Social relations—not simply physical space—structure the social worlds of youth.
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shared by Laura Doto on 23 Jun 09
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Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views
digitalyouth.ischool.berkeley.edu/book-friendship
Aristotle Friendship teens adolescents online network
shared by Laura Doto on 23 Jun 09
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A critical conclusion to be realized that can inform our assumptions as educators.
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When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
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these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
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Homophily describes the likelihood that people connect to others who share their interests and identity.
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One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
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Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
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Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
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there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
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the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
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As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
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The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
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“It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
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Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
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Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
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Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
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to avoid social drama with her friends:
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The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
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teens have developed a variety of social norms to govern what is and is not appropriate
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The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
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While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
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primarily a continuation of broader dramas.
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social media amplify dramas because they extend social worlds beyond the school.
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Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
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social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
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That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
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finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
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Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
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While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
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Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
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it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
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Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
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They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
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Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
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Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
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Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
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So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
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From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
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That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
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Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
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While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
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Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
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learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
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articulating those friendships online means that they become subject to public scrutiny in new ways;
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This makes lessons about social life (both the failures and successes) more consequential and persistent
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make these dynamics visible in a more persistent and accessible public arena.
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co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
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Talentism: My Son Won't Do His Homework - 2 views
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Every employer I know of (and I would assume that you are no exception Colin) wants engaged employees who are passionate about their jobs. Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
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But I have to focus on what will get them work, even if that will hurt them, society, the companies that hire them and everyone around them.
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"Why are you so convinced that my son is going to be an academic or an investment banker?" Because as far as I can tell, those are the only two things that schools prepare kids to be.
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and that the stuff that he loves (art and music and video games) will be a great future for him and the stuff he hates (math and science) is something he will never compete in, never have a chance at.
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But school doesn’t care, because school does not have the objective of helping my son produce the maximum amount of value in the future that he will probably encounter. School cares about ensuring that he knows how to take tests, follow directions and can do math that he will never have to care about for the rest of his life.
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Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
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The Nerdy Teacher: What Makes Project Based Learning Effective? #Edchat #EngChat - 132 views
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1. OWNERSHIP is key. For this project, the students were not listening to me on why Twain was or was not a racist, they were showing me and the rest of class what they thought. They were invested in winning their argument. They knew that their work was going to determine if he was guilty or not. Although I gave the assignment, the students were in charge the rest of the way. It was their project and they wanted to do it win. When students feel they own what they are doing, they will work harder. When the audience is larger, they want to impress everyone. These are not crazy ideas, they are the results of owning the work they are doing. OWNERSHIP is a major factor in the value of PBL. 2. CREATIVITY is the another major part of the PBL and is closely linked with OWNERSHIP. Students were allowed to be creative in their work as a lawyer or witness. Witnesses needed to stay within character, but could add their own elements on the witness stand. Allowing the students to create gives them a bigger sense of OWNERSHIP. 3. Another part of the PBL is the COLLABORATION. Students were working with each other trying to decide the best plan of attack. Witnesses would meet with their lawyers and discuss how the questions they were going to ask and how they should dress. The Jury worked on group projects researching the previous public opinions on Twain and his writing. Students were sharing ideas freely with one another. I had three sections of American Lit at the time, so I had three trails running. Lawyers would help others in the other classes and trash talk the opposing lawyers as well. It was all in good fun, but the collaboration had students working hard with one another to accomplish this goal. 4. Depending on how you set up your project, CRITICAL THINKING, is also an important part of PBL. With my Twain Trail, students needed to think about both sides of the argument. Students needed to prepare their witnesses for potential cross-examination questions. They needed to
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3 steps to raising academic attainment through your school library by @Elizabethutch - 30 views
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"I have created several posts recently about how Headteachers/Principals, teachers and librarians can work together in order to make a difference to academic attainment. If we are to effect change I do believe it has to come from the top. There are, however, many teachers out there that have never worked alongside a school librarian and have no idea what we can do for them or their students and we need to find a way to change this ourselves too. Which teacher would say no to free help and resources within their classrooms? Not many, I'm sure, so this has to be down to a lack of knowledge and understanding of what we do and this is where we can all do something. So whilst working towards change at the top, librarians need to find a way to start collaborating with those who never use the library and encouraging those who are already working with us to start sharing their best practice."
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Why do we teach? - The Learner's Way - 23 views
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Only those who have taught a class for a year, who have struggled with the challenges faced by students and who have shared in the moments of success will truly understand why we teach. Maybe that is why we seek out opportunities to gather and share what we do, to spend even a Saturday in the company of those who "get" what it is that we do and why we do it. Teaching is a beautiful thing to be a part.
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shared by trisha_poole on 05 Sep 12
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The Sad Reality Of Education Technology | Edudemic - 100 views
edudemic.com/...eality-of-education-technology
phd edtech technology social learning social networking social media EML515
shared by trisha_poole on 05 Sep 12
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This technological revolution is different; it has the potential to fundamentally change the way we teach and the way students learn.
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The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations.
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we need to teach them how to find information and more importantly what to do with the information that they find
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It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.
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The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.
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This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.
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With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.
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I actually think this is way over-hyped. A textbook is a great source of information, the web is a great source of information. Unless you can comprehend what is being said the method of delivery of the information is not very important. As was mentioned above - being able to do something with the information has always been the important point. There are times when I am sure that we could do better with a piece of chalk at the blackboard - I learn a lot from making demos in Mathematica and using PHET active java apps for chemistry and physics - the students enjoy them, but how much do they learn? There is plenty of evidence that until you sit down and work out the problems in a course you haven't learned much. I suspect much of this is driven by the prospect of sales of electronics - there is nothing you can do on a tablet that you shouldn't be able to do on a laptop. Especially with Win 8 coming and laptops with touch screens....
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Why I Like Prezi - 0 views
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Why I Like Prezi In my life, I have given a *lot* of presentations. In high school, they were presentations on group projects. In university, they were presentations on research projects. At Google, they're presentations on how to use our APIs. When I first started giving presentations, I used Powerpoint, like everyone else. But I kept thinking there must be a better way, and I experimented with other options - flash interfaces, interactive Javascript apps. Then I discovered Prezi, and it has become my presentation tool of choice. Prezi is an online tool for creating presentations - but it's not just a Powerpoint clone, like the Zoho or Google offering. When you first create a Prezi, you're greeted with a blank canvas and a small toolbox. You can write text, insert images, and draw arrows. You can draw frames (visible or hidden) around bits of content, and then you can define a path from one frame to the next frame. That path is your presentation. It's like being able to draw your thoughts on a whiteboard, and then instructing a camera where to go and what to zoom into. It's a simple idea, but I love it. Here's why: It forces me to "shape" my presentation. A slide deck is always linear in form, with no obvious structure of ideas inside of it. Each of my Prezis has a structure, and each structure is different. The structure is visual, but it supports a conceptual structure. One structure might be 3 main ideas, with rows of ideas for each one. Another might be 1 main idea, with a circular branching of subideas. Having a structure helps me to have more of a point to my presentations, and to realize the core ideas of them. It makes it easy to go from brainstorming stage to presentation stage, all in the same tool. I can write a bunch of thoughts, insert some images, and easily move them around, cluster them, re-order them, etc. I can figure out the structure of my presentation by looking at what I have laid out, and seeing how they fit together. Some people do this
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shared by Roland Gesthuizen on 19 Jun 13
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How To Give Your Students a Voice; Advice From Someone Who Tries - 5 views
www.pernilleripp.com/...our-students-voice-advice.html
studentvoice students blog classroommanagement classroom
shared by Roland Gesthuizen on 19 Jun 13
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Kelly Dau liked it
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"I often find myself discussing "Giving students a voice" in the classroom with people who wonder what I exactly mean. Sure, giving someone a voice sounds great, but how do I know that I am doing that? What can I do to do that? What does it look like? I am not an expert but here is what it looks like to me."
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Flipping the Classroom: A revolutionary approach to learning presents some pros and con... - 73 views
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Why not create multiple types of videos? YouTube allows "choose your own path" videos that can let you alter the video based on the responses during viewing.
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Teachers need to figure out what they want to get out of a flipped classroom, says Marine City High’s Ming. “What’s the purpose of doing it? Is it because you’re looking for more time in your curriculum to do hands-on activities?” An AP government teacher told Ming the best part of teaching his class was holding class discussions. The flipped classroom helped him get through the material with time to spare for conversation.
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The purpose is always the key. Don't try to implement this "just because" or excessively. It is a great tool, but not always the right one.
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Watching videos also means more sitting in front of devices. The American Academy of Pediatrics recommends kids limit “screen time” to two hours a day because too much exposure has been linked to obesity, irregular sleep, behavioral problems, violence, and less time for play.
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Why not flip it with podcasts that students can listen to while walking, driving, etc.
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Students need to feel as though their teachers are guiding them to the best materials, not merely giving them a list of videos to watch, says Valenza
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“Teachers should keep posing the ‘why,’” says Bob Schuetz, the technology director at Palatine High School in Illinois. “Why am I doing this? Why is it beneficial to students?”
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“The teacher walks around and helps everyone. It’s not a get-out-of-jail-free card for teachers not to teach.” It’s also not a way for kids to get out of doing anything at home. “Flipping what the kid does means they do the work ahead of time, come to class, and debrief,” explains Michelle Luhtala (aka the
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“The end goal is personalized education. The flipped classroom is just a means to that end.” Students can use the videos to learn at their own pace—any time or place, says Roberts. “These students can replay their teacher’s explanation of a new concept as many times as they need to without fear of holding up the rest of the class.”
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a librarian at Bullis School in Potomac, MD, gives students videos, Web pages, and screenshots about the nuts and bolts of the library, which frees up more time to devote to their research projects.
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ure, some kids will ignore the video. “The same kids who don’t currently do their homework will not watch the lecture,” says McCammon. “But as you start making your class more engaging, kids who don’t usually do their homework will start doing it because they want to participate in the class.” Kids write questions down while they’re watching the video, and then the first 10 minutes of class is for discussion of what they’ve seen.
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Myths and Opportunities: Technology in the Classroom by Alan November on Vimeo - 68 views
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"Easy to teach teachers to use technology. Difficult to get the teachers to shift control away from themselves to the kids." -
"Tech robbed kids of the opportunity to make a contribution to their communities." How can I find a way to help kids contribute, via English class?
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"Interdisc. Bauhaus created an amazing flow of ideas." How can we make our classes more interdisc.?
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All of these skills mentioned above are exactly what are essential in the 21st century workplace.
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"this gives students more of a choice to do the kinds of assignments they want to do, as opposed to just the teacher deciding." You would certainly need to check that they were doing challenging, relevant work.
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"Teach kids really good research skills. Have them look up assignments and related material from other teachers from all over the world." And then do what with them?
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"Have an official Note Taker each class as well. Have the class as a whole review the notes to see if they are good/correct."
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"Another solution: you need to be more reflective on the body of work that you are doing. What have I learned? Where have I been and where am I going?" How do you do this?
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Concrete idea for how to answer the above, last question. He used a concrete example from a 3rd grade class: "Have the kids create a podcast every week of what they learned. Have a writer, producer, mixer, etc." Would you do that during class time or outside of classtime?
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"One solution: have an official classroom researcher everyday in your class." The job would be to gather the websites that will be used connected to whatever it is you're studying? Is that right? Need more thought on this.
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"Final Myth: Tech will make kids smarter. Actually it's a distraction. Creates more plagiarism and people wanting to get things done. Losing critical thinking." How can we use the enormous resources of the internet and at the same time increase critical thinking?
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"Another myth: the internet will give people a range of ideas. The opposite is true. People search out their version of the truth, e.g. Fox News or Huffington Post." I find this to be incredibly true.
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"It's a myth that tech will be the great equilizer in society. At least not for now." Why?
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This was shared previously, but I've added many annotations I think teachers will find interesting.
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Education World ® : Curriculum: You've Got E-Mail -- But Can You Make It Real... - 1 views
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"Before you begin a telecollaborative project," she said, "Look at the plan critically and decide whether it's worth it in terms of learning outcomes. Ask yourself these questions: Does this use of the Internet allow students to do something that can't be done in another way? Does this use of the Internet allow students to do something in a better way? "If the answer to either of those questions is yes," said Harris, "then your project is probably worth doing." "As teachers, we need to do what is our art and our craft -- which is teaching, not technology."
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Judi Harris has been this champion for years...she long ago convinced me that you shouldn't use tech just for the sake of using tech. Her statements gives the compelling questions we should all ask ourselves before embarking on the use of precious time. What's your return on investment????
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An activity structure, according to Harris, is simply a description of what students do in an activity, without reference to content or grade level. For example, kindergarten students mixing paints, elementary students forming compound words, and high-school students creating chemical compounds are all using an activity structure that involves combining existing elements to form new elements. The content and grade level are strikingly different, but the basic activity, the structure of the activity, is the same. Existing activity structures, said Harris, are usually supported best by existing instructional tools. If Internet tools are going to be used to enable students to do something they haven't been able to do, or do as well, before, new activity structures, structures that are best supported by new instructional tools, must be identified and implemented.
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Develop a project plan that's specific and logistically manageable.
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Establish a clear schedule, set interim deadlines, and send out reminders as deadlines approach
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Be sure students have regular access to computers. Once a week in a computer lab is not enough time. For students to get the most out of a telecomputing project, they must be able to participate at least two or three times a week.
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Focus on the use of the tools, not on the tools
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Peachpit: Why Won't Photoshop Elements Do What I Tell It To Do? > Why won't Photoshop E... - 0 views
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Why won't PSE do what I tell it to do. A list of must-knows when photoshop elements does not behave.
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Netvibes (124) - 1 views
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Programming -OK, on the programming thing, here are my thoughts.In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL — what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do?We spend about a week – two weeks but I require they know how to handcode hyperlinks and images – they are just too important.But to take 12 weeks or 6 weeks to learn a whole language – yes maybe some value – but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either “I never want to do that” or “this is really cool, I love coding.”They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don’t have a full course nor time in our curriculum, I do see this as an essential part of what I teach.I’m not teaching it for the language sake but for the sake of understanding the whole body of how languages work – we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience.To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I just don’t know where 12 weeks would go in the curriculum.
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Aspirin stimulates insulin - 6 views
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AbstractNormal subjects and patients with adult-onset diabetes received 10 gm. of aspirin in four days. On the fourth day, the fasting serum glucose and the glucose response to oral glucose were decreased in both groups. These changes were associated with increased levels of serum insulin and pancreatic glucagon, although the glucagon responses to oral glucose were unchanged. In the diabetic patients, aspirin therapy was followed by a decreased glucose response to I.V. glucose and by the appearance of an early insulin peak, which could not be demonstrated before treatment. Aspirin did not affect the I.V. glucose tolerance in normal subjects, although it did enhance the early insulin peak. A decrease in the fasting levels of free fatty acids was noted in both groups, whereas the fasting level of triglycerides decreased only in the diabetic patients. Cholesterolemia did not change in either group. A few preliminary observations indicate that, in normal subjects, ibuprofen and ketoprofen, two other presumed prostaglandin inhibitors, did not affect fasting glycemia, glucose tolerance, or the insulin response to glucose. No changes were noted after the administration of placebo. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #2 trinitarian3n1 D.D. Family Moderator Join Date November 2007 Location In the mitten, USA Age 41 Posts > 100 About T2 dx 3/07, tx w/very lo carb D&E Met, bolus R Blog Entries 127 That's a hefty dose of aspirin. John C.A clean house is the sign of a broken computer.Last HgbA1c - 5.5% 2/2011 Reply With Quote 11-08-2010 #3 MCS D.D. Family Join Date August 2010 Posts > 100 About T2, trying to live a healthy life Yes it is, 650mg 4 times a day. I wonder if they did that to make sure they had a response and if there is a break point of some lower dose. I am on 325 once a day now. Been that high in the past for other things, lots of ringing in the ears when you get that high of a dose. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #4 furball64801 D.D. Family Join Date December 2009 Posts > 100 About type 2 25 yrs mother aunt type 2 thin 50 yrs Blog Entr
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The therory is that it helps to regenerate the once turned off Beta cells, not over working the exiting ones. This is just one article I found, they are many, most of them concern Salsalate a drug used for arthritis. It works by lowering the inflammation of the liver and pancreas. Lowers IR, its a pretty interesting concept based largerly on inflammation of one muscles and organs. Originally Posted by jeanne wagner i know for heart health they recommend the baby 81 mg a day. I would think you wouldn't have a stomach lining left if you took that on a daily basis. Also just because it stimulates insulin doesn't mean it is a good thing. Sulfonyureas also overstimulate insulin and there is some thought they lead to beta cell burnout. I think it is better to find things like metformin that make you more sensitive to the insulin you naturally make. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #7 MCS D.D. Family Join Date August 2010 Posts > 100 About T2, trying to live a healthy life Here is a few more articles concerning NSAID's and insulin if you are interested.http://www.annals.org/content/152/6/346.abstracthttp://onlinelibrary.wiley.com/doi/1...026.x/abstracthttp://www.theannals.com/cgi/content/abstract/44/7/1207 Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote MCS was thanked for this post by: Nan-OH 11-08-2010 #8 CalgaryDiabetic D.D. Family Join Date June 2009 Location Calgary,Canada Posts > 100 About diabetic since 1997, on insulin 2000 Guarantied tummy ulcer with so much aspirin. Reply With Quote 11-09-2010 #9 MCS
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How To Give Your Students a Voice; Advice From Someone Who Tries | Blogging Through the... - 85 views
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howto advice voice classroom teaching studentvoice feedback assessment
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"I often find myself discussing "Giving students a voice" in the classroom with people who wonder what I exactly mean. Sure, giving someone a voice sounds great, but how do I know that I am doing that? What can I do to do that? What does it look like? I am not an expert but here is what it looks like to me."
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School librarians helping children become independent learners with parental support by... - 13 views
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"As a parent, I have always been able to help my children find good sources of information in order to do their homework. How do I know where to find the best information? Do I have some inside knowledge that most parents don't? Yes! How? I am a librarian… I have long believed that if parents knew about the resources available from their school library to support their children's homework they would be relieved and happy. They would be able to guide them to use these good tools without worrying about quality or reliability. Many of our resources go unused for two reasons, firstly, many teachers and students do not know about these resources, how easy they are to use and reference and secondly, parents don't know they exist."
Diigo in College/University - 253 views
Any Elementary Teachers using Diigo? - 101 views
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Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views
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Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
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Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
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Feedback Essentials
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Goal-Referenced
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Tangible and Transparent
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Actionable
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User-Friendly
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Timely
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Ongoing
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Consistent
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Progress Toward a Goal
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But There's No Time!"
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remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
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learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
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I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
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research shows that less teaching plus more feedback is the key to achieving greater learning.
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Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
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Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
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Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
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Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
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Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
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. Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
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how we are doing in our efforts to reach a goal.
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get another opportunity to receive and learn from the feedback.
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computer games
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quickly adapt
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ack, do you have some ideas about how to improve?" This approach will build greater autono
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ck, do you have some ideas about how to improve?" This approach will build greater autono
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Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't. -
