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Maryam Kaymanesh

School subject paradigms and teaching practice in lower secondary Swedish schools influ... - 0 views

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    Computers & Education
peppermara

Artistic Dreaming - Women, Art and Empowerment in La Perouse | Human Rights in Australi... - 0 views

  • Ngala Nanga Mai
  • Since its inception, it has been an accessible and popular program within the community, bringing together mostly young women from lower-socio economic backgrounds that face issues of social isolation and disadvantage, which have previously restricted them from using these essential services.
  • Often, guest artists will attend to lead workshops that expose the women to different artistic techniques and cultural experiences.
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  • The project is about women and children and their access to health, education, art and social interaction. Art is central: it is about the process for the individual as an integrated being
  • be removed from their circumstances by immersing in the present and learn about themselves through the process of education and expression.
  • For the women, these meeting times exist in a space that provides a momentary respite from the role of mothering, where they can focus on the project before them,
  • We discuss how art gives shape to identity, pain and discovery as it taps into the unconscious. It connects the body, mind and spirit, allowing the opportunity to create and then step back and reflect. It is this holistic process that promotes the greatest right: human dignity.
  • Overall well-being has increased, contributed to by a greater sense of purpose, social connectedness, self-confidence and belonging.
  • In the past four years, Ngala Nanga Mai has grown into a strong, unified group that continues to prosper.
  • Art will forever remain one of the most effective mediums of expression. As blank canvases are filled with colours that depict stories, identities and lives, art will continue to inspire and empower change, growth and reflection. Initiatives such as Ngala Nanga Mai reveal the potential of art as a tool for promoting human development, building community and fostering well-being. Whilst law, policy and large-scale government intervention lack the capacity to ensure holistic change on an institutional level, it is vital that more creative ventures emerge that foster artistic expression, human rights and social empowerment. With motivation they are not only possible but sustainable.
kahn_artist

Impact of the Internet surfing on reading practices and choices - 0 views

  • Surfing the Internet has become a daily routine of the new generation.
  • The present generation especially the college students are well versed with the new technologies and their application in present networked society
  • Now the potential reader can access and browse the online information from the whole web while using his/her terminal at home.
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  • The hypertext and hypermedia technologies allow the e-readers to go from one page to another by selecting links in various directions popularly known as surfing
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    The internet brings a wider scope of reading material.
kinseyem

Health Education Center - General Health - 1 views

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    Unfortunately, college students can easily become addicted to the internet because of free access and lots of unstructured time. The internet allows students to easily find the most up to date resources as well as offer a great way to take a break from studies or keep in touch with friends and family.
Mirna Shaban

Egypt's Spring: Causes of the Revolution | Middle East Policy Council - 0 views

  • eemed that nearly all of the 90,000 people who had responded to the Facebook request to demonstrate on Police Day had filled the square, crowded into central Alexandria, and confronted the security forces in Suez City
  • An accidental president, who came to power because of Anwar Sadat's assassination on October 6, 1981, Mubarak initially calmed the public, stressed the rule of law, released political prisoners and encouraged parliamentary elections. However, as soon as he began his second term, in 1987, he refused to reform the constitution, extended the state of emergency, promulgated laws to exclude opposition parties from local councils and tightened the grip of the ruling National Democratic Party (NDP) over parliament. He denounced opposition groups for criticizing his policies and asserted, threateningly, "I am in charge, and I have the authority to adopt measures…. I have all the pieces of the puzzle, while you do not."1
  • after the Islamist groups renounced violence in 1997, emergency and military courts continued to operate. They prosecuted civilians charged with nonviolent infractions, such as Muslim Brothers who met to prepare for professional syndicate elections or journalists who "slandered" regime figures. Police increasingly harassed people on the street, demanding bribes from shop owners and minivan drivers and free food from vendors and restaurants. They seized and beat people in order to coerce false confessions or to pressure them to become informers. They harassed people who came to the police station to get IDs or other routine documents, and they nabbed those who "talked back" to them. Amnesty International concluded that torture was "systematic in police stations, prisons and [State Security Investigations] SSI detention centers and, for the most part, committed with impunity…. [Security and plainclothes police assault people] openly and in public as if unconcerned about possible consequences."
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  • 3 Even the government-appointed National Council on Human Rights, in its first annual report (2004), expressed deep concern about the 74 cases of "blatant" torture and 34 persons who had died in police or SSI detention that year.4 A U.S. diplomat cabled in 2009 to Washington that Omar Suleiman, director of the Ge
  • neral Intelligence Directorate, and Interior Minister Habib al-Adly "keep the domestic beasts at bay, and Mubarak is not one to lose sleep over their tactics."5
  • All aspects of public life were controlled, ranging from censorship of cultural and media production to the operation of labor unions.
  • Workers were banned from striking and, since the change in the labor law in 2003, were often hired on short-term contracts, under which they had no medical — or social — insurance benefits. The monthly minimum wage had not been raised since 1984, when it was set at LE 35 (in 2011 the equivalent of $6).6 The ETUF enforced government policy rather than represented its millions of members.
  • Private-sector workers suffered even more, as the 2003 labor law failed to provide any protection to employees negotiating length of contract, salary level, hours at work, overtime compensation, vacation or lunch breaks. Workers often lacked health and injury insurance. Many private-sector firms forced new hires to sign, along with the contract, Form No. 6, which allowed the employer to fire them without warning, cause or severance pay.
  • The exclusion of opposition forces from the political arena in fall 2010 was accompanied by systematic crackdowns on the media, cultural expression and university life. The regime wanted to prevent critical commentary from being aired in independent newspapers and on private satellite stations. The government closed down 19 TV and satellite channels, hacked or blocked several websites, and pressured private businessmen to cancel outspoken critics' positions as editors, opinion writers and talk-show hosts. The Association for Freedom of Thought and Expression (AFTE) concluded: "The Ministry of Mass Media and Communication has tightened its fist over all media channels to markedly reduce the space for freedom of expression, especially [during and] after the last parliamentary elections."13
  • Already, press and cultural output were managed through myriad control boards. Journalists were beaten, jailed and/or fined if they investigated corruption or police brutality and were charged with incitement or libel when they criticized government policies or political leaders. AFTE also reported heavy-handed censorship of movies, plays and books.
  • The crackdown on university life accelerated after the 1979 student charter was amended in 2007 to give administrative bodies — and, behind them, the SSI — the right to bar students from running in university elections. By th
  • en, the SSI was interfering deeply in university operations: approving the appointment of rectors and deans, exercising a veto over teaching-staff employment and promotions, vetting graduate teaching assistants, determining the eligibility of students to live in dormitories, and interfering in scientific research, textbooks choices, and faculty permissions to travel abroad to participate in conferences.14 The SSI presence was overtly threatening; guards stood at the gates and at each building. Plainclothes SSI officers quelled demonstrations as well as threatening and arresting student activists. Then, in October 2010, the government refused to implement the Supreme Administrative Court ruling that banned SSI guards from the campuses and also blocked anti-regime candidates from contesting seats in the student-union elections.15
  • They sold significant portions of the public sector for their personal benefit and decreased public investment in agriculture, land reclamation, housing, education and health
  • Nearly half the residents of Cairo lived in unplanned areas that lacked basic utilities, sometimes living in wooden shacks
  • the World Bank reported that, by 2006, 62 percent of Egyptians were struggling to subsist on less than $2 a day
  • Given the overwhelming power of the state, the severe restrictions imposed by the State of Emergency on public gatherings, and the unchecked violence by police and security forces, people were fearful of protesting in the streets. Nonetheless, there were many efforts to expose the conditions. Novels and films highlighted corruption, police brutality, urban poverty and sexual harassment.29 Some art exhibits displayed in-your-face paintings depicting torture and military repression. Human-rights groups reported on poverty in the countryside and cities, deteriorating environmental conditions, harassment of women and activists, restrictions on the press, police coercion, and thuggery during elections.
  • There was public outrage at the very public beating-to-death just before midnight on June 6, 2010, of 28-year-old Khaled Said, seized as he entered an internet café in Alexandria.35 Late that night 70 young men and women gathered across from the police station, demanding that the police be brought to justice. They received the usual response: beaten, dragged along the street, attacked by police dogs, and arrested. Protests continued throughout the summer: funeral prayers at Sidi Gaber mosque, attended by 600 mourners who spilled out into the street afterwards; a vigil outside the Ministry of Interior headquarters in Cairo; a silent protest along waterfronts and bridges throughout Egypt; and numerous violently suppressed protests in downtown areas not only involving well-known politicians and protest groups but also people who felt that Khaled Said could have been themselves, their son, or their grandson. A teenager reflected this perspective, saying: "This is an extraordinary case. This guy was tortured and killed on the street. I did not know him but I cannot shut up forever."36 "For the sake of Khaled! For the sake of Egypt!" (ashan Khalid, ashan masr) became a rallying cry, voiced in fear as well as in the determination to restore individual and collective dignity (karama). On the fortieth day commemorating his death, people shouted outside the High Court: "Our voices will not be silenced… We've waited for 25 years, but our condition has not improved. Tomorrow the revolution will come."37
  • Dozens of Facebook groups supported the cause, of which "We Are All Khaled Said" became the most famous. They circulated reports about poli
  • ce brutality, many of which had been posted in the past but had not received such intense scrutiny. These included the video of police sodomizing a 21-year-old minivan driver in January 2006. Filmed by police officers in Boulaq al-Dakrour station, the police mailed it to the cell phones of other van drivers to intimidate them. "Everybody in the parking lot will see this tomorrow," they boasted.38 Hafez Abu Saeda, head of the Egyptian Organization of Human Rights, noted: "Police brutality is systematic and widespread… The humiliation of the simple citizen has become so widespread that people are fed up."39 Their anger, he warned, could spark a rebellion.
  • Nonetheless, the protesters themselves agree that it took the swift removal of Ben Ali to make them think that, if sudden change was possible in Tunisia, it might be possible in Egypt.
  • Even when people broke the barrier of fear on January 25, played cat-and-mouse with security forces on downtown streets on January 26 and 27, and withstood the onslaught all day and night on January 28, they faced a formidable regime, supported by the security forces and the entrenched NDP. The revolution would have been much bloodier if the armed forces had stood by the president. President Mubarak and Interior Minister Habib al-Adly hastened their own demise by unleashing extreme violence on January 28, followed by Adly's abrupt withdrawal of all police forces that night. Enraged, the public created neighborhood watches to ensure the safety of their communities.
  • Mubarak miscalculated by ordering the armed forces into the streets, even though their loyalty was to the nation — not to the person. He further miscalculated that he could offer minor concessions — such as appointing a vice president, changing the prime minister, and saying that he would not seek another term — on January 28 and again on February 1 and yet follow those placating words by unleashing fierce attacks on February 2. Over the next week, protesters held their ground, thousands of people flooded to city squares to call for dignity and freedom, labor strikes spread, employees in public institutions joined the movement, and lawyers, doctors, and professors marched in their professional garb. Finally, the Supreme Council of the Armed Forces ended its silent watch and forced Mubarak's hand. When Mubarak resisted leaving, the generals compelled the newly-appointed vice president to inform the president that, if he didn't step down, he would face charges of high treason.
  • Suddenly on Friday, February 11 — as millions of people surged angrily through the streets — Mubarak vanished. Anger transformed into tears of joy and celebration. And the next morning, young people cleaned up the public spaces, symbolically starting the huge task of cleansing Egypt of the corrupt regime and rebuilding the country. How they would rebuild Egypt remained uncertain, but their mobilization instilled a new and powerful pride, coupled with determination to take control over their future and not be cowed again by any authoritarian ruler.
lilymg

Improving Media Coverage of Police Brutality Cases | The Maynard Institute for Journali... - 1 views

    • lilymg
       
      Older story, but current problem
    • lilymg
       
      This article deals with race, police brutality and media coverage- will look into further
  • while people of color who suffer violent run-ins with the authorities are typically portrayed as aggressors deserving of attacks from law enforcement officers. 
kahn_artist

Beyond Google: How do students conduct academic research? | Head | First Monday - 1 views

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    A study on how modern students conduct academic research
wstrahan

In Africa, Li Keqiang Refutes Charge of Chinese 'Neo-Colonialism' | The Diplomat - 0 views

  • Chinese Premier Li Keqiang finished his four country tour of Africa, making stops in Ethiopia (including the African Union headquarters), Nigeria, Angola, and Kenya. China’s activities in Africa are increasingly gaining media attention around the world, particularly as speculation heats up about a competition for the continent between China and the U.S. (or even China and Japan).
  • Li promised to devote “more than half of its foreign aid to Africa,” with no conditions attached to the funding. Li pledged China’s friendship to Africa, and reiterated Chinese support for Africa playing a larger role in world politics as it continues to develop. Li also stressed that China “will never attach political conditions to its assistance to Africa and will never use its aid programs to interfere in the internal affairs of African countries,” a tacit criticism of Western countries who often refuse to provide funding to countries seen as human rights violators.
  • Li Keqiang also acknowledged in a speech that China-Africa relations have encountered some “growing pains,” a nod to tensions in some African countries over issues such as illegal Chinese mining operations and resentment against local Chinese traders. But Xinhua was quick to emphasize that these “growing pains” are “problems that inevitably occur during the development of relations” — meaning no one (especially not China) is to blame.
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  • Like Xinhua, Li was at pains to combat perceptions of China acting as a “neo-colonial” power in Africa. His tour largely ignored the question of resource exploitation, and instead emphasized China-Africa cooperation in fields such as infrastructure, training and education, poverty reduction, environmental protection, and cultural exchange.
  • Li promised that China will help develop high-speed railways, highways, and regional airports in Africa, citing infrastructure construction as a top priority for Africa’s continued development.
  • These assurances will help counter Western criticisms that even China’s infrastructure development in Africa provides little benefit to the continent, as construction is often done by imported Chinese work crews.
  • coverage of Li’s stop in Angola, a major oil supplier, barely mentioned China’s oil deals. Instead Li focused on more general Chinese investment in the country, including plans to expand cooperation in infrastructure and agriculture.
  • Starting with Mao Zedong, China forged a strong bond with Africa based on their common identities as victims of colonial exploitation.
  • China wanted to emphasize its altruism, playing up the unconditional nature of its aid money, and emphasizing the real-world benefits its investment and technology transfers would bring to African people
anonymous

Carol Kuhlthau Information Search Process - 1 views

  • People engage in an information search experience holistically, with an interplay of thoughts, feelings and actions.  Common patterns of thinking, feeling, and acting are characteristic in each phase.  These studies were among the first to investigate the affective aspects or the feelings of a person in the process of information seeking along with the cognitive and physical aspects.  Rather than a steady increase in confidence from the beginning of a search to the conclusion, as might be expected, a dip in confidence is commonly experienced once an individual has initiated a search and begins to encounter conflicting and inconsistent information.  A person “in the dip” is increasingly uncertain and confused until a focus is formed to provide a path for seeking meaning and criteria for judging relevance. Advances in information technology, that open access to a vast assortment of sources, have not helped the user’s dilemma and may have intensified the sense of confusion and uncertainty.  Information systems may intensify the problem particularly in the early stages of the ISP by overwhelming the user with “everything” all at once.
anonymous

Pepper the Robot: Tech News Today 1022 - YouTube - 0 views

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    This "humanoid robot" has lots of sensors, facial recognition, voice recognition, articulate hands. Design company claims to be able to read and express human emotions. Suggested plans are to use robot for babysitting and storytelling with young children. I wonder whether young children left alone with a robot limited to artificial intelligence would respond positively or would be frightened or upset without the presence of a parent, caregiver, or teacher to mediate their interactions with the robot. I imagine an early childhood classroom would be highly entertained and their attention stimulated by the presence of this humanoid robot. But I can't imagine having this robot replace responsible teaching or caregiver staff with the social interactions presented in this video. Based on Alan Kay's comments that computer artifacts are meta-medium that need to go beyond demonstrations and build artificial intelligence for specific user groups and age-appropriate curriculums, I will review the literature about interactive storytelling with socially assistive robots in early childhood classrooms.
anonymous

Robot-Aided Learning and r-Learning Services | InTechOpen - 1 views

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    "R-Learning services include learning activities that utilize a direct physical experience, such as chanting and dancing (Kanda et al., 2004; Han et al., 2009a; Yujin, 2008), and learning that uses teaching props such as toys (Yujin, 2008; Movellan et al., 2009), and that delivers multi-media contents through a touch screen (Han et al., 2005; Han and Kim, 2006; Hyun et al., 2008). This final type of activity for delivery of multi-media contents can sub-divided into two categories: class management and class instruction (Han et al., 2009a). Class instruction can further be sub-divided into contents delivery type (Han et al. 2005; Han and Kim, 2006; Hyun et al., 2008) and participatory type through augmented virtuality (Han et al., 2009b), depending on the participation of the learners."
anonymous

Storytelling Theory and Practice - YouTube - 0 views

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    Sturm argues that storytelling provides something larger: a way of organizing information. He says we can look at these characteristics as dots of data on a screen, where the story is the way we connect the dots. And how we connect the dots, changes the kinds of stories we create. Storytelling ethics and the need for trust and truth are discussed. Comments include his Story Listening Experience Model http://ils.unc.edu/~sturm/storytelling/storyexperience.pdf I wonder if this model could be used to create better programming routines for socially interactive storytelling robots? I have no idea how it would be possible to create a script for conveying ethics and the need for trust and truth using artificial intelligence. I think such activities require mediation by authoritative human participants to connect the dots and to establish a teaching presence that can address issues of ethics, trust, and truth for the listening audience upon reflection. I can easily see teachers, parents, caregivers "remix" what a storytelling robot presents to facilitate deeper reflection by young children in early childhood classrooms.
anonymous

Supporting augmented reality based children's play with pro-cam robot - 0 views

  • The study has found that robot-assisted AR based play showed improved learning effects, compared to the conventional play, in language and creativity and this is attributed to the operational flexibility, novelty, robotic mediation and capturing the attention of the children. The result was also made possible in part by designing an effective interface for the teachers to control the robots and manage the simultaneously occurring tasks.
anonymous

Casper - Socially Assistive Humanoid Robot - YouTube - 0 views

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    I am not sure how this socially assistive robot designed for cognitively impaired older adults to improve independent living would be received in an early childhood classroom setting. But the level of artificial intelligence programming is impressive and intriguing.
anonymous

Development and Utilization of Projector-Robot Service for Children's Dramatic Play Act... - 0 views

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    After interviewing, focused on the three different aspects, such as differences from previous dramatic experiences, interesting points in the play activity, and the role of the media (robot or computer), most interviewees positively evaluated the augmented reality based dramatic play activity. Regarding all three of the categories, we concluded that the robot, as a delivering medium, did a better job than a computer when it came to helping children concentrate on the media and technology, peak their interests and understand the roles of the media.
andhearsonars

Pinterest - Wikipedia, the free encyclopedia - 0 views

  • Usage
  • personalized media platform
  • The website has proven especially popular among women.
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  • Pinboards can be used by educators to plan lessons. Teachers can pin sites for later referral. Students can pin and organize sources and collaborate on projects
  • Pinterest does not generate its own content; rather, it draws from many resources around the web and compiles them in one convenient location for users. By transferring information from restricted access to a more open public sphere, information transaction costs have decreased drastically.
  • By only being shown items users are comfortable with, users are unexposed to foreign ideas. Many users are unaware of the personalization.
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    [Only concerned with the "Usage" section]
Maryam Kaymanesh

The role of social media in higher education classes (real and virtual) - A literature ... - 1 views

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    Computers in Human Behavior
andhearsonars

School Systems Blog - Four Ways to Use Pinterest in Education - 1 views

  • Pins are also shared and searchable, which makes Pinterest a wonderful resource for visual information.
  • specific theme
  • original source, where you may find more inspiration
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  • organizing
  • social networking
  • collaborate
  • set up boards that allow multiple people to pin
  • categorizing
  • tutorials
  • write a note to yourself about the pin so you will remember exactly why you chose it
  • organize resources for presentations, projects, essays
  • visual journal
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