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Marc Safran

Thematic Map Collection - 1 views

images.google.com.au/imgres

maps socialstudies science resources thematic_maps thematicmaps globalstudies global_studies geography

shared by Marc Safran on 13 Aug 09 - No Cached
  • Marc Safran on 13 Aug 09
     
    Worldwide collection of thematic maps: climate, energy, ethnography, industry & economy, land use, military, population, links to other sites.
Lee-Anne Patterson

Official Google Blog: Adding search power to public data - 0 views

googleblog.blogspot.com/...arch-power-to-public-data.html

google data visualization search

shared by Lee-Anne Patterson on 30 Apr 09 - Cached
  • Lee-Anne Patterson on 30 Apr 09
     
    The data we're including in this first launch represents just a small fraction of all the interesting public data available on the web. There are statistics for prices of cookies, CO2 emissions, asthma frequency, high school graduation rates, bakers' salaries, number of wildfires, and the list goes on. Reliable information about these kinds of things exists thanks to the hard work of data collectors gathering countless survey forms, and of careful statisticians estimating meaningful indicators that make hidden patterns of the world visible to the eye. All the data we've used in this first launch are produced and published by the U.S. Bureau of Labor Statistics and the U.S. Census Bureau's Population Division. They did the hard work! We just made the data a bit easier to find and use.
Eric G. Young

Minority Use Of Internet: Only 4/10 Regularly Use; Lack Of Access To Computer... - 24 views

cyberesq.wordpress.com/...access-to-computers-attributed

minorities internet use statistics

shared by Eric G. Young on 14 Jan 10 - Cached
  • Eric G. Young on 14 Jan 10
     
    In December 2009, researcher and pollster Cornell Belcher conducted a national survey of minorities and the Internet. The survey reports are being reported by the Center For Media Research, and contain some interesting data. Among the areas of inquiry covered by the survey include minority use of the Internet, attitudes toward the Internet, and obstacles to use of the Internet. Below is a table that shows the frequency of Internet use as a percentage of the minority population.
Gerald Carey

MapMaker Interactive - National Geographic Education - 103 views

education.nationalgeographic.com/...interactive-map

interactive climate map National Geographic

shared by Gerald Carey on 15 Apr 11 - No Cached
  • Gerald Carey on 15 Apr 11
     
    Very nice interactive illustrating things like sea surface temperatures, tectonic plates, human populations - for any part of the world (I'm from Australia and it even had us covered!)
Lisa DuFur

Mapping America - Census Bureau 2005-9 American Community Survey - NYTimes.com - 40 views

projects.nytimes.com/...explorer

maps census data mapping nytimes demographics statistics math education tools teachnology web2.0 technology web

shared by Lisa DuFur on 30 Mar 11 - No Cached
  • Lisa DuFur on 30 Mar 11
     
    Browse local data from the Census Bureau's American Community Survey, based on samples from 2005 to 2009. Because these figures are based on samples, they are subject to a margin of error, particularly in places with a low population, and are best regarded as estimates. Create tons of lessons around this data. WOW
Martin Burrett

Snapshot Serengeti - 32 views

www.snapshotserengeti.org

animals science crowdsourcing biology citizen science

shared by Martin Burrett on 23 Dec 13 - No Cached
  • Martin Burrett on 23 Dec 13
     
    This is a wonderful citizen science project where users are asked to classify animals on the Serengeti from camera traps to help real scientists survey and track populations of important and endangered wildlife. http://ictmagic.wikispaces.com/Science
Randolph Hollingsworth

Lumina Foundation's Federal Policy Priorities - full report and 2 page summary - 9 views

www.luminafoundation.org/...federal_policy_priorities

shared by Randolph Hollingsworth on 30 May 14 - No Cached
  • federal policy needs to look beyond access to encompass student success and work for all students in the 21st century, including working adults, low-income students, first-generation students and students of color
  • Randolph Hollingsworth on 30 May 14
     
    federal government sought to promote equitable access to postsecondary education. This role continues to be critical on Capitol Hill, especially for low-income, minority and other underserved populations. ... This requires supporting innovative practices at institutions of higher education and other quality postsecondary education providers. ...Congress must help ensure that postsecondary education is affordable. ...most critically, federal policy must assure the quality of credentials in terms of student learning.
smilex3md

The Racial Dot Map: One Dot Per Person for the Entire U.S. - 132 views

demographics.coopercenter.org/...index.html

map demographics mapping race census visualization

shared by smilex3md on 20 Aug 13 - No Cached
  • smilex3md on 20 Aug 13
     
    This map is an American snapshot; it provides an accessible visualization of geographic distribution, population density, and racial diversity of the American people in every neighborhood in the entire country. The map displays 308,745,538 dots, one for each person residing in the United States at the location they were counted during the 2010 Census. Each dot is color-coded by the individual's race and ethnicity. The map is presented in both black and white and full color versions. In the color version, each dot is color-coded by race.
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Michele Brown

Zombies: STEM Behind Hollywood by Texas Instruments - US and Canada - 47 views

education.ti.com/...zombies

zombies stem

shared by Michele Brown on 19 Aug 13 - No Cached
  • Michele Brown on 19 Aug 13
     
    This looks really cool. "Zombie Apocalypse, a Hollywood-inspired TI-Nspire™ math and science activity, models the transmission of a hypothetical zombie contagion through the human population, the infection rate and logistics patterns due to resource limits."
Jeff Andersen

Colorado Gets Another Hub for Outdoor Industry Businesses * - 1 views

www.adventure-journal.com/...ub-outdoor-industry-businesses

outdoor recreation business

shared by Jeff Andersen on 18 Sep 18 - No Cached
  • Jeff Andersen on 18 Sep 18
     
    Montrose, Colorado, population 19,000, located in the western part of the state, is about to become a case study in work/life balance theory. Colorado Outdoors, a planned development designed specifically to attract outdoor industry businesses is set to host a welcoming/coming out party in December. And unlike any other outdoor business campuses, this one includes hundreds of housing units too, a small, pre-fab town for outdoor enthusiasts.
Martin Burrett

Depression: Impact and Support - 11 views

ukedchat.com/...depression-impact-support

depression mental health

shared by Martin Burrett on 30 Jan 19 - No Cached
  • Martin Burrett on 30 Jan 19
     
    "Despite the prevalence of depression in the population, the devastating impact it can have, and the rise in public awareness in recent years, schools (and society at large) still find depression a taboo. Something which is often ignored and misunderstood. Where support is available wonderful things can happen mitigating some many of the pressures when the black dog comes barking. While a societal shift is needed, there are many, often small things that educators can do to help those who need help."
Martin Burrett

UKEdMag: An Approach to Learning and Teaching by @ApraRalli - 1 views

ukedchat.com/...approach-learning-teaching

shared by Martin Burrett on 26 Feb 18 - No Cached
  • Martin Burrett on 26 Feb 18
     
    "Any research based or inquiry-based project seems to work well for me. I enjoy leading the children through the process of developing a research question. It's always interesting to hear what goes on in the minds of these inquisitive learners. Last year my grade 8 (14-year-olds) were working on the impact of government systems on individual and Societies. Students took up the case studies of India and Pakistan, some of them worked on Arab-Israeli conflict, and yet another group picked the Berlin Wall and its impact on the population."
Jeff Andersen

Should Your Kid Play Football? - The Tuscaloosa News - 9 views

gatehousenews.com/...tuscaloosanews.com

play football kid

shared by Jeff Andersen on 28 Dec 17 - No Cached
  • Jeff Andersen on 28 Dec 17
     
    Should your kid play football? It is a question that might have been unthinkable to many just a few years ago. Football is part of our culture. More than half a century ago, it supplanted baseball as the American pastime. Upward of 100 million people - about a third of the population - watch the Super Bowl each year. Around here, it is more than just sport and entertainment. Some have likened it to a religion. Without question, it is an important part of the fabric of society.
Roland Gesthuizen

Many-to-One vs. One-to-Many: An Opinionated Guide to Educational Technology - The Ameri... - 9 views

american.com/...uide-to-educational-technology

education learning blog MOOC

shared by Roland Gesthuizen on 23 Sep 12 - No Cached
  • MOOCs do not benefit most of those who try them. Students differ in their cognitive abilities and learning styles. Even within a relatively homogenous school, you will see students put into separate tracks. If we do not teach the same course to students in a single high school, why would we expect one teaching style to fit all in an unsorted population of tens of thousands?
  • I believe that the future of teaching is not one-to-many. Instead, it is many-to-one. By many-to-one, I mean that one student receives personalized instruction that comes from many educators. To make that work, technology must act as an intermediary, taking the information from the educators and customizing it to fit the student's knowledge, ability, and even his or her emotional state.
  • I am optimistic about tablets in large part because I believe that a magic bullet in educational technology is the adaptive textbook. By that, I mean an electronic textbook that adjusts to the cognitive ability and learning style of the student. Adaptive textbooks will query students in order to make sure that they understand what they have been studying. They will also respond to student queries. Adaptive textbooks will implement the many-to-one teaching model.
  • ...2 more annotations...
  • There are many horses in the educational technology race. The ones to bet on are adaptive textbooks and independent certification.
  • I do not believe that educators fully understand the process of social learning in the classroom. We do not know exactly what factors make the difference between a classroom where students are of significant help to one another and one where students provide little assistance or even hold one another back
  • Roland Gesthuizen on 23 Sep 12
     
    "This essay will explain why I label various technologies as winners, losers, and magic bullets in the table below. My opinions are not based on exhaustive research. They are based on my experience both as a high school teacher and as an entrepreneur." My evaluations are based on whether I view these technologies as supporting a model of education that is one-to-many or a model that is many-to-one. The latter is the model I prefer, as will become clear in the rest of this essay.
Sirkku Nikamaa-Linder

CBI: Our education systems are not delivering - while average performance rises gently,... - 0 views

www.cbi.org.uk/...ion-systems-are-not-delivering

CBI report

shared by Sirkku Nikamaa-Linder on 22 Nov 12 - No Cached
  • Spending on education accelerated still further after 1997, rising in real terms by 71% by 2010-11.
  • UK ranks among the highest spending OECD countries measured in terms of percentage of GDP on education.
  • ...16 more annotations...
  • but we are being outperformed by nations which spend less.
  • the challenge lies not in what we spend, but in what we do.
  • explanation for the conveyor belt comes not from money, therefore, but from other incentives that schools face.
  • Schools have become used to governments setting blanket targets,
  • We should not be surprised that these drive behaviour – but not always the behaviour that the Department for Education wants.
  • The percentage of pupils gaining five ‘good’ A*-C GCSEs has increased by 50% over the last decade.
  • this should be an indicator of great success
  • has been questioned by many commentators.
  • When we look at whether the improvement on the GCSE metric is general or specific to those close to the grade boundary, it is clear that this measure is driving what is happening in schools.
  • intensive targeting of resources on pupils just below the C grade and/or an increase in teachers’ expertise in ‘teaching to the test’ has been behind  improvements.
  • Whatever the explanation, it doesn’t inspire confidence that the rise in exam grades for average ability candidates really reflects an increase across all groups in mastery of the subjects studied.
  • Narrowly-defined targets like these, based only on exam results subtly inhibit the overall education of young people.
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      This is why Finland only has one national test....
  • If an acceptable level is reached, failure among a substantial minority is tolerated.
  • At earlier stages in the system, similar testing frameworks focus school accountability on achieving a certain percentage of pupils reaching a defined average, rather than a focus on absolute attainment.
  • it is possible to dramatically reduce attainment gaps in their primary school populations and raise standards on a broader basis than the UK has managed.
Jac Londe

Earth at Night 2012 - 59 views

earthbuilder.google.com/...mapview

world night google maps map earth

shared by Jac Londe on 11 Dec 12 - No Cached
  • Colin Sutton on 12 Dec 12
     
    I live in Australia and I have NO idea what all those lights are in the OUTBACK!! There's more light in just a few spots in the Outback (and there's LOTS of those shown in the image) than in the WHOLE of New Zealand? What gives? Mining? Aliens? A data ERROR? The ABC .net site explains that the lights are bushfires! As the images were taken over a number of months, the fires may not have all been burning at the same time. April (when the images were started) may be a the worst time for fires, however, the Outback is usually dry and fires would occur at any time.
  • anonymous on 07 Jan 13
     
    I also live in Australia and have to agree with Colin - why so many lights in the outback? The outback of Australia is very sparsely populated and there are no big cities to generate these sort of lights. Maybe it is the aliens!!!
Chrystal Porter

Best content in Endicott College EDL762 | Diigo - Groups - 16 views

groups.diigo.com/...endicott-college-edl762

higher education technology

shared by Chrystal Porter on 25 Jan 13 - No Cached
  • Chrystal Porter on 25 Jan 13
     
    The links aquired by this group are to focus on technology trends within higher education. The initial links will be populated by student taking the course EDL 762 Leadning in a Technological World, however the general public are welcome to join and contribute to the group.
Derrick C

Deforestation - 23 views

midhasdeforestation.tumblr.com

shared by Derrick C on 20 Feb 13 - No Cached
  •                 There are many reasons behind deforestation. The main reason that governments and companies destroy trees is to make more usable land. After the trees have been cut down, the area can be utilized for many ways. One of the major uses is to create farm land in order to feed more people. Another way that governments use this land is to make more houses. Usually deforestation occurs because of the growing population in developing countries and new homes need to be built on this land so that people can live comfortably.
    • Derrick C
      Derrick C on 20 Feb 13
       
      Useful?
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