Making Oil from Plastic
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The Scale of the Universe 2 - 87 views
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An amazing sequel to Scale of the Universe. See the smallest and biggest objects in our universe. This version is animated and has lots more objects to view. http://ictmagic.wikispaces.com/Science
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compares the size of small and large objects that make up our known universe; shared by Ginny Byrne
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Zoom from the edge of the universe to the quantum foam of spacetime and learn about everything in between.
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Teaching in America's highest-need communities isn't rocket science. It's harder. - 52 views
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Making Oil from Plastic - 34 views
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Tons of plastic from Japan and US is left afloat in the Pacific Ocean, which is endangering marine life significantly.
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Utilization doesn't just take into account the 20 percent of recycled plastic. But it also considers the incinerated 52 percent used for energy recovery like generating electric power or heat. Akinori Ito says "If we burn the plastic, we generate toxins and a large amount of CO2. If we convert it into oil, we prohibit CO2 production and at the same time, increase people's awareness about the value of plastic garbage"
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Oil from Shale: Oil can be extracted from this fine grained, organic rich, sedimentary rock through pyrolysis, thermal dissolution or hyderogentation. Shale contains high concentrations of organic chemical compounds known as Kerogen. From this solid mixture, oil is extracted through chemical process. Shale can be effective converted into combustible oil shale gas and liquid hydrocarbons (shale oil). Global deposits of Shale are estimated to be around 2.8 trillion to 3.3 trillion barrels of restorable oil. Planet earth is blessed with about 600 known oil shale deposits, most of which is found in United States of America. Although several countries have oil hale deposits, known deposits of economic importance is found only in 33 countries.
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Stephen Downes: Things You Really Need To Learn - 88 views
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The prediction of consequences is part science, part mathematics, and part visualization. It is essentially the ability to create a mental model imaging the sequence of events that would follow, "what would likely happen if...?"
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how to look at some text and to understand, in a deep way, what is being asserted (this also applies to audio and video, but grounding yourself in text will transfer relatively easily, if incompletely, to other domains).
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Do not simply accept what you are told. Always ask, how can you know that this is true? What evidence would lead you to believe that it is false?
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Sometimes people think that creative ideas spring out of nothing (like the proverbial 'blank page' staring back at the writer) but creativity is in fact the result of using and manipulating your knowledge in certain ways.
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creativity involves a transfer of knowledge from one domain to another domain, and sometimes a manipulation of that knowledge.
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You can have all the knowledge and skills in the world, but they are meaningless if you do not feel personally empowered to use them; it's like owning a Lamborghini and not having a driver's license.
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When you realize you have the power to choose what you are doing, you realize you have the power to choose the consequences. Which means that consequences -- even bad consequences -- are for the most part a matter of choice
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What Makes a Great Teacher? - The Atlantic (January/February 2010) - 71 views
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hey avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.
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one way that great teachers ensure that kids are learning is to frequently check for understanding: Are the kids—all of the kids—following what you are saying? Asking “Does anyone have any questions?” does not work,
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"For years, the secrets to great teaching have seemed more like alchemy than science, a mix of motivational mumbo jumbo and misty-eyed tales of inspiration and dedication. But for more than a decade, one organization has been tracking hundreds of thousands of kids, and looking at why some teachers can move them three grade levels ahead in a year and others can't. Now, as the Obama administration offers states more than $4 billion to identify and cultivate effective teachers, Teach for America is ready to release its data."
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Article on teacher effectiveness as studied through Teach for American data. Thrilling and scary in implication all at the same time.
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Stephen R. Covey: Our Children and the Crisis in Education - 61 views
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Employers and business leaders need people who can think for themselves -- who can take initiative and be the solution to problems. They need people who can build trust and get along with others, and solve complex challenges in teams without much supervision.
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"Partnerships between schools and parents in educating the whole child, which includes developing both the character strength and the competencies required to really succeed in the 21st Century."
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Seven Habits of Highly Effective People -- a set of universal, timeless, self-evident principles common to every enduring, prospering society, organization, or family. I take no credit for these principles. I simply organized, sequenced and articulated them. These principles include 1) taking personal responsibility and initiative, 2) getting clear about what's important to you and setting goals, 3) putting those priorities first and being disciplined, 4) seeking mutual benefit in all interactions with others -- the golden rule, 5) seeking to understand others from their perspective first before making your point, 6) valuing differences and creating third-alternative solutions to problems that are better than "my way" or "your way," and 7) taking care of and renewing yourself in all four areas of life -- body, mind, heart and spirit.
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The approach is inside-out, with the teachers and administrators learning, living and modeling the principles themselves first, and then, at the most basic level, integrating the principles into their teaching every day. There is no new curriculum. The principles of effectiveness are creatively woven by teachers into every subject -- reading, math, history, science, social studies, art, etc. From the moment they walk into the school each day until the final bell rings, the children soak in their adult leaders' belief that they are leaders of their own lives, have unique talents, and can make a difference.
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We don't define leadership as becoming the CEO or the few percent who will end up in big leadership positions. We are talking about leading your own life, being a leader among your friends, being a leader in your own family. Leadership, as one school put it, is doing the right thing even when no one is looking.
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Measuring Hell - 25 views
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Vi Hart's Videos Bend and Stretch Math to Inspire - NYTimes.com - 52 views
www.nytimes.com/...18prof.html
videos vi_hart resources curriculum research school teaching technology tools
shared by Simon Borgert on 17 Jan 11
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 41 views
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found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
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When they are later asked what they have learned, she went on, they can more easily “retrieve it and organize the knowledge that they have in a way that makes sense to them.”
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But when they were evaluated a week later, the students in the testing group did much better than the concept mappers.
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What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
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They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory
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In the narrative recall version of the test the subjects were made to reread the article numerous times. In the concept mapping version they were directed to read the article once. The different outcomes could just be related to the power of re-reading something. Also, narrative recall isn't what most tests look like. That label is clearly a misnomer.
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 89 views
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The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other methods, the study goes further.
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“Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
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Edmodo | Home - 89 views
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Me to 2* Science Diffusion, Osmosis, & Active Transport Notes Turned in (0) DUE: May 24, 2012 Please fill-in as we go through them in class. I will upload a separate document with the diagrams. I will create a handout of the diagrams so please DO NOT print from here. Diffusion, Osmosis, & Active Transport Notes... Show Full Post Show Less
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The pink highlight is an example of a homework/note posting in Edmodo. You can keep track of who has completed the assignment.
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Cathy, I loaded the Diigo toolbar in IE, Firefox, and Chrome. It's the only toolbar I use. In Firefox and IE, I click on the Diigo icon in the toolbar and mouse hover over "See All Annotations". Another menu will open in whcih you can select the setting you desire in regards to public and private annotations/sticky notes.
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I like using the highlighting and sticky notes. This can be a great tool to use with my students. Just like I am doing for Edmodo by pointing out the different features of the site.
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You can't remove them as they are not your notes, they were published by somebody else in a group where you have access to (Public, Diigo in Education, etc.). You have the option to hide them through the Diigo toolbar, or you can abandon the group not to see any notes from any member in it. :)
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Water at 2,000 Frames per Seconds - 166 views
www.thatvideosite.com/...ater_at_2000_frames_per_second
Water at 2 000 Frames Per Second science education You Tube
shared by Cindy Agnew on 29 May 11
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Why Do Some People Learn Faster? | Wired Science | Wired.com - 2 views
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NAEP Gets It One-Third Right -- THE Journal - 15 views
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9 Gail Desler California I look forward to following this discussion! Currently many school districts have the same keyboarding + MS Office requirement for tech proficiency shared above by Interested Parent. I think to continue with that model well into the 21st century is really the train wreck waiting to happen. I've read through the NAEP draft. as well as some of their referenced documents from ISTE, http://www.21stcenturyskills.org/ DOT , and the http://www.ncte.org/positions/statements/2 DOT 1stcentdefinition and am hopeful that the NAEP framework will promote the integration of technology literacy across the curriculum. Thanks for starting the conversation.
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Wed, Sep 9, 2009 Dick Schutz http://ssrn.com/author=1199505 The framework defines technology as "any modification of the natural or designed world done to fulfill human needs or desires." I can't think of any human action that wouldn't fall under that definition The definition of technological literacy is "the capacity to use, understand, and evaluate technology as well as to apply concepts and processes to solve problems and reach one’s goals. It encompasses the three areas of Technology and Society, Design and Systems, and Information and Communications Technology." That's pretty much universal expertise. This is to be measured with a 50 minute test starting at Grade 4. The specs for the tests at Grades 8 and 12 merely get more detailed and more abstract. By the time this gets run through the Item Response Theory wringer we'll have results that are sensitive to racial/SES differences but not to instructional differences. I'll look forward to your forthcoming explanations of how this came to happen.
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The problem? Namely, this: With no established federal definition of technological literacy, most states have chosen to follow the National Educational Technology Standards (NETS) established by the International Society for Technology in Education (ISTE), and to create their curricula and assessments accordingly.
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gical literacy that is very different from anything any state or No Child Left Behind (NCLB) envisioned. From the draft document: "In recent decades the meaning of technological literacy has taken on three quite different… forms in the United States. These are the science, technology, and society approach, the technology education approach, and the information and communications technology approach. In recognition of the importance, educational value, and interdependence of these three approaches, this framework includes all three under its broad definition of technological literacy."
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Geoffrey H. Fletcher is the editorial director of 1105 Media's Education Group. He can be reached at gfletcher@1105media.com. Comments
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Warning for Food Colorings to Be Considered by F.D.A. Panel - NYTimes.com - 0 views
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The hearings signal that the growing list of studies suggesting a link between artificial colorings and behavioral changes in children has at least gotten regulators’ attention — and, for consumer advocates, that in itself is a victory. In a concluding report, staff scientists from the F.D.A. wrote that while typical children might be unaffected by the dyes, those with behavioral disorders might have their conditions “exacerbated by exposure to a number of substances in food, including, but not limited to, synthetic color additives.”
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Encyclopedia of Life - 90 views
www.eol.org
science biology encyclopedia nature reference education animals wiki wikis research 2.0 databases resources
shared by Deven Black on 04 Jul 11
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http://www.iste.org/Content/NavigationMenu/Advocacy/Top_Ten_in_10.htm - 87 views
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Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching
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Home Advocacy Top Ten in '10: ISTE's Education Technology Priorities for 2010 Through a common focus on boosting student achievement and closing the achievement gap, policymakers and educators alike are now reiterating their commitment to the sorts of programs and instructional efforts that can have maximum effect on instruction and student outcomes. This commitment requires a keen understanding of both past accomplishment and strategies for future success. Regardless of the specific improvement paths a state or school district may chart, the use of technology in teaching and learning is non-negotiable if we are to make real and lasting change. With growing anticipation for Race to the Top (RttT) and Investing in Innovation (i3) awards in 2010, states and school districts are seeing increased attention on educational improvement, backed by financial support through these grants. As we think about plans for the future, the International Society for Technology in Education (ISTE) has identified 10 priorities essential for making good on this commitment in 2010: 1. Establish technology in education as the backbone of school improvement . To truly improve our schools for the long term and ensure that all students are equipped with the knowledge and skills necessary to achieve in the 21st century, education technology must permeate every corner of the learning process. From years of research, we know that technology can serve as a primary driver for systemic school improvement, including school leadership, an improved learning culture and excellence in professional practice. We must ensure that technology is at the foundation of current education reform efforts, and is explicit and clear in its role, mission, and expected impact. 2. Leverage education technology as a gateway for college and career readiness . Last year, President Obama established a national goal of producing the highest percentage of college graduates in the world by the year 2020. To achieve this goal in the next 10 years, we must embrace new instructional approaches that both increase the college-going rates and the high school graduation rates. By effectively engaging learning through technology, teachers can demonstrate the relevance of 21st century education, keeping more children in the pipeline as they pursue a rigorous, interesting and pertinent PK-12 public education. 3. Ensure technology expertise is infused throughout our schools and classrooms. In addition to providing all teachers with digital tools and content we must ensure technology experts are integrated throughout all schools, particularly as we increase focus and priority on STEM (science-technology-engineering-mathematics) instruction and expand distance and online learning opportunities for students. Just as we prioritize reading and math experts, so too must we place a premium on technology experts who can help the entire school maximize its resources and opportunities. To support these experts, as well as all educators who integrate technology into the overall curriculum, we must substantially increase our support for the federal Enhancing Education Through Technology (EETT) program. EETT provides critical support for on-going professional development, implementation of data-driven decision-making, personalized learning opportunities, and increased parental involvement. EETT should be increased to $500 million in FY2011. 4. Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching . As part of our nation's continued push to ensure every classroom is led by a qualified, highly effective teacher, we must commit that all P-12 educators have the skills to use modern information tools and digital content to support student learning in content areas and for student assessment. Effective teachers in the 21st Century should be, by definition, technologically savvy teachers. 5. Invest in pre-service education technology
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Confronting our fears in the haunted house of the unknown - 39 views
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Striving to preserve Truth - The Learner's Way - 12 views
thelearnersway.net/...striving-to-preserve-truth
preserve truth learner collaboration science technology education learning
shared by Nigel Coutts on 12 Feb 17
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What purposes does education serve? What needs of humanity does education serve? What might the product of our labours be like and how might our efforts contribute to the greater good? These are questions we have long struggled with but with but it seems that in the current times we might need to rethink how we answer these questions.