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HEATHER wcta

Brave new wired world: Earthquake tsunami in Japan trigger social networking avalanche ... - 0 views

    • HEATHER wcta
       
      Social Networking helps people; and helps Japan get over a disaster that will affect them for generations to come.
  • Social networks open their cyber-doors to help rescue people in distress and disseminate information in these critical times when most other means of communication have broken down
  • t was a Friday that Japan will always dread. On 11 March 2011, nature unleashed a furious attack on the busy islanders, a 9.0 magnitude quake that sent tremors through the islands, just after lunch time. The quake set off a devastating tsunami that washed over north-east Japan, leaving everything in shambles in a few minutes.
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  • The immediacy and intensity with which social networks responded to the situation enabled the world to learn about the disaster and the people in the eye of the storm, at a pace that was unfathomable just a decade or so ago.
  • housands of netizens took to the social networks and online forums to share information, communicate with friends and family, reach out to people and express solidarity with those affected by the situation.
    • HEATHER wcta
       
      Social Networking could have saved countless numbers of lives. Many people may have Facebook and Twitter to thank for their lives.
  • In fact, Twitter posted a guide in Japanese and English to assist people under duress with tips and resources to help them survive through the situation. It also offered a list of the most widely used hashtags to tweet about the disaster, helping users search for tweets from friends and family. According to Poynter, the hashtags #tsunami and #prayforjapan were trending thousands of tweets per second in the immediate aftermath.
  • Facebook too had its share of conversation, but then it does not enjoy the scale of success in Japan which it does elsewhere in the world. While a lot of international conversation was being written on the walls of Facebook, the Japanese themselves were flocking to Mixi, the leading social networking site in Japan. Mixi has over 20 million users in Japan and it was the first place where the devastated people rushed to, looking for messages from people living around the epicentre of the earthquake and in the path of the gigantic tsunami waves.
  • Skype became the preferred tool for voice and visual communication between people inside Japan and to communicate with families living overseas.
  • Google, the world's most recognisable entity on the Internet, probably had the most significant response among the various online communities working to alleviate and share the pain of the Japanese.
  • At last count, the site was tracking about 326,300 records.
  • Google took it a step further by launching a crisis response page, consolidating all the tools and resources related to the crisis on one page.
  • Google collected these details manually into the person finder app, helping to grow the database and connect an ever-increasing number of people.
  • No matter the form of the response, it is becoming clear that a wired universe is weaving itself into the fabric of our evolution. If the means with which we communicate with each other in the moments that truly define our existence are any indication, social networking is undoubtedly the primary tool of long-distance communication for the current generation.
CORINNA wcta

List of Nonprofit Organizations Helping Haiti | eHow.com - 0 views

  • HERO is a health and education relief organization that assists those devastated by natural disasters. The group helps with a variety of projects, including health, education and infrastructure. It has helped establish medical clinics and new hospitals, as well as schools in various parts of the country. Infrastructure programs have helped establish water supplies and improve transportation by re-creating a runway.
    • CORINNA wcta
       
      Corinna Florez period 7
CORINNA wcta

Haiti relief: Finding the best ways to help - 0 views

  • An easy way to help is to make a quick donation using your cell phone. You can also donate $10 to Red Cross relief efforts in Haiti by texting "Haiti" to 90999. More than $3 million has been donated so far. The donation itself is added to your next phone bill. Similarly, you can donate $5 with your phone by texting "YELE" to 501501. Money goes to Yele Haiti, a charity founded in 2005 by recording artist Wyclef Jean, Goodwill Ambassador to Haiti .
    • CORINNA wcta
       
      cool .
ravenm467 wcta

Morphine Rehab Center - Treatment for Morphine Rehabilitation Centers - 1 views

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    Call 1-866-675-4912 for Addiction Help or Browse Featured Morphine Drug Rehab Centers Ranking: No Feedback Rating Available! View Listing Facility Name: The Cedars Drug Rehabilation Center Treatment Type: Rehab Treatment Center Location: Manistee, Michigan Testimonials Add a Review Pictures
jonathanb442 wcta

uhelp | From poverty to prosperity through education - 0 views

    • jonathanb442 wcta
       
      Does this help High schools or Middle schools?
KATIE wcta

Official Site of We Are The World 25 For Haiti - 0 views

shared by KATIE wcta on 09 Feb 11 - Cached
  • The recording of ‘We Are The World 25 For Haiti’ embodies the same enthusiasm, sense of purpose and generosity as the original recording 25 years ago. Through the contributions of the new voices to this rendition of ‘We Are The World,’ and with the help of our partners, the We Are The World Foundation will be committed to transparency and will help further the spirit of activism that was at the heart of the original song and movement.
    • KATIE wcta
       
      Katie Period 8
CHRISTINA wcta

Harper Lee - Wikipedia, the free encyclopedia - 0 views

  • Nelle Harper Lee (born April 28, 1926) is an American author best known for her 1960 Pulitzer Prize winning novel To Kill a Mockingbird, which deals with the issues of racism that were observed by the author as a child in her hometown of Monroeville, Alabama. Despite being Lee's only published book, it led to Lee being awarded the Presidential Medal of Freedom of the United States for her contribution to literature in 2007.[1] Lee has also been the recipient of numerous honorary degrees, but has always declined to make a speech.
    • HONORATO wcta
       
      Can't believe she's still alive.....and she actually got introduced to the president.
    • thomasw997 wcta
       
      Harper Lee's birthday and info
  • After completing To Kill a Mockingbird, Lee accompanied Capote to Holcomb, Kansas, to assist him in researching what they thought would be an article on a small town's response to the murder of a farmer and his family. Capote expanded the material into his best-selling book, In Cold Blood (1966).
  • Lee showed her feistiness in her 1966 letter to the editor in response to the attempts of a Richmond, Virginia area school board to ban To Kill a Mockingbird as "immoral literature": “ Recently I have received echoes down this way of the Hanover County School Board's activities, and what I've heard makes me wonder if any of its members can read. Surely it is plain to the simplest intelligence that “To Kill a Mockingbird” spells out in words of seldom more than two syllables a code of honor and conduct, Christian in its ethic, that is the heritage of all Southerners. To hear that the novel is "immoral" has made me count the years between now and 1984, for I have yet to come across a better example of doublethink. I feel, however, that the problem is one of illiteracy, not Marxism. Therefore I enclose a small contribution to the Beadle Bumble Fund that I hope will be used to enroll the Hanover County School Board in any first grade of its choice.[7]
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  • Nelle Harper Lee was born in Monroeville, Alabama
  • On November 5, 2007, Lee was presented with the Presidential Medal of Freedom by President George W. Bush at a White House Ceremony. The Presidential Medal of Freedom is the highest civilian award in the United States and recognizes individuals who have made "an especially meritorious contribution to the security or national interests of the United States, world peace, cultural or other significant public or private endeavors."[15][16]
  • After completing To Kill a Mockingbird, Lee accompanied Capote to Holcomb, Kansas, to assist him in researching what they thought would be an article on a small town's response to the murder of a farmer and his family. Capote expanded the material into his best-selling book, In Cold Blood (1966).
  • Lee, Harper (1960) To Kill a Mockingbird. New York: J. B. Lippincott.
    • riannaa081 wcta
       
      Her real name is Nelle... lol
    • deanc699 wcta
       
      Umm... How is everyones day going? (:
    • aarons548 wcta
       
      BLARG
  • Having written several long stories, Harper Lee located an agent in November 1956. The following month at the East 50th townhouse of her friends Michael Brown and Joy Williams Brown, she received a gift of a year's wages with a note: "You have one year off from your job to write whatever you please. Merry Christmas.
  • Transferring to the University of Alabama at Tuscaloosa, Lee was known for being a loner and an individualist. She did make a greater attempt at a social life there, joining a sorority for a while.
  • Many details of To Kill a Mockingbird are apparently autobiographical. Like Lee, the tomboy (Scout) is the daughter of a respected small-town Alabama attorney. The plot involves a legal case, the workings of which would have been familiar to Lee, who studied law. Scout's friend Dill was inspired by Lee's childhood friend and neighbor, Truman Capote,[7] while Lee is the model for a character in Capote's first novel, Other Voices, Other Rooms.
    • CHRISTINA wcta
       
      Connection
  • When Lee attended the 1983 Alabama History and Heritage Festival in Eufaula, Alabama, she presented the essay "Romance and High Adventure."
  • In 1944, Lee graduated from Monroe County High School in Monroeville,[2] and enrolled at the all-female Huntingdon College in Montgomery for one year, and pursued a law degree at the University of Alabama from 1945 to 1949, pledging the Chi Omega sorority.
  • In 1949, a 23-year-old Lee arrived in New York City. She struggled for several years, working as a ticket agent for Eastern Airlines and for the British Overseas Air Corp (BOAC). While in the city, Lee was reunited with old friend Truman Capote, one of the literary rising stars of the time. She also befriended Broadway composer and lyricist Michael Martin Brown and his wife Joy. In 1956, the Browns gave Lee an impressive Christmas present—to support her for a year so that she could write full time. She quit her job and devoted herself to her craft. The Browns also helped her find an agent, Maurice Crain. He, in turn, was able to get the publishing firm interested in her first novel, which was first titled Go Set a Watchman, then Atticus, and later To Kill a Mockingbird. Working with editor Tay Hohoff, Lee finished the manuscript in 1959.
  • Lee, Harper (1961) "Love — In Other Words". Vogue Magazine. Lee, Harper (1961) "Christmas to Me". McCall's Magazine. Lee, Harper (1965) "When Children Discover America". McCall's Magazine.
  • r Lippincott in 1960 — to receive the inaugural ATTY Award for positive depictions of attorneys in the arts from the Spector Gadon & Rosen Foundation. At the urging of Peck's widow Veronique, Lee traveled by train from Monroeville to Los Angeles in 2005 to accept the Los Angeles Public Library Literary Award. She has also attended luncheons for students who have wri
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  • President George W. Bush presents Harper Lee with the Presidential Medal of Freedom at the White House on November 5, 2007 Born April 28, 1926 (1926-04-28) (age 84) Monroeville, Alabama Occupation Novelist Nationality American Subjects Literature Literary movement Southern Gothic
  • Main page
  • bestseller with more than 30 million copies in print. In 1999, it was voted "Best Novel of the Century" in a poll by the Library Journal. In high school, Lee developed an interest in English literature. After graduatin
  • She eventually becam
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    HARPER LEE
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    HARPER LEE
thomasw997 wcta

Air Transportation: Commercial Flight in the 1930s - 0 views

  • lthough not the only passenger airplane. Boeing had introduced its Model 80 in 1928, which also was designed as a passenger transport.
  • The Ford's most common variant, the 5AT, introduced in 1928, accommodated 13 passengers in its earliest model and was modified to seat up to 17. With no air conditioning and little heating, the plane was hot in summer and cold in winter, and with no circulation system, its environment was made even more unpleasant by the smell of hot oil and metal, leather seats, and disinfectant used to clean up after airsick passengers.
  • The Boeing Model 80 had a higher 14,000-foot (4,267-meter) ceiling but was still subject to turbulence.
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  • But on May 15, 1930, everything changed when Boeing Air Transport introduced the first female flight attendants. These women, called air stewardesses, attempted to make passengers more comfortable, offering them water, a sandwich, and sometimes chewing gum to help relieve ear discomfort.
  • Thus, nurses aboard the Boeing Model 80 became the first female flight attendants, for the salary of $125 per month. American Airlines began using stewardesses in 1933, and other airlines soon followed, although Pan American resisted the trend until 1944.
  • With the introduction of the Douglas DC-2 in 1934 and the DC-3 in 1936, air travel became much more comfortable and somewhat more commonplace. The DC-2 could fly coast-to-coast faster than any passenger plane before, and the DC-3 had both day and sleeper models, allowing passengers to travel cross-country in comfort. By 1939, at least 75 percent of all air travelers were flying on DC-3s. While the earlier trimotors had been plagued by engines that transmitted noise and vibration back to the passengers, Douglas planes added soundproofing to its cabins, ventilation ducts, and structure. Upholstered seats mounted on rubber and padded arm rests further reduced noise and vibration. The planes could also fly higher, around 20,000 feet, (6,100 meters), reducing, although not eliminating, turbulence, and the spar structure made the cabin roomier and easier to navigate than the contemporary Boeing 247, which had an internal spar that passengers had to step over.
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    Transportation in the 1930's
ravenm467 wcta

Morphine Addiction Help - Resources for Morphine Dependency - 1 views

  • Morphine is a powerful narcotic agent with strong analgesic action and other significant effects on the central nervous system. It is dangerously addicting. Morphine is a naturally occurring member of a large chemical class of compounds called alkaloids. Morphine is highly effective in relieving pain. It also inhibits the cough reflex, decreases the desire to eat, and causes constipation. Side effects include impairment of mental performance, euphoria, drowsiness, lethargy, and blurred vision.
  • Call your doctor at once if you have any of these serious side effects: Shallow breathing Slow heartbeat Seizure (convulsions) Cold, clammy skin Confusion Severe weakness or dizziness Feeling light-headed, fainting Less serious side effects are more likely to occur, such as: Constipation Warmth, tingling, or redness under your skin Nausea, vomiting, stomach pain Diarrhea Loss of appetite Dizziness Headache Anxiety Memory problems Sleep problems (insomnia)
  • Prescription drugs can ease pain and aid in recovery
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  • , but they are also one of the most common roads to addiction around today.
  • hree Classes of Prescription Drugs Most Commonly Abused Opioids - which are used to treat pain (includes codeine, oxycodone and morphine) Central nervous system (CNS) depressants - used to treat sleep disorders and anxiety (includes barbiturates and benzodiazepines) Stimulants - used for narcolepsy, ADHD and obesity (includes dextroamphetamine and methylphenidate)
  • Extreme drowsiness Pinpoint pupils Confusion Cold and clammy skin Weak pulse Shallow breathing Fainting Breathing that stops
  • Just because morphine is a prescribed drug for pain relief does not mean this drug cannot become addictive.
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    morphine addiction
jonathanb442 wcta

Haiti Education Foundation - 0 views

    • jonathanb442 wcta
       
      When people see this website I hope they will at least think of the kids and help.
    • editht269 wcta
       
      Why is it you're always on the sites I go to?! Lol. 
    • chasenm739 wcta
       
      i was here first
iand427 wcta

Cholera in Haiti | CDC Travelers' Health - 0 views

  • An epidemic cholera strain has been confirmed in Haiti, causing the first cholera outbreak in Haiti in at least 100 years.
  • The majority of cases have been reported in the Artibonite Departmente, approximately 50 miles north of Port-au-Prince, although the outbreak has spread to all areas of the country. Affected hospitals are strained by the large number of people who are ill.
  • Most travelers are not at high risk for getting cholera, but people who are traveling to Haiti should still take their own supplies to help prevent the disease and to treat it. Items to pack include A prescription antibiotic to take in case of  diarrhea Water purification tablets* Oral rehydration salts*
TIFFANY wcta

Food in Haiti - Haitian Food, Haitian Cuisine - traditional, popular, dishes, recipe, d... - 0 views

  • The island of Hispaniola, which encompasses both Haiti and the Dominican Republic, was inhabited by hunter-gatherers as early as 5000 B.C. Fruits and vegetables such as guavas, pineapples, cassava, papayas, sweet potatoes, and corn were cultivated by early Haitian tribes, particularly the Arawak and Taino Indians.
  • It was not long before the first European arrived on the island and began introducing oranges, limes, mangoes, rice, and sugarcane. Slaves from Africa were eventually transported to Haiti to work the sugarcane plantations.
  • Haitian food is often lumped together with other Caribbean islands as "Caribbean cuisine."
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  • Haitian cuisine is based on Creole and French cooking styles.
  • In 1998, the average life expectancy was 54.4 years of age.
  • Of children under the age of five, about 28 percent are underweight, and nearly one-third are stunted (short for their age).
  • About 61 percent of the population of Haiti is classified as undernourished by the World Bank.
    • holdend980 wcta
       
      I don't know if the recipes are needed.
  • Fruits and vegetables such as guavas, pineapples, cassava, papayas, sweet potatoes, and corn were cultivated by early Haitian tribes, particularly the Arawak and Taino Indians.
  • first European arrived on the island and began introducing oranges, limes, mangoes, rice, and sugarcane.
  • The Spanish established sugar plantations and made the native Indians work as slaves.
  • The Africans introduced okra (also called gumbo; edible pods), ackee (red and yellow fruit), taro (edible root), pigeon peas (seeds of an African shrub), and various spices to the diet. They later introduced such Haitian specialties as red beans and rice and mirliton (or chayote ; a pear-shaped vegetable) to Louisiana's Creole cuisine.
  • The Africans introduced okra (also called gumbo; edible pods), ackee (red and yellow fruit), taro (edible root), pigeon peas (seeds of an African shrub), and various spices to the diet. They later introduced such Haitian specialties as red beans and rice and mirliton (or chayote ; a pear-shaped vegetable) to Louisiana's Creole cuisine.
  • The African s introduced okra (also called gumbo; edible pods), ackee (red and yellow fruit), taro (edible root), pigeon peas (seeds of an African
  • The African s introduced okra (also called gumbo; edible pods), ackee (red and yellow fruit), taro (edible root), pigeon peas (seeds of an African shrub), and various spices to the diet. They later introduced such Haitian specialties as red beans and rice and mirliton (or chayote ; a pear-shaped vegetable) to Louisiana's Creole cuisine.
  • The French colonists successfully cultivated sugarcane, coffee, cotton, and cocoa with the help of African slaves.
  • the average Haitian diet is largely based on starch staples such as rice (which is locally grown), corn,
  • yams, and beans.
THOMAS wcta

Haiti earthquake: How to help - World news - Haiti - msnbc.com - 0 views

    • THOMAS wcta
       
      Im gonna hilight the intresting looking one.  -Thomas
  • Medical Teams International
  • Heifer Project Internationa
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  • Gifts in Kind Internationa
CORINNA wcta

Haiti Earthquake Relief - 0 views

  • How FPN members and other Florida foundations, corporate givers and other grantmakers are responding to the Haiti earthquake disaster.
  • any Florida corporations have established new programs to help their customers donate to Haiti earthquake relief and recovery efforts, provided in-kind donations and engaged in other efforts, raising more than $4.4 million in additional contributions.
CORINNA wcta

Haiti Quake: How to Help - CBS News - 0 views

  • The FBI and the National Center for Disaster Fraud (NCDF) have established a telephone hotline to report suspected Haitian earthquake relief fraud. The number is (866) 720-5721. The phone line is staffed by a live operator 24 hours a day, seven days a week. You can also e-mail information directly to disaster@leo.gov.
HEATHER wcta

Personal Learning Environment First Person - 0 views

    • HEATHER wcta
       
      IMPORTANT ; a personal learning environment is very important/
  • that emphasizes and
  • I will also tell the client that I'm trying something new so that they don't feel like an uninformed guinea pig to my learning. These experiments then become fodder for more learning. I try when I can to reflect on what I've done to see what worked well and what didn't. For example, recently I used a wiki to write a grant and right now I'm in the process of analyzing how that worked for us.  I will then incorporate my reflections into the next iteration if I intend to use the learning again.
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  • This blog is another way I process. Sometimes I put up some fairly raw thoughts (this being one of them), but I find that the feeling of having an "audience" makes me less likely to do that all the time, so I might write first in my journal to start making sense and then post here when it gets closer to being semi-articulate.
  • few of these in my mindmap, I realize). These are the materials that I sort of "graze" through. I have no particular objective in mind and will tend to just click through to things that interest me. When I have a specific learning objective in mind, then I use things like Google or a search of del.icio.us or technorati tags.  I will often activate my network of contacts at that point, too. Again, I find that technology has enhanced this networking ability in a couple of ways. First, my network is much broader than it used to be. Through tools like LinkedIn, blogging and listservs, the number of people I "know" and from whom I can get information has really grown. The
  • times I have issues with being able to print or export, but since I'm usually at my computer, I live with working onscreen to review. Writing is a key way that I make sense of my world, so I have sev
  • Doing Something with the LearningUltimately, all of this learning needs to go somewhere. If it doesn't change what I do or how I think, I'm not sure I can say I've learned much. I'm a big experimenter, so I find that what I first tend to do in a lot of cases is find a way to do a personal learning experiment. When I was learning about blogging, for example, then I started a blog (it was an art blog, so it was less professionally risky for me, too). When I was learning about wikis, I started my Web 2.0 in Nonprofits wiki.
  • So What's Your PLE?OK--so that's my personal learning environment. I'd be curious to hear from others about how they've constructed their own PLEs, thoughts they have on the concept, etc. It's a topic that I think has real potential for use in nonprofits as a way to keep learning happening every day at a very low cost. But to do this, I think we have to be intentional in exploring what tools and processes are needed to put something together, which is a big reason I wanted to go through this reflection of my own practice as a way to get some ideas for how it could look. I need more than just my thoughts, though, so all feedback on this welcome.
  • ims' mindmap of his PLE, I first constructed my own (NOTE--Several months after publishing this post, I've redone my Mindmap using Mindomo as I had many requests for a better view of the map than what I was previously able to share. To see the full map, go here)
  • So all of this stuff has been going around in my head and I thought that it made sense for me to look at my own Personal Learning Environment. Inspired by Ray S
  • As I'm gathering information, I also need to process it. When I'm reading online materials, I've started using Diigo  to highlight and take notes. This is a switch from my previous practice of using Google Notebooks, but it's working a lot better for me. I need to interact with material as I'm absorbing it in order to make it my own.
    • HEATHER wcta
       
      IRONY. Diigo is a very important thing for kids to do research in a PLE.
  • I've also been using my Tumblr "microblog" to keep track of things that I find. There's a handy bookmarklet in my Firefox Toolbar that allows me to quickly add and annotate info into it and it's been very useful for me to start using microblogging to pull things together for later processing. I also like it for collecting quotes that catch my interest.
    • HEATHER wcta
       
      Social Networking and PLE's work hand in hand. Social Networks help you interact with other people, and like in this situation, keep track of research and publish different things.
    • HEATHER wcta
       
      The way he designed this is important.
  •  
    a first person narrative about Personal Learning environments for the GLOBAL FLAT CLASSROOM
HEATHER wcta

Personal Learning Environment (PLE) - a new learning concept or a new learning system? ... - 0 views

    • HEATHER wcta
       
      PLE's give students free rein. It helps them manage their goals, and therby control their educational destiny! It's pretty fascinating really.
  • “the heart of the concept of the PLE is that it is a tool that allows a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources. It is not just Web 2.0, but it is certainly Web 2.0 in the sense that it is (in the broadest sense possible) a read-write application.”
  • the integration of both formal and informal learning episodes
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  • is that it offers a portal to the world through which learners can explore and create, according to their own interests and directions, interacting as they choose, with their friends and learning community.
  • “Learning becomes as much social as cognitive, as much concrete as abstract, and becomes intertwined with judgement and exploration.”
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