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Angela Hagan

Aspirin stimulates insulin - 6 views

www.diabetesdaily.com/...271-aspirin-stimulates-insulin

shared by Angela Hagan on 11 Mar 11 - No Cached
  • 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
  • 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
Kate Pok

Paperless - How I Teach From The Cloud « MIster NorrIs - 169 views

misternorris.com/...paperless

teaching paperless

shared by Kate Pok on 13 Feb 12 - No Cached
  • I utIlIzed the stack feature so that I have two maIn stacks In Evernote, prIvate notebooks and work related notebooks. In the work stack I have two notebooks, one for school related notes (to do lIsts, thIngs to share In future meetIngs, substItute plans, etc.) and another that I have named lessons. In the lessons notebook, I have one note per week of the school year. InsIde that I have a lIst of all of the classes I teach In age order. Underneath each class I wrIte my lesson In. ThIs Is constantly updated, usually straIght after a class so I know what to teach the follow week. So when I show up to a class, I can open up my computer or get out my IPhone, go to the lessons notebook, clIck the week we are In and I have my lesson plan outlIned. I’ve been doIng thIs for fIfteen weeks now and I fInd thIs an excellent way to stay organIzed. I have a searchable lIst of all of the lessons that I have taught. I can copy and paste If a class Is cancelled or If It carrIes on for longer than expected. I can adapt my lesson plan straIght away to add what was actually taught In the lesson as opposed to what I planned to teach. I can plan weeks In advance wIthout worryIng about havIng to cross somethIng out. It Is the ultImate organIzatIon tool.
kurt stavenhagen

steindl-rast | zen writ - 12 views

zenwrit.wordpress.com/...gallehr

shared by kurt stavenhagen on 13 Sep 13 - No Cached
  • combine our intellect with will and our emotions, only than can we truly understand the meaning of gratefulness.
    • kurt stavenhagen
      kurt stavenhagen on 13 Sep 13
       
      Sometimes i think that he tries too hard to separate the intellect from the will. i wonder on a physiological level what this looks like in the brain: are their separate components in the brain for recognition and judgment. Perhaps there are. if so, should those be the terms rather than intellect and will?
  • its not giving up.
  • back to bed again”
  • ...21 more annotations...
  • haven’t reached them yet
  • Just to be living on this earth in this solar system in this galaxy in this universe is immensely rare and lucky.
  • to recognize is to accept something as true, but to acknowledge is to have a perspective, or how you choose to view that recognizable truth.
  • Some people feel the rain, and others just get wet
  • acknowledgement is perspective.
  • uses the word surprise as a way of saying be mindful and appreciate the little things in life that go on around you
  • ollowing this quote the author goes on to
  • because many of use feel a moral obligation to return our benefactor the favor thus making the seemingly “gratuitous act” a debt that we must repay by giving our own gift.
  • the bonds of interdependence set us free
  • once you can acknowledge a gift for a gift and acknowledge dependence then you’re free to go forward into full gratefulness.
  • yesterday morning my friend, knowing that i’m not an early bird, brought an extra granola bar to class just to give it to me which was a surprise that i had not expected. This was merely a simple surprise that i felt then, but after i thought it over again, this surprise made me realize how grateful i felt for having a such friend
  • By allowing ourselves to be helped in life and understanding that receiving help is not a show of weakness but in fact a show of mindfulness, we open ourselves up to the surprises and pleasures of communicating with people on a regular day basis
  • independent vs dependent. Being considered “legally” independent i have truly learned how dependent i am for others.
  • I always thought why would I hassle someone else for my Incompetency
  • that weak need to feel weak in order to grow. We need to put everything out there and grow and learn from our experiences.
  • Letting weakness show is one of the strongest things we can do in order to know ourselves at a deeper level
  • Helping someone, whether it is a friend, neighbor or family member is something one should do out of the goodness of our heart. Everything comes full circle,
  • it is a personal choice to help others, and my way of reminding myself that i am grateful to be here,
  • I know what a horse looks lIke, feels lIke and moves lIke, but every tIme I go vIsIt, I am stIll surprIsed and amused just by watchIng the horses out In the fIeld.
  • The more grateful you become the more you appreciate life, which in a sense does make you younger because you are embracing living life
  • When my dad and hundreds of others died on 9/11/01 you could notice something different in the air.
  • kurt stavenhagen on 13 Sep 13
     
    "teindl-Rast inspired me to start working on a project that i have been putting off. (ironically when i chose to read this passage i was procrastinating) There is never an ideal or perfect time for any person to start any task. instead of taking this moment right now, we co"
globalwrobel

Digital Natives: Do They Really THiNK Differently? - 41 views

www.marcprensky.com/...l%20Immigrants%20-%20Part2.pdf

digital_natives education technology prensky digital learner

shared by globalwrobel on 26 Jul 17 - No Cached
  • globalwrobel on 26 Jul 17
     
    by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 in Digital Natives, Digital immigrants: Part i, i discussed how the differences between our Digital Native students and their Digital immigrant teachers lie at the root of a great many of today's educational problems. i suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And i submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here i present evidence for why i think this is so. it comes from neurobiology, social psychology, and from studies done on children using games for learning.
  • globalwrobel on 26 Jul 17
     
    by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 in Digital Natives, Digital immigrants: Part i, i discussed how the differences between our Digital Native students and their Digital immigrant teachers lie at the root of a great many of today's educational problems. i suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And i submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here i present evidence for why i think this is so. it comes from neurobiology, social psychology, and from studies done on children using games for learning.
  • Beth Holland on 28 Jul 17
     
    Hi. i wrote a paper about digital natives as part of an anthropology assignment for a doctoral course. Researchers from around the world have empirically proven that Prensky's theories are false. Additionally, while neuroscience has shown that brains do change as a result of neuroplasticity, to argue that it is generational is also a false claim. Though cognitive theory shows that learners bring their prior experiences to the interpretation of new educational opportunities - impacting attention and interpretation - all generations have had this occur. There is merit to the point that we should take learner's prior experience into consideration when designing instruction; however, Prensky's digital native claims may have done more to create tension between students and teachers than to provide instructional support. if you would like any of the scholarly studies, i have a published reference list at http://brholland.com/reference-list. Beth
Martin Burrett

5 things learnt in 5 years of teaching by @Mr_Gillett - 13 views

ukedchat.com/...ears-of-teaching-by-mr_gillett

learnt

shared by Martin Burrett on 22 Nov 17 - No Cached
  • Martin Burrett on 22 Nov 17
     
    "Maybe it is something to do with starting something new, but when i started thinking about my new role as Head of Science, i thought i should write a blog. This led me to re-discover the blog i had wanted to start before starting teaching. Unsurprisingly, i failed to keep going with the blog during the first chaotic years of teaching, but now i think it will be really useful and so i am going to stick with it this time! Since the previous post was 5 years ago, i thought i would start with a very general blog about five of the big lessons i have learnt since starting teaching."
Jennie Snyder

Pas de Deux: Chris Thinnes on Public & Private School Partnerships - EdLeader21 - 0 views

community.edleader21.com/...221-chris-thinnes

21st_century_learning partnerships education

shared by Jennie Snyder on 01 Mar 13 - No Cached
  • Jeff Weaver, the dynamic superintendent of the Upper Arlington City School District in Ohio, was planning to unveil the district’s vision for 21st century learners … at the first district leadership meeting of the year. So he had the vision statement printed on adhesive-backed vinyl, purchased a hundred inexpensive dinner plates, and affixed a copy of the vision to each of the plates. At that first district meeting, Weaver asked for the plates to be passed out to the district’s leaders, then stood at the lectern and said something like this: “The last few years, whenever i talk to you about 21st century skills — about the importance of creativity, collaboration, critical thought, and all the other proficiencies that phrase implies — you remind me how much we’re already trying to accomplish. You tell me, ‘i would grapple with this,  and make it work — but there is so little time, and there is already so much on our plate.’ You ask me, ‘How can we make room for this on our plate?’ . . . And so, i am letting you know you today that, moving forward, this is the plate. . .“
  • Jennie Snyder on 01 Mar 13
     
    "This is the plate" -- i love it! 
Martin Burrett

Building meaningful relationships in schools by @pruman21 - 10 views

ukedchat.com/...onships-in-schools-by-pruman21

schools relationships

shared by Martin Burrett on 09 Sep 16 - No Cached
  • Martin Burrett on 09 Sep 16
     
    From September, I am startIng a new role. I am goIng to be a year group leader for year 5. ThIs has come about relatIvely quIckly sInce my return from maInstream and so I have spent some tIme over the summer reflectIng on my practIce and how I am goIng to develop and InspIre the people I work wIth. One of those people Is an NQT. My sIster Is also startIng her fIrst post as an NQT In another school. After speakIng on the phone for half an hour thIs mornIng, I realIsed that some of the stuff that I was sayIng to her Is probably some of the stuff that I wIll be sayIng to the NQT I wIll be workIng wIth...
Has Slone

Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views

www.corbettharrison.com/seven_elements.htm

shared by Has Slone on 09 Apr 12 - No Cached
    • Has Slone
      Has Slone on 09 Apr 12
       
      This is a neat way to start a writing class with the creating plot ideas....
  • One of the goals I ask teachers to set after my traInIng Is to fInd new ways to push students to analyze and evaluate as they learn to wrIte.
  • As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
  • ...30 more annotations...
  • The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
  • Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers i know still freely admit that revision is where they struggle the most.
  • revision shouldn't be the first of the seven elements to work on
  • When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
  • I belIeve In the power of collaboratIon and study teams,
  • Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
  • Below, find three examples created by study teams during past workshops. i use them as models/exemplars when i set the study teams off to work.
  • My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
  • In a perfect world, followIng my workshop,
  • follow-up tools.
  • I also use varIatIons of these Post-Its durIng my CrItIcal ThInkIng UsIng the WrItIng TraIts Workshop.
  • By far, the best success I've ever had whIle teachIng revIsIon was the one I experIenced wIth the revIsIon Post-Its I created for my students
  • During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which i designed to push students to use analysis and evaluation skills as they looked at their own drafts
  • I used to throw my kIds Into wrItIng response groups way too fast. They weren't ready to provIde crItIcal thought for one another
  • The most important trick learned was this: be a writer too. During my first five years of teaching, i had assigned a lot of writing but never once had i written something i intended to show my students.
  • I have the followIng InteractIve plot element generator (whIch can be replIcated wIth three coffee cans and Index cards) to help my students feel In control of theIr optIons:
  • If you want to hear my take on graphIc organIzers In detaIl, you're goIng to have to hIre me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completIng the challenge helped me become a smarter desIgner of graphIc organIzers. The challenge came In two parts: 1) learn how to use tables and text boxes In MIcrosoft Word; 2) for practIce, desIgn a graphIc organIzer that would help students be successfully wIth the followIng traIt-based skIlls:
  • "It was the best of tImes, It was the worst of tImes, etc," whIch Is an InterestIng structure that students can borrow from to wrIte about other topIcs, be they fIctIon or non-fIctIon.
  • Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
  • it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
  • Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. it deserved its own webpage.
  • Here are seven skills i can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, i have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
  • Now, let's talk differentiation:
  • The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
  • the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
  • Click here to access the PowerPoint i use during the goal-setting portion of my workshop.
  • ImprovIng one's abIlIty to teach wrItIng to all students Is a long-term professIonal development goal; stIckIng wIth It requIres dIlIgence, and It requIres havIng a more specIfIc goal than "I want to Improve wrItIng
  • "Trying to get better at all seven elements at once doesn't work;
  • strive to make my workshops more about "make and take,
  • Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
Maureen Greenbaum

Optimism Bias: Human Brain May Be Hardwired for Hope -- Printout -- TiME - 62 views

www.time.com/...0,8816,2074067,00.html

optimism learning performance

shared by Maureen Greenbaum on 04 Jun 11 - No Cached
  • manipulated positive and negative expectations of students while their brains were scanned and tested their performance on cognitive tasks. To induce expectations of success, she primed college students with words such as smart, intelligent and clever just before asking them to perform a test. To induce expectations of failure, she primed them with words like stupid and ignorant. The students performed better after being primed with an affirmative message. Examining the brain-imaging data, Bengtsson found that the students' brains responded differently to the mistakes they made depending on whether they were primed with the word clever or the word stupid. When the mistake followed positive words, she observed enhanced activity in the anterior medial part of the prefrontal cortex (a region that is involved in self-reflection and recollection). However, when the participants were primed with the word stupid, there was no heightened activity after a wrong answer. it appears that after being primed with the word stupid, the brain expected to do poorly and did not show signs of surprise or conflict when it made an error
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. i advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found CollaborIze Classroom, a free, dynamIc dIscussIon platform. I used It to replace many of my pen-and-paper homework assIgnments wIth vIbrant onlIne debates, dIscussIons, wrItIng assIgnments, and collaboratIve group work.
  • Remember that mistakes lead to learning. The best resources i've designed and the most effective strategies i've developed were all born from and refined through mistakes.
  • I antIcIpated that students mIght hIt some bumps as they navIgated theIr fIrst TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questIons, make comments, and access a support network whIle goIng through the onlIne lesson. A back-channel tool makes It possIble for people to have a real-tIme conversatIon onlIne whIle a lIve presentatIon or real-tIme dIscussIon Is takIng place.
  • I asked students to reference specIfIc detaIls to support theIr assertIons, as dId one student who commented on the town's poverty by notIng that the local doctor often took potatoes as payment for hIs work. She also showed how the characters nevertheless reflected the country's "cautIous optImIsm" about Its future: That same doctor was stIll able to support hImself, she poInted out, and he enjoyed hIs work. Students posted theIr responses, complImentIng strong poInts made, askIng questIons, and offerIng alternatIve perspectIves.
  • I asked students to analyze examples of strong dIscussIon posts and revIse weaker posts. I also realIzed that I needed to embed dIrectIons Into our dIscussIon topIcs to remInd students to respond to the questIons and engage wIth theIr peers. I started requIrIng them to thoughtfully reply to at least two classmates' posts, In addItIon to postIng theIr own response to the topIc.
  • It's crucIal for students to see that the work they do In the onlIne space drIves the work they do In the classroom so they recognIze the value of the onlIne conversatIons.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher mIght gIve small groups varIous topIcs to research. Then he or she could ask students to go onlIne to research and dIscuss theIr topIc on a shared Google Doc and create a presentatIon usIng Glogster, PrezI, or Google PresentatIon Maker.
  • When we read Romeo and Juliet, i use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map In my websIte that has pIns dropped In all the locatIons on our campus and In our communIty where there are computers wIth publIc access to the Internet.
  • I even wrote the local computer recyclIng center to request a computer for my class.
Martin Burrett

Rookie head of science - toughest year yet? by @secretsciteach - 6 views

ukedchat.com/...est-year-yet-by-secretsciteach

science science teacher

shared by Martin Burrett on 30 Nov 18 - No Cached
  • Martin Burrett on 30 Nov 18
     
    "Starting in the final term before i officially started in September was tough. i wasn't  anticipating having such a full teaching timetable and my own classes were incredibly unsettled. i found it difficult to establish myself as an average science teacher let alone attempt to lead a department. i was seriously considering if i had made the right move! i remember one student in what i thought was a difficult Year 9 class saying "sir why don't you go and get the head of science" to which i replied "i am the head of Science!"."
fergtoo

the Truth About Being a Hero - WSJ - 14 views

www.wsj.com/...111903596904576516302821089790

hero

shared by fergtoo on 23 Jul 15 - No Cached
  • We all want to be special, to stand out; there's nothing wrong with this. The irony is that every human being is special to start with, because we're unique to start with.
  • n the military i could exercise the power of being automatically respected because of the medals on my chest, not because i had done anything right at the moment to earn that respect.
  • I knew many MarInes had done brave deeds that no one saw and for whIch they got no medals at all.
  • ...20 more annotations...
  • "A lot of people have done a lot more and gotten a lot less, and a lot of people have done a lot less and gotten a lot more."
  • I got my medals, In part, because I dId brave acts, but also, In part, because the kIds lIked me and they spent tIme wrItIng better eyewItness accounts than they would have wrItten If they hadn't lIked me
  • The only people who will ever know the value of the ribbons on their chests are the people wearing them—and even they can fool themselves, in both directions.
  • he whole assault ground to a halt, except for one kid named Niemi, who had sprinted forward when we came under the intense fire and disappeared up in front of us somewhere.
  • alking to a group of us about when it was a platoon leader earned his pay. i knew, floating above that mess, that now that time had come. if i didn't get up and lead, we'd get wiped.
  • I'm most proud of Is that I sImply stood up, In the mIddle of all that flyIng metal, and started up the hIll all by myself.
  • I dId It for the rIght reasons.
  • At this point i saw the missing kid, Niemi, pop his head up. He sprinted across the open top of the hill, all alone.
  • He was a black kid, all tangled up in black-power politics, almost always angry and sullen. A troublemaker. Yet here he was, most of his body naked with only flapping rags left of his jungle utilities, begging for a rifle when he had a perfect excuse to just bury his head in the clay and quit. i gave him mine. i still had a pistol. He grabbed the rifle, stood up to his full height, fully exposing himself to all the fire, and simply blasted an entire magazine at the two soldiers in front of us, killing both of them. He then went charging into the fight, leaving me stunned for a moment. Why? Who was he doing this for? What is this thing in young men? We were beyond ourselves, beyond politics, beyond good and evil. This was transcendence.
  • Crashing out of the clouds into this confusion came a flaming, smoking twin-rotor CH-46 helicopter.
  • I saw NIemI pop Into sIght agaIn. He sprInted to the downed chopper.
  • the only thing he could think to do was sprint across the open hilltop to see if he could find a place from which he could lay down fire to protect them.
  • Niemi got a Navy Cross.
  • I got a Navy Cross.
  • elicopter pilot
  • ont-page story
  • The kid who borrowed my rifle didn't get anyt
  • hing.
  • It was just about that tIme I got knocked out and blInded by a hand grenade. I came to, groggy.
  • hen a kid i knew from Second Platoon, mainly because of his bad reputation, threw himself down beside me, half his clothes blown away. He was begging people for a rifle. His had been blown out of his hands.
JD Pennington

Diigo in College/University - 253 views

Some questions: is it possible to get an RSS feed of group annotated links that are no longer live pages, but are instead highlighted static pages? This way i can get a feed of a the links that ...

education diigo

started by Bill Guinee on 10 Apr 09 9 follow-ups, last by JD Pennington on 15 Jul 09
Ross Davis

islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views

islt9440.wikispaces.com/About+diigo.com

technology diigo

shared by Ross Davis on 15 Nov 10 - No Cached
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page
  • The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.comDiigo or Digest of internet information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with similar interests and follow specific people and sites. Teachers can register for an educator account that allows a teacher to create accounts for an entire class. in an education account, students are automatically set up as a Diigo group which allows for easy sharing of documents, pictures, videos, and articles with only your class group. There are also pre-set privacy settings so only the teacher and classmates can see the bookmarks and communications. This is a great way to ensure that your students and their comments are kept private from the rest of the internet community. Diigo is a great tool for teachers to use to have students interact with material and to share that interaction with classmates. Best Practices for using Diigo tools Tagging Tool Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students. This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.Highlighting Tool Diigo highlighting tool allows the teacher or student to highlight in an article or a web page . 1The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points. Sticky Notes Tool The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students. Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading. Students could use sticky notes to peer edit and make comments on other student's work through Google docs. These are just a few ideas of how to apply the diigo tools to your teaching practices. Both students and teachers benefit form using these tools. The variety of uses or practices give both groups a hands on way of dealing with text while making it more efficient. Bookmark/Snapsho
  • ...10 more annotations...
  • islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign in · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project info Lesson Plan ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.com Diigo or Digest of internet information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with si
  • Diigo or Digest of internet information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark
  • and tag websites
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.
  • The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
  • Chuck Baker on 15 Nov 10
     
    My group for my grad class, "Learning with the internet" created this wiki about using and implementing Diigo in the classroom.
khirnhup yeo

Diigo now less useful - 142 views

There is a neat solution to the caching problem and it can be found at http://groups.diigo.com/group/Diigo_HQ/content/almost-perfect-solution-to-caching-problem-icyte-1889535 .

Diigo

started by khirnhup yeo on 06 Sep 10 11 follow-ups, last by khirnhup yeo on 13 Sep 10
Sue Dowdell

Any Elementary Teachers using Diigo? - 101 views

I've used DIIgo teacher account to set up accounts for my 105 fIfth graders thIs past sprIng. I put all students In a maIn group (ColonIal Resources) and then students studyIng a partIcular colony ...

Elementary intermediate

started by Rachel Peters on 02 Jul 09 6 follow-ups, last by Sue Dowdell on 10 Jul 09
Sharin Tebo

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learned | Granted, and... - 56 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Sharin Tebo on 19 Nov 14 - No Cached
  • But students move almost never. And never is exhausting.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was no different in my experience. There was not one class where i was asked to move to work with someone else. However, there was opportunity for engagement with others, where the teacher let the students do the talking and the working. 
  • sitting passively.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      Passive engagement is how i would describe most students to 'sat and got' while the teacher spoke. However, this was not the case in 100% of classes i shadowed/participated in.
  • build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      We typically do this in a language learning class, so it was tiresome for me to not have the opportunity to move around and engage with others. 
  • ...6 more annotations...
  • High School students are sitting passively and listening during approximately 90% of their classes.
  • It was not just the sIttIng that was draInIng but that so much of the day was spent absorbIng InformatIon but not often grapplIng wIth It.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was not true for all my classes today when i shadowed. The teacher in one class served as a model to annotate an article while we did the same. We were left to our own devices to write the main idea in 2-3 sentences, too. We also had to sum up our learning by analyzing topics in some pretty tough questions in Physics, and the final question was to put it all together and list a real-world example. i thought this was clever.
    • deniseahlquist
      deniseahlquist on 20 Nov 14
       
      Early in my career, i also was asked to shadow students (when we were choosing schools for a funded project) and it was definitely one of the most eye-opening experiences i've had. i could not believe how resentful and angry i felt at the end of the day and i think of myself as someone who just loves to learn, but i did so little of it in most of the classes. After the experience, i was no longer surprised that students struggle to stay focused, and i redoubled my efforts to help support teaching and learning experiences that actively engage learners in building understanding. Highly recommend this experience for any teacher, coach or administrator.
  • If I could go back and change my classes now, I would ImmedIately: Offer brIef, blItzkrIeg-lIke mInI-lessons wIth engagIng, assessment-for-learnIng-type actIvItIes
  • set an egg timer every time i get up to talk and all eyes are on me. When the timer goes off, i am done.
  • Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was listed on the board in one class, but it was not discussed. 
  • Teachers work hard
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      Yes, they do work hard, but is it productive and best for student learning to be doing everything while students are passive? Why not make the kids do the heavy lifting so it is best for them?
Kenuvis Romero

Insula (buIldIng) - WIkIpedIa, the free encyclopedIa - 0 views

en.wikipedia.org/...Insula_(building)

shared by Kenuvis Romero on 23 Jun 13 - No Cached
  • In Roman archItecture, an Insula (LatIn for "Island," plural Insulae) was a kInd of apartment buIldIng that housed most of the urban cItIzen populatIon of ancIent Rome, IncludIng ordInary people of lower- or mIddle-class status (the plebs) and all but the wealthIest from the upper-mIddle class (the equItes). The tradItIonal elIte and the very wealthy lIved In domus, large sIngle-famIly resIdences, but the two kInds of housIng were IntermIngled In the cIty and not segregated Into separate neIghborhoods.[1] The ground-level floor of the Insula was used for tabernae, shops and busInesses, wIth the lIvIng space upstaIrs. LIke modern apartment buIldIngs, an Insula mIght have a name, usually referrIng to the owner of the buIldIng.[2]
Cammy Torgenrud

Educational Leadership:Closing Opportunity Gaps:The Myth of Pink and Blue Brains - 36 views

www.ascd.org/...h-of-Pink-and-Blue-Brains.aspx

psychology brain gender education

shared by Cammy Torgenrud on 05 Nov 10 - No Cached
  • Few other clear-cut differences between boys' and girls' neural structures, brain activity, or neurochemistry have thus far emerged, even for something as obviously different as self-regulation.
  • Our actual ability differences are quite small. Although psychologists can measure statistically significant distinctions between large groups of men and women or boys and girls, there is much more overlap in the academic and even social-emotional abilities of the genders than there are differences (Hyde, 2005). To put it another way, the range of performance within each gender is wider than the difference between the average boy and girl.
  • epigenetic
  • ...8 more annotations...
  • Baby boys are modestly more physically active than girls (Campbell & Eaton, 1999). Toddler girls talk one month earlier, on average, than boys (Fenson et al., 1994). Boys appear more spatially aware (Quinn & Liben, 2008).
  • Avoid stereotyping
  • Appreciate the range of intelligences
  • Strengthen spatial awareness
  • Engage boys with the word
  • Recruit boys into nonathletic extracurricular activities
  • Bring more men into the classroom
  • Treat teacher bias seriously
Martin Burrett

Book: Ten Traits of Resilience by @JamesHilton300 via @BloomsburyEd - 5 views

ukedchat.com/...ten-traits-resilience

book book review

shared by Martin Burrett on 04 Oct 18 - No Cached
  • Martin Burrett on 04 Oct 18
     
    "This book is remarkable gem.  it is easy to read but offers great challenge and inspiring ideas in a carefully explained and encouraging way. The author draws on his experience, in an honest and true-to-life style.  He is open and honest and shares some of his worst experiences in a modest and humble style.  As i picked up the book i wasn't sure that resilience was the key feature of leadership that i would have highlighted - i think i would have wanted resilience in my top ten characteristics of good leadership, following other books and courses i've been on i'm sold on the benefits - but i was slightly surprised to find a book putting resilience at the heart.  Until i started reading, and quickly i was convinced."
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