be inaccessible.
Make sure ramps and/or elevators are provided as an alternative to stairs. Elevators should have both auditory and visual signals for floors. Elevator buttons should be marked in large print and Braille or raised notation and easily reachable for wheelchair users.
Locate the lab near wheelchair-accessible restrooms with well-marked signs.
Service desks need to be wheelchair-accessible.
Provide ample, high-contrast, large-print directional signs throughout the lab. Mark equipment in the same fashion.
Provide study carrels, hearing protectors, or private study rooms for users who are easily distracted by noise and movement around them.
Provide at least one adjustable-height table with easily reachable controls for each type of computer.
Have wrist rests available to those who require extra wrist support while typing.
Keep document holders available to help users position documents for easy reading.
Planning ahead is the key to universal design for and equal access computer lab. The LMC Specialist should be constantly thinking about the patron's abilities and disabilities. Some might be in your face obvious; however, some may not be apparent like low vision or learning disabilities. So keep current on your patrons' needs and make adaptations that will facilitate intellectual freedom in the LCM and computer access labs!
Tuesday, July 24, 2007
What's a Principal to do?
TECHNOLOGY IN ITs PLACE, once again hits the nail on the head for me in Chapter Seven penned by George S. Perry, Jr. and Ronald J. Areglado. This book was like written for me sometimes I think. Would you believe that the McDonald's Middle School is getting a new principal. Luckily, I have not been able to have lunch with the new Prince-I-Pal. I've been too busy with my blogging, etc. I have had a lot of apprehension, about our new leader since, I feel the school has a lot of excess baggage. Now that I have read chapter seven, I know I will approach any interment with the "new" principal with parade of questions on his leadership and focus. I will therefore, use this blog to post reminders for me when regular school resumes and I'm running around my library media center being LMC Teacher-extraordinaire. Like, ...
#1 How will you (new principal) establish a sense of urgency ?
People need a reason to change.."doing business as usual " sends implicit and explicit messages that reinforce complacency and resistance to change...like duh...
#2 Creating a Guiding Condition.. what is your position of power? what is your expertise? how d you establish creditability? where should I look for leadership?
#3 Developing a Vision and Strategy...clue me in anytime Mr.Principal. I'm probably the most open in this school to off the wall ideas!
#4 Communicating the Vision,,yo Mr.Principal.. do you realize that close to 600 patrons visit the LMC everyday, I have multiple chances to be your Advocate...please keep me your inner-realm.
#5 Empowering Employees for Broad-Based Action...see above. I'm know them all and I hear them coming.
#6 Generating Short-Term Wins.. well good luck here! Change most definitely accelerates the process!
#7 Consolidating Gains to Produce Deeper Change...Celebrations, yep that's the best bet with this group!
#8 Anchoring Change in the Culture...well, you have me for a while! The best advice here is to engage in p\perpetual conversations that are grounded in evidence that change is not only occurring but is serving the vision that drives it!
Now, to conclude let's not forget that the principal's direct involvement does not ensure success, but its absence guarante4e's failure in the quest for improved instruction through technology.
#1 How will you (new principal) establish a sense of urgency ?
People need a reason to change.."doing business as usual " sends implicit and explicit messages that reinforce complacency and resistance to change...like duh...
#2 Creating a Guiding Condition.. what is your position of power? what is your expertise? how d you establish creditability? where should I look for leadership?
#3 Developing a Vision and Strategy...clue me in anytime Mr.Principal. I'm probably the most open in this school to off the wall ideas!
#4 Communicating the Vision,,yo Mr.Principal.. do you realize that close to 600 patrons visit the LMC everyday, I have multiple chances to be your Advocate...please keep me your inner-realm.
#5 Empowering Employees for Broad-Based Action...see above. I'm know them all and I hear them coming.
#6 Generating Short-Term Wins.. well good luck here! Change most definitely accelerates the process!
#7 Consolidating Gains to Produce Deeper Change...Celebrations, yep that's the best bet with this group!
#8 Anchoring Change in the Culture...well, you have me for a while! The best advice here is to engage in p\perpetual conversations that are grounded in evidence that change is not only occurring but is serving the vision that drives it!
Now, to conclude let's not forget that the principal's direct involvement does not ensure success, but its absence guarante4e's failure in the quest for improved instruction through technology.
Sunday, July 22, 2007
International On-Line Learning ~ Cultural Issues for Educators... and by no means "don't Lego" my eLearning
Jyrki Pulkkinen & Maerja Ruotsalainen couldn't have stated it any clearer than in their opening quote of Chapter Six in TECHNOLOGY IN ITS PLACE, when they wrote, "A cooperative on-line learning environment that simultaneously served diverse cultures and supported multiple approaches to study in several countries both provided benefits and posed difficulties." No doubt, pedagogical functions flow from activities and methods in the learning environment that make learning possible. Despite the many problems that the facilitators and students encountered in the Lego/Logo study most felt that independent, open , and flexible distance learning made sense in principle. And consideration must be made to ensure that participants in extended learning are not disconnected from the real lives of their constituents, the curriculum and organization should be sufficiently flexible to accommodate integration with other aspects of the students' study or work.
I found this article informative but, I also was intrigued that the article was over ten years old. The cited research was also dated in my opinion. The technology of ten years ago ( more like twelve years) and the everyday exposure to technology had to be less effective than what is available today in 2007. I was also disappointed when I went searching for updates on this article. I did not immediately find re-investigations from the Finnish team. I did eventually find an article from 2001 (again six years is a long time in this age of computer technology) and I will summarize Pulkkinen's final comment on eLearning, he believes that research is needed urgently but it should focus also on the broader educational and social developments in a global context.
I found this article informative but, I also was intrigued that the article was over ten years old. The cited research was also dated in my opinion. The technology of ten years ago ( more like twelve years) and the everyday exposure to technology had to be less effective than what is available today in 2007. I was also disappointed when I went searching for updates on this article. I did not immediately find re-investigations from the Finnish team. I did eventually find an article from 2001 (again six years is a long time in this age of computer technology) and I will summarize Pulkkinen's final comment on eLearning, he believes that research is needed urgently but it should focus also on the broader educational and social developments in a global context.
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