Ruth, Jon, and I looked at hearts, lungs, skulls, and other body parts while eating Halloween candy on the floor. Online body parts, of course. It was an educational end to a spooky night of trick-or-treating.
Wright State maintains a QTVR Anatomical Library with 360° views of human organs, bones, etc. Their list of QTVR Links is great. We started there and surfed a few other sites too.
The top three virtual anatomy sites we found are Human Anatomy Online, Get Body Smart, and MEDtropolis's Virtual Body.
Some sites have interactive flash videos that teach about the human anatomy and/or disease. I liked Health Tools Online. And there is a heart model done in Holomatix Blaze 3D.
BBC's Interactive Human Body and Mind site has fun and games for budding anatomy students. A parent who can quickly search the web would probably find many similarly engaging and educational activities.
And the teacher in me is already pondering whether virtual anatomy would be a good tool in the biology class. My students could write reports, make simulated medical diagnoses, create models, do anatomy scavenger hunts, or analyze human anatomy structure and function. Virtual anatomy projects could be individualized for different ability levels and completed asynchronously. Hmmm... Might give this some more thought...
Wednesday, October 31, 2007
Culture of the Networked
Danah Boyd recently shared her personal experience in researching networked youth. She studies social networks as they develop and has a unique perspective. Her blog is worth checking out, too.
I've seen the increase in networked teenagers while teaching High School. And I know a fair cross-section of networked youth and adults. It's obvious that 'networked' individuals consider their online communication as an important and valued part of daily life.
For many, their social reality does not delineate between face-to-face communication and networked communication. But there is more to being 'networked' than just communication...
More on that in a second, but first let me argue that social reality is culture. Understand? The social reality of a group is its behavior and attitudes, artistic achievements, customs and social institutions, etc. By definition, its culture.
Now here is the kicker: the social reality, the culture of the networked, is the network itself.
The digital social network exists as not as an extension of an individual or corporate entity. From the 'networked' individual's point-of-view, the network is social reality. And being 'networked' implies becoming part of a new, rapidly evolving network - a new culture.
I've seen the increase in networked teenagers while teaching High School. And I know a fair cross-section of networked youth and adults. It's obvious that 'networked' individuals consider their online communication as an important and valued part of daily life.
For many, their social reality does not delineate between face-to-face communication and networked communication. But there is more to being 'networked' than just communication...
More on that in a second, but first let me argue that social reality is culture. Understand? The social reality of a group is its behavior and attitudes, artistic achievements, customs and social institutions, etc. By definition, its culture.
Now here is the kicker: the social reality, the culture of the networked, is the network itself.
The digital social network exists as not as an extension of an individual or corporate entity. From the 'networked' individual's point-of-view, the network is social reality. And being 'networked' implies becoming part of a new, rapidly evolving network - a new culture.
Monday, October 29, 2007
Are U.S. Schools 'Dropout Factories'?
Yes, Alaska has high school dropouts. Too many.
ABC News: Are U.S. Schools 'Dropout Factories'?
Last year, the graduation rates for high schools in the Anchorage School District were 59, 82, 83, 82, 69, 72, 84, and 56.
What happens to the students who dropout? Well, some go to AVAIL. We take students who are behind in their academic credits or dropped out of school.
And the AVAIL graduation rate is 31%. In other words, we are 31% successful in helping students earn a diploma. On time. (Some AVAIL students graduate in their 5th year. They don't count in the graduation rate but I consider them successful.)
Is a 100% graduation rate realistic? Can all students can meet the minimum standards for graduation in 4 years?
Probably not by maintaining status quo. 'All men are created equal' does not extend to intellectual ability. And so 100% is unrealistic if we continue to educate all students in the same way.
We need to do a much better job of graduating those students who are capable of doing so. We need earlier identification of at-risk youth. And alternatives for those students with diverse learning styles or learning disabilities.
America is great because it gives all men the opportunity to become great. Public education must do no less.
Edit - ADN has a similar story in the paper today.
Seven Alaska schools labeled 'dropout factories' by U.S.
ABC News: Are U.S. Schools 'Dropout Factories'?
Last year, the graduation rates for high schools in the Anchorage School District were 59, 82, 83, 82, 69, 72, 84, and 56.
What happens to the students who dropout? Well, some go to AVAIL. We take students who are behind in their academic credits or dropped out of school.
And the AVAIL graduation rate is 31%. In other words, we are 31% successful in helping students earn a diploma. On time. (Some AVAIL students graduate in their 5th year. They don't count in the graduation rate but I consider them successful.)
Is a 100% graduation rate realistic? Can all students can meet the minimum standards for graduation in 4 years?
Probably not by maintaining status quo. 'All men are created equal' does not extend to intellectual ability. And so 100% is unrealistic if we continue to educate all students in the same way.
We need to do a much better job of graduating those students who are capable of doing so. We need earlier identification of at-risk youth. And alternatives for those students with diverse learning styles or learning disabilities.
America is great because it gives all men the opportunity to become great. Public education must do no less.
Edit - ADN has a similar story in the paper today.
Seven Alaska schools labeled 'dropout factories' by U.S.
Sunday, October 28, 2007
Bloody students
I'm awake early and watching The Bride (of Frankenstein) with Jennifer Beals and Sting. It's a love story, not horror, but it has me thinking about Halloween.
And nothing says Halloween like fake blood. You can get directions to make fake blood with corn syrup and food coloring but the bleeding trick is very realistic and good for teaching, too.
Chemistry teachers might even use the 'bleeding trick' reaction to teach chemical equilibrium and aqueous reactions of complex ions. Bloody students would surely be memorable.
The Equilibrium Reaction (LeChatlier's Principle) from Cal State Northridge is very good. Visit their page for the teacher's guide, pictures, and links to background material. To do the Cal State demonstration, you need sodium phosphate monobasic, potassium thiocyanate, and ferric nitrate.
Procedure:
1. fill a petri dish with KSCN solution and a few drops of ferric nitrate solution (becomes orange)
2. add a couple ferric nitrate crystals (turns red)
3. add sodium phosphate (becomes clear again)
4. add a drop of ferric nitrate solution (red spot)
5. add a couple KSCN crystals in a different spot (orange spot)
Or students could do the experiment and make observations. After the experiment, you could write out the chemical reaction and discuss equilibrium. Then students could watch their classmates bleed!
The 'bleeding trick' only requires potassium thiocyanate and ferric nitrate. Here is a video demonstration by Bhmeta.
How To Make Blood Appear In Body Without Any Wound!!
P.S. My students tested cholesterol in fake blood samples this year. I must have a macabre fascination with hemorrhages. Boo!
And nothing says Halloween like fake blood. You can get directions to make fake blood with corn syrup and food coloring but the bleeding trick is very realistic and good for teaching, too.
Chemistry teachers might even use the 'bleeding trick' reaction to teach chemical equilibrium and aqueous reactions of complex ions. Bloody students would surely be memorable.
The Equilibrium Reaction (LeChatlier's Principle) from Cal State Northridge is very good. Visit their page for the teacher's guide, pictures, and links to background material. To do the Cal State demonstration, you need sodium phosphate monobasic, potassium thiocyanate, and ferric nitrate.
Procedure:
1. fill a petri dish with KSCN solution and a few drops of ferric nitrate solution (becomes orange)
2. add a couple ferric nitrate crystals (turns red)
3. add sodium phosphate (becomes clear again)
4. add a drop of ferric nitrate solution (red spot)
5. add a couple KSCN crystals in a different spot (orange spot)
Or students could do the experiment and make observations. After the experiment, you could write out the chemical reaction and discuss equilibrium. Then students could watch their classmates bleed!
The 'bleeding trick' only requires potassium thiocyanate and ferric nitrate. Here is a video demonstration by Bhmeta.
How To Make Blood Appear In Body Without Any Wound!!
P.S. My students tested cholesterol in fake blood samples this year. I must have a macabre fascination with hemorrhages. Boo!
Thursday, October 25, 2007
Little Shovelers
Jon and his friend from next door have some initiative, huh? The little shovelers made quick work of the one-inch snowfall. And had fun, to boot. I hope they keep it up all winter.
Tuesday, October 23, 2007
Monday, October 22, 2007
Arctic Alaska villages caught in slow-motion disaster onslaught
Coastal Alaska is feeling the effects of a warming climate. Some villages are considering relocation. Here are some projected costs to move:
• Newtok, $412,000 per person.
• Shishmaref, $330,000 per person.
• Kivalina, $330,000 per person.
I thought, "That's a lot of money! I would rather have cash than a relocated village - I could build a cabin upriver and buy a house in Anchorage, too."
My wife agrees that (hypothetically) the cash would be a better deal. Can you blame us? Our family of 5 would get a $1.5 million windfall. What would you do?
Out in remote "Bush" Alaska villages, the federal and state governments have built runways, clinics, schools, homes, and subsidized local government and corporations. Many villages have little or no tax base and their real subsistence is living on the dole. So it is no wonder that the vocal majority want to move their communities and expect government to foot the bill. The village of Newtok is the prime example.
Having lived in coastal Alaska for 10 years doesn't make me an expert on rural and Native issues, but living in the Washington DC Metro area for 23 years makes me qualified to spot a waste of government money. Do we spend millions to rebuild entire communities every 50 years as sea levels rise and permafrost melts? Do we relocate an entire coastal population at the expense of taxpayers who live 1,049 miles away?
Disclaimer: I'm a leftist wacko who supports Kucinich for President. I am happy to give a disproportionate share of state revenues to support rural education, electrification, and sanitation. I think public health care and welfare are the duties of an educated citizenry. I support alternative energy research and eliminating dependence on fossil fuels. And I think that all of the above are good long-term investments for society.
But moving entire villages is not a good deal for anyone. It is not a long-term solution. Better to face facts and realistically plan for the future. Moving 10 miles away and asking for government handouts makes no sense. Coastal villages will be facing climate change for the next two centuries and most do not have the economic resources to relocate every 50-75 years.
If a village cannot be self-sufficient, then it is time to 'close up shop' and stop wasting taxpayer money.
• Newtok, $412,000 per person.
• Shishmaref, $330,000 per person.
• Kivalina, $330,000 per person.
I thought, "That's a lot of money! I would rather have cash than a relocated village - I could build a cabin upriver and buy a house in Anchorage, too."
My wife agrees that (hypothetically) the cash would be a better deal. Can you blame us? Our family of 5 would get a $1.5 million windfall. What would you do?
Out in remote "Bush" Alaska villages, the federal and state governments have built runways, clinics, schools, homes, and subsidized local government and corporations. Many villages have little or no tax base and their real subsistence is living on the dole. So it is no wonder that the vocal majority want to move their communities and expect government to foot the bill. The village of Newtok is the prime example.
Having lived in coastal Alaska for 10 years doesn't make me an expert on rural and Native issues, but living in the Washington DC Metro area for 23 years makes me qualified to spot a waste of government money. Do we spend millions to rebuild entire communities every 50 years as sea levels rise and permafrost melts? Do we relocate an entire coastal population at the expense of taxpayers who live 1,049 miles away?
Disclaimer: I'm a leftist wacko who supports Kucinich for President. I am happy to give a disproportionate share of state revenues to support rural education, electrification, and sanitation. I think public health care and welfare are the duties of an educated citizenry. I support alternative energy research and eliminating dependence on fossil fuels. And I think that all of the above are good long-term investments for society.
But moving entire villages is not a good deal for anyone. It is not a long-term solution. Better to face facts and realistically plan for the future. Moving 10 miles away and asking for government handouts makes no sense. Coastal villages will be facing climate change for the next two centuries and most do not have the economic resources to relocate every 50-75 years.
If a village cannot be self-sufficient, then it is time to 'close up shop' and stop wasting taxpayer money.
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