Wake Up Call Part 2; no more snooze buttons!

19 10 2009

In the second of what will be an ongoing investigation into the safety of electromagnetic fields (EMFs) and cell phone use, this second part is some hard evidence used by researchers to show the effects of cell phone EMFs on the blood.  Notice that the blood cells are completely free of added cell phone EMFs for a 24-hour period.  In this six-minute film, the experiment is shot in time lapse over a 30-minute period.  Notice the progression of blood cells under the influence of cell phones moves from a healthy states to a weaker more degenerative state.  This means that blood cells slow down, become erratic, and die quicker.  The health impacts lead to a number of other related symptoms, from fatigue, headaches, damaged DNA, and tumors or cancer.  The verdict is still out on the future of cell phones in regards to the health risks they cause.  This video shows some pretty alarming evidence that there is some impact being felt by the body’s systems.   Part 3 of this series will discuss possible remedies that don’t include putting your cell phone in a casket.  Please leave a comment about this story.  What do you think?  Are EMFs something to be worried about?  Why doesn’t the government issue a warning?

Annotated remarks regarding this film:

live blood analysis using a mobile phone for 30 minuts.
Blood samples taken at 5, 17 and 29 minutes interval.
Use nonstop mobile phone to the head for 29 minutes.

The test person didnot use a mobile phone for 24hr before the start of this test.

You can see in this movie:

0:03
First blood tests before using the mobile phone.
The test person started to call with the mobile phone.

0:13
Second blood test after 6 minutes using the mobile phone.
Continuously using the mobile phone

0:50
Then third blood test taken after 17 minutes using the mobile phone.
Continuing using the mobile phone

4:33
And the last test after using the mobile phone for 29 minutes.

The original video was taken in 1 piece uninterupted for 34 minutes .
The video you see here are the clips when the camera turned to the blood test images on the microscope screen.

We used the HC-4000 live microscope.
This test can be repeated and replicated with the same results.
After 17 minutes the blood can be compared with someone with severe flu. Fever.

Here a explanation wat is going on at cell level.
http://hetprobleem.ontheweb.nl

Physicians with knowlegde about blood are free to tell what did they see in this video or contact me to give me an explanation.
http://www.tellme.ontheweb.nl

note:
A lot of Physicians do know what is happening here.
But they are afraid to be “executed” because of the financial power of the telecom industry.
We guarantee them anonymity after giving their information.

They can buy WHO and ICNIRP, but us victims are not for sale!
See this video for a detailed explanation.
http://tinyurl.com/pulsedwaves

This effects are not new. See this repport: http://www.buergerwelle.de/pdf/geldro…

Now the limits are made: http://www1.nrk.no/nett-tv/klipp/428197

Category:  Science & Technology

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Scratch…much more than two turntables and a microphone…

19 10 2009

Mike Wiseangst posted this video and comments regarding Scratch and Logo.  The possibilities of Scratch will lead teachers and students to create better, more captivating ideas while learning root problem solving skills.  No longer is scratching something for DJs to do with vinyl records.  Students are already Scratching animations, presentations, prototypes, and games.  Check it out…

Picture 22

Picture 21

http://www.wired.com/gadgetlab/2009/03/scratch-lowers/

http://scratch.mit.edu/





Save the Prize

16 10 2009




Can’t make them passive, can only make them pirates.

16 10 2009

“-they’ve been there before — but they aren’t going to stop creating.”

-Henery Jenkins

“Corporations have a right to keep copyright but they have an interest in releasing it.”

-Henry Jenkins

Convergence culture has no better friend than George Lucas.  Think the relationship of convergence media was good only for pop culture.  Fair use and collaborators are continuing to sell the Lucas trademark Star Wars films in ways that Lucas nor his high paid Hollywood allies ever dreamed.  In return, the fans have gained a generation worth of myths and tales (Jenkins, 2006).  This is a culture where everyone wins.  New and emerging artist take their stab at telling their own tales using the Lucas fantasy.  These new editors and filmmakers, armed with tools like Youtube and today’s wide range of cameras and editing software, now participate with an audience, engaged and interactive.  These are today’s storytellers communicating in creative voice to spread previous fantasies and myths of heroes and villains.  These new films push the original ideas into a new realm of interaction and engagement.  Communities of filmmakers learn from watching each other and furthering their own skills.

DJ’s have understood this since the 70’s when they started sampling beats, scratching records, and using vocals tracks to create what is hip-hop.  The original mash up culture may in fact be hip-hop.  The very nature of the DJ, MC, Break Dancers and graffiti artwork all feed off each other in a participatory fashion.  These elements started in the underground and drove quickly to the top.  Bringing with it, hip-hop inspired millions world wide, gave a voice to people of all types, and made billions of dollars in music sales, concerts, fashion, and film.   Even though people thought hip-hop would be a quick fad, it is here to stay 30 years later.  Suppose we criminalize hip-hop.   Would it go quietly back underground?

If societies are to progress, freedom has to be guarded.  The mind develops a memory of the tales of our time.  Once the tales begin to guide us, they cannot leave the psyche.  In the same way, though copyright exists to protect investment and self-preservation, it should not exist to limit the tales we tell or the way in which we tell them.  Nor will it ever be able to stop the new media entrepreneurs from building on solid foundations.  Collaborators will not be prohibited.   Literacy is advancing.  The forms in which our stories exist are being reinvented everyday.  There are no new stories, only new ways of telling them.  The people are speaking and speaking to audiences like never before.  The evolution of democracy is happening.  Billy Joel put it best, “We didn’t start the fire, it was always burning, since the world’s been turning.”

Reference:

Jenkins, Henry.  2006.  Convergence Culture.  New York.  New York University Press.





Ron Smith:Hollywood Academy Q and A

15 10 2009

Below are some good questions to guide you through the watching of this interview.  Please note that these are not the interview questions but a film study guide to go along with the watching of the film.  This could be helpful to encourage teachers who are curious about Web 2.0 and pedagogical perspectives.

Q #1:  What is the focus for Hollywood Academy?

Q #2:  What grabs kids the most?

Q #3:  What works to get kids engaged?

Q #4: ” My class is a _____ for experiment.”

Q #5 :  Name three unique ways of expression that Ron uses:

Q #6:  “Teachers think that they’ve crossed  ____________________ if they can make a PowerPoint.”

Q #7:  Does Ron agree with this statement above?  Why?  Why not?

Q #8:  Explain Ron’s model of front loading:

Q #9:  Scratch is designed for building _________________.

Q #10:  SketchUp by Google is cool for ___________ and with this project you could make a ______________ .

Q #11:  Describe the assignment Ron did with SketchUp in New Orleans 9th Ward:

Q #12:  In what way does Ron put learning and problem solving into the hands of his students?

Q #13:  “A lot of curriculum design and instructional material is going ____________ to service students in different education places in their career.”

Answers:

A #1:   Have kids graduate read for college and to go directly into the industry.

A #2:   Flash Animation, creativity, expression

A #3:   Integrated technology…

A #4:  (LAB)

A #5:  SMS-text, Podcasts, Flash, Etc.

A #6:  (Rubicon)

A #7:  No, because teaching is more about front loading not simply going as you go along the way.

A #8:  (prepare the lesson early based on prep involvement so that later all I have to do is facilitate)

A #9:  (games)

A #10:  3D objects, movie

A #11:  (rebuilt a city block in 3d)

A #12:  He makes up a dream situation and then he suggests that they figure it out.

A #13: Online





Wake Up Call!

14 10 2009

With all this talk of Web 2.0 tools, cellphones, and innovative teaching through increased technology, what connections can we draw to the health attributes of increased Electromagnetic Frequencies (EMFs)?  Just went out and bought the latest iPhone?  Looking to stay in touch with the kids with a network family mobile cell plan?  Attempting to bring cellphones in the classroom as a learning tool?  Before you jump to any rash conclusions, think about the biological impacts that EMFs are already playing in our world.  Although there are a lot of folks who still think the jury is still out on this topic, there are many who think cellphones and EMFs are increasing brain tumors and cancers world wide.

With all this information out there, what do you think?  Are we headed towards a new national health care crisis?  Are the effects of EMFs real?  Are we just waiting in purgatory for the final judgment?  Or is this whole thing just the latest scare designed to get us to go back to nature, give up our technologies?  Or even more, is this a ploy to get us to buy new devices to eliminate or filter a possible but not certain threat of cancer?  Should teachers be requiring young kids to use cellphones in class knowing about EMFs?  Should parents give their students cell phones knowing about EMFs?

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What do I know?

13 10 2009

I know that we are all Dream Seekers!

In order to introduce the story of immigration in the United States of America to a group of heterogeneous 21st Century Learners, there first needs to be the acquisition of a common realization that the universal struggles of freedom, happiness, and longevity are prevalent across ethnic backgrounds and time.  The background development begins with an understanding that no matter who you are or where you are from in the United States, you are the son or daughter or distant ancestor of an immigrant, or you yourself may be a immigrant.  Success stories run wide and far in this country.  From the school principal who was traveled across the tough US-Mexican border to the grandson of a Russian-Slav who traveled through Ellis Island to get into America, everyone share a migration story.

To illustrate this point with students, here is an activity that will hook them in while building background information.  This game is famous in the student leadership and student council circle.

Never Have I Ever…

Students will ALL start standing up at their tables.

Students who HAVE done the following things will sit down.

After every 3 questions have everyone stand back up again.

1)    Never have I ever… been out of the United States

2)    Never have I ever… been on a roller coaster

3)    Never have I ever… broken a bone

4)    Never have I ever… been on a cruise

5)    Never have I ever… locked my keys in my car

6)    Never have I ever… been skinny dipping

7)    Never have I ever… shaved my legs

8)    Never have I ever… been to a Star Trek / Harry Potter / Lord of the rings/ or Star Wars convention

9)    Never have I ever… died my hair a funny color

10) Never have I ever… been to a professional sporting event

11) Never have I ever… owned a Barbie doll

12) Never have I ever… broken the dress code

13) Cheated on a test, quiz, or class project

14) Lied to my parents

15) Stolen something

From this game, take the self-realization and group building to the next level.  A deeper round of questions should be asked.  This scene from the 2007 film “Freedom Writers,” illustrates “The Line Game.”

This scene illustrates an intense moment to be a student or a teacher in any classroom.  Teachers who are willing to bring this style of learning to their pedagogy create a comfort zone and will have more success connecting with students on their level.  The discussion and self-awareness that students form through this activity, creates more thoughtful citizens while bringing relevancy and a sense of community to the classroom environment.  The questions should start out easy and comfortable while working towards more personal and emotionally driven intrapersonal and interpersonal development.

A useful resource for this lesson can be found in the book, Make a World of Difference by Dawn Oprah (2006).

Here is an example of other questions that can be asked of students:

Step to the line if…

I like guacamole.

I’d rather go to the beach than the mountains.

I enjoy hunting/fishing.

I have called someone a derogatory name.

I have been the butt of a racist joke.

I have told racist jokes.

Etc. etc.

To bring closure to this lesson plan, finish the day similar to how Erin Gruwell finishes her class in the “Freedom Writers” clip.  Give a writing assignment.

Background Builder Prompt: Reflect on a time in your life when you felt different from the rest of the crowd.  How did you over come this situation?

Universal Connector Prompt:

Describe the American Dream.

Cross Cultural Historical Perspective Prompt:

Then to have students look ahead to the immigration unit, have them come up with a list of reasons why people come to the United States?  What attracts them to this country?  What forces them to leave their homelands?

Then, wrap up the lesson with the Dream Seekers video.  This will allow students to reinforce their ideas about push and pull factors of immigration.

The end goal for the unit is a data based question that asks students to foster their own values with an in-depth study of immigration history.

DBQ: What should the United States’ policy be regarding illegal immigrants today and in the future?

To answer this question consider the following:

Describe the history of immigration in the United States.  What attracted immigrants to this land?  What forced immigrants to leave their homelands?  Push vs. pull factors.  Where did immigrants come from prior to 1850? After 1850? And today 2009?  What laws or restrictions have impacted immigration?  How has US society been affected by the interactions and contributions of various cultures?

Other important activities to build on this research include:

-Recent interviews with immigrants

Glenwood Post Independent runs a great series of interviews with local immigrants from all sort of family backgrounds.

Immigration Stories

-Film study of “Destination America” (2008).

References:

LaGravenses, Richard & Gruwell, Erin.  2007.  Freedom Writers.  USA.  Paramount Films.

Oprah, Dawn.  2006.  Make a World of Difference. Minneapolis, MN.  Search Institute Publication.

Stept, Stephen and Grubens, David..  2005.  Destination America.   USA,  PBS.