It is true that traveling to other country is memorable. You can definitely gain friends with different races. You can be famous because you are capable of reaching far away places. However, In my own opinion, it is remarkable to be able to travel in your very own country.

For starters, traveling to your own native land is more fulfilling. Nothing can beat the pride that you can have in witnessing and appreciating your own place.For some, it is undeniable that they feel better off, should they have experiences from outside their own country. Consider, for example, I have been to Thailand. The native tourist guiode was so excited and proud to show me their tourist spots like beautiful white beaches,breathtaking high waterfalls and the like. I never thought that, what was he been so proud of, was just an ordinary view in my own town. So, I felt more fulfilled to have been able to explore the beauty of nature back home prior to experiencing this similar beauties in Thailand.

In addition to fulfillment, traveling around my country enable me to contribute positively to the Deepartment of Tourism. Hundreds of people are employed because I, without any hesitation, patronize my own. Though, I do not neglect the fact that I should help other countries too thru traveling for the main purpose of worldwide economic growth. However, it is merely the reality that it is happier to extend help first to those places within your reach. Take for example, I visited the most beautiful city in my country which is called Palawan. My travel expenses benefited other people and that is, when I checked-in a hotel, spend my day-time swimming in the resort, buying native products to take home, etc.

Alongside fulfillment and positive contribution to other people, you could have beautiful memories to take with wherever you go. It is so smart of a person to have vast knowledge about his own geography. For example, I went to Indonisia to have a two-week vacation. I was with a group from different countries. Altogether, we would go to a certain tourist attraction. Conversely, talking about their own places is  a common finding during a tour. Should you have enormous experiences in roaming around your place then, precisely you would not be left behind from the group conversation.

In sum, dealing with this kind of issue that traveling outside your country is better than traveling within your own territory, I have explored the reasons of fulfillment; extending help to others; and bring with you golden memories that could be anytime treasured. These, definitely inspire me to believe that it is far more better to explore your own area prior to roaming around outside your native land.

I'm happy to see friends here! Feel free to create topics and email me if you have any questions. I hope to create a supportive community where we can share our challenges and sucesses.

Welcome!

Please share your experience through the audition process, and which programs you recommend. Did the experience lead to work or to another program?

Pasang Iklan Baris Massal Otomatis ke 700+ Iklan Baris Berkemampuan Tinggi, Mudah,  Efisien tanpa Repot, Serahkan tugas anda pada kami untuk urusan iklan anda segera  kunjungi di http://www.mesinpromo.com

Kuka olet?
Jia Wilde
Kuinka vanha olet?
16v
Mistä päin kotoisin?
Turusta
Harrastukset?
musiikin kuuntelu & keikoilla käynti, jooga, lukeminen, kavereiden kanssa hengaileminen <3 
Asioita joista tykkään: Cristal Snow, LM.C, Yasushi Ishii, Naked, Crashdiet, Ladyhawke, MGMT, The Killers, Justin Timberlake, Pintandwefall, Porcupine tree etc. eli monista eri bändeistä/artisteista ^__^
Tietty myös kavereistani <3 House -sarjasta <3 Liikkuvasta Linnasta <3 ja vampyyreista <33 (mutten oikeastaan twilightista, vaikka olenkin kaikki kirjat lukenut :P) italialaisesta jätskistä, japanista, juoksemisesta ja dataamisesta <3 ja öistä, bileistä ja jätkistä <33 (olen homo.. no ei, olen tyttö xD) ja tykkään ilmeisesti käyttää myös liikaa hymiöitä 8D
Yhteenvetona: hyvin monista asioista x)
Asioita joista en tykkää: häviämisestä, monista ruuista, colasta, talvesta, urheilun katsomisesta, ilmastonmuutoksesta, ihmisistä jotka luulee olevansa parempia kuin muut, välinpitämättömyydestä, liian vakavista ihmisistä, angstaamisesta, astmasta -__- etc.
Lempikouluaineet: englanti, saksa, kemia..
Luonteeni: huumorintajuinen, luotettava, aika itsepäinen jos jotain olen päättänyt (sainhan mä puhuttua vanhemmatkin ympäri vaihto-oppilas jutussa x), ihan mukava ihminen olen tietääkseni, jos joskus suutun, niin en ainakaan ole pitkävihainen. Olen aika sosiaalinen, mutta kyllä yksin oleminen aina välillä on kivaa. Mua väsyttää kyllä usein.. saan nukuttua harvoin kunnolla, muttei se mitään, vaikka joskus ärsyttääkin, täytyy vaan juoda kahvii ni piristyy : D Ja sekoileminen on aina kivaa ^__^ Osaan kyllä olla ihan järkeväkin jos on tarpeen..
Oletko lähdössä vaihtoon?
jees, siks mä täällä foorumilla hengaankin : D Mut on hyväksytty jo ja sain isäntäperheen hakupaketin just viime viikolla.
Miksi haluat lähteä?
pakoon angstaavia suomalaisia ! No emt. En osaa selittää mielihalujani. Tiiän kuitenkin, että haluun lähteä ja odotan sitä innolla ~ <3 Haluun aina tehdä jotain uutta ja jännää ja tavata uusii ihmisii :)
Minkä järjestön kautta haet/lähdet?
Lähden Exploriuksella :) (yhteistyössä ASSE:n kanssa..)
Minne päin maailmaa olet lähdössä?
USA:n
Miksi juuri sinne?
Siellä puhutaan englantia, mutta se ei ole Englanti (olen käynyt siellä, eikä jääny kovin hyvä kuva, mutten hauku tässä sen enempää :) Irlanti olisi voinu olla kiva tai Australia tai Uusi-Seelanti, mutta ne kaikki maksaa enemmän kuin USA. Ja perinteisesti monet lähtee just USA:n, voisi olettaa, että systeemi toimisi siellä sitten :P Motto: "I do what I want to and don´t care a shit what other people thinks about that~!"
Ei mulla oikeesti mitään mottoa ole, kunhan jotain keksin ^^
 
Kaikki vaihdossa olevat, muut vaihtoon lähtevät, kaikki siitä haaveilevat ja muut randomit saa lisätä mut meseen, jos haluaa ^^
Ja jos meet Exploriuksella USA:n lisää vaikket haluiskaan xD
 (varjoritari(at)hotmail.com)
 
P.S. En ole outo, vaikka saatan välillä kuulostaa siltä
P.P.S Ajattelin pitää blogia sitten kun olen vaihdossa ^^
P.P.P.S Mikä on englanniksi P.S ? Vastatkaa, jos tiiätte ^^

Is Modern Warfare 2.

You know that tingly feeling - content, satisfaction, bliss? I've transcended far past that. Euphoria, if you will.  A state of consciousness where my primal instincts kick in and take over any sort of logical planning, thirsting for corpses and bloodshed. This nirvana is greater enlightenment achieved by Buddhist monks, a high that surpasses speedballs (heroin and cocaine) and meth. I would crawl across deserts without water, swallow flame, eat thunder and crap lightning, before I had to give this game up. I say screw my religion, my beliefs, morals, ethics, and any sort of common sense, for in plain, unvarnished talk:

This game is really f***ing awesome.

And we've only known each other for 10 hours.

Vấn đề chất lượng giáo dục đại học lại được mổ xẻ. Phần lớn các chuyên gia đều đồng ý rằng cần phải “Đổi mới từ gốc đến ngọn”, và Bộ Giáo dục và Đào tạo ban hành 10 tiêu chuẩn về chất lượng giáo dục (xác định sứ mạng, mục tiêu và tầm nhìn của trường đại học; tổ chức và quản lý; chương trình giáo dục; hoạt động đào tạo; đội ngũ cán bộ quản lý, giảng viên và nhân viên; người học và công tác hỗ trợ người học; nghiên cứu khoa học, ứng dụng, phát triển và chuyển giao công nghệ; hợp tác quốc tế đào tạo; cơ sở vật chất; và tài chính và quản lý tài chính). Tuy nhiên, 10 tiêu chuẩn này có xu hướng phản ảnh tiêu chí quản lí giáo dục hơn là chất lượng.

Nói đến chất lượng giáo dục là nói đến khía cạnh phẩm chất, và phẩm chất là một điều khó định nghĩa nhất, và cũng không có những “cân, đo, đong, đếm” rạch ròi như các biến định lượng khác. Thật ra, đây là một trong những đề tài nghiên cứu của giới đo lường giáo dục và thống kê học. Theo tôi, giáo dục đại học bao gồm dạy, nghiên cứu khoa học, và học, và do đó, chất lượng giáo dục phải bắt đầu từ người thầy và kết thúc ở người trò, qua hỗ trợ của cở sở vật chất kể cả thư viện và công nghệ thông tin.

Bắt đầu từ người thầy

Tôi có một kinh nghiệm cá nhân khi lần đầu tiên bước vào giảng đường đại học ở Úc khoảng 26 năm về trước, và kinh nghiệm này đã để lại trong tôi nhiều suy nghĩ về cách dạy và học ở nước ta. Vì đã quá quen với cách dạy “thầy giảng trò chép” ở nước ta, tôi bị sốc khi ông giáo sư già người Úc say sưa nói về những nghiên cứu của chính ông mà ông cho là rất thú vị, ông chẳng có nói gì liên quan đến bài giảng, toàn là chuyện ngoài lề. Thú thật, lúc đó tôi cũng không biết nghiên cứu của ông thú vị ở chỗ nào! (Tuy không nhận ra cái thú vị của nghiên cứu, nhưng khi làm bài tập, đó lại là động cơ để tôi tìm hiểu thêm và qua đó học thêm nhiều điều). Xong buổi giảng, ông ra câu hỏi chỉ vỏn vẹn 10 chữ. Trong khi các bạn đồng môn của tôi nhanh chân đến thư viện, đăng kí máy tính (thời đó máy tính còn ít), xông xáo đi tìm tài liệu đọc thêm, thì tôi lúng túng không biết phải làm gì với 10 chữ đó.

Nhưng qua bài học sốc đó, tôi mới nhận ra một khác biệt rất quan trọng giữa đại học và trung học: đó là vai trò của người thầy. Ở bậc đại học, người thầy giảng dạy môn học mà họ là một chuyên gia, chứ không dạy học sinh như một người dạy ở bậc trung học. Ở đại học, đối tượng của giảng dạy là môn học, còn ở trung học đối tượng là học sinh. Chính vì thế mà ở bậc đại học, kĩ năng học (hay nói đúng hơn là tự học và đọc sách, báo) quan trọng hơn là nhồi nhét một mớ kiến thức căn bản.

Để truyền đạt kiến thức chuyên môn một cách hữu hiệu, người giảng ngoài những kĩ năng sư phạm, còn phải có kiến thức sâu và rộng về chuyên ngành để có thể khai triển những lí thuyết và ý tưởng từ nội dung của giáo trình. Giáo trình giảng dạy (ngày nay rất nhiều trên internet), cũng như sách giáo khoa, chỉ cung cấp những kiến thức mang tính chuẩn mực, và ít khi nào cập nhật hóa với những nghiên cứu khoa học mới nhất. Trong y khoa, sách giáo khoa rất ít ai đọc và cũng ít ai dùng làm tài liệu giảng dạy; chỉ có các bài báo khoa học mới là tài liệu giảng dạy.  Do đó, phần lớn những kiến thức để khai triển giáo trình giảng dạy chỉ có thể tiếp cận được qua nghiên cứu khoa học. Theo đó, một trong những biện pháp để nâng cao chất lượng giảng dạy, chúng ta phải bắt đầu từ người thầy, và người thầy phải là một nhà nghiên cứu khoa học chứ không đơn thuần là một người giảng bài.

Người thầy nên có kinh nghiệm làm nghiên cứu khoa học, vì nếu không thì người thầy chỉ là người thầy chỉ là “thợ giảng”. Nhưng cái “hộ chiếu” để làm nghiên cứu khoa học là một học vị tiến sĩ. Thành ra, không ngạc nhiên khi thấy các trường đại học Tây phương xem văn bằng tiến sĩ như là một tiêu chuẩn tối thiểu để được bổ nhiệm làm giảng viên hay giáo sư đại học. Cố nhiên, không phải người có bằng tiến sĩ nào cũng là những giảng viên tốt, vì trong thực tế có không ít giảng viên dù học vị cao nhất là thạc sĩ nhưng lại rất giỏi trong giảng dạy.

đến người trò

Bởi vì “sản phẩm” của đào tạo là con người với kiến thức chuyên môn cao, cho nên nói đến chất lượng giáo dục đại học là nói đến chất lượng sinh viên tốt nghiệp. Nhưng vấn đề này lại rất ít được đề cập đến trong các hội thảo về chất lượng giáo dục. Vậy thì khi nói đến chất lượng sinh viên tốt nghiệp là nói đến cái gì? Nói tóm gọn, chất lượng ở đây bao gồm hai khía cạnh: tầm và tâm. Ở các nước phương Tây, người ta khai triển hai khía cạnh tầm và tâm thành 4 tiêu chí: kiến thức chuyên môn, kiến thức tổng quát, kĩ năng đặt và giải quyết vấn đề, và nhân cách.

Kiến thức chuyên môn tùy thuộc vào chuyên ngành mà sinh viên theo học. Chẳng hạn như sinh viên tốt nghiệp ngành y khoa phải có kiến thức về các lĩnh vực như cơ thể học, bệnh lí học, dịch tễ học, sinh hóa, v.v… Cố nhiên, các kiến thức này đã qua thẩm định bằng những kì thi nghiêm chỉnh; chỉ khi nào sinh viên đỗ tất cả các bộ môn theo học thì mới được tốt nghiệp.

Kiến thức tổng quát bao gồm kiến thức về xã hội (kể cả văn học, triết học, văn hóa, và lịch sử), nhận thức về các vấn đề ở tầm quốc gia và thế giới, thông thạo kĩ thuật vi tính, tiếng Anh, trách nhiệm cộng đồng, v.v… Người tốt nghiệp đại học chẳng những phải có kiến thức tổng quát, mà còn phải có khả năng phân tích và thẩm định thông tin một cách khoa học và logic.

Kĩ năng đặt và giải quyết vấn đề bao gồm khả năng phát hiện (problem finding) và "giải quyết vấn đề" (problem solving). Có thể nói rằng xã hội Tây phương là xã hội hướng về vấn đề, và họ huấn luyện cho học sinh cũng như sinh viên đến nỗi nhìn đâu cũng thấy vấn đề! Từ phát hiện vấn đề và cộng với kiến thức tiếp cận, người sinh viên có sự tự tin và sáng tạo, không nhất thiết phải đi theo những lối suy nghĩ cũ hay theo đường mòn của người trước, không làm theo sách vở một cách máy móc.

Tiêu chí nhân cách rất quan trọng, vì chúng ta không chỉ đào tạo ra những chuyên gia thiếu nhân cách. Tiêu chí này không lạ gì với Việt Nam, vì cụ Nguyễn Du từng viết “chữ tâm kia mới bằng ba chữ tài”. Nhân cách bao gồm đạo đức xã hội, đạo đức nghề nghiệp, trung thực, có tinh thần trách nhiệm cao với xã hội, tôn trọng sự khác biệt, và kĩ năng làm việc trong một nhóm.

và cơ sở vật chất

Nhưng cho dù có một đội ngũ giảng viên với học vị tiến sĩ, mà không có hỗ trợ của thư viện hay cơ sở vật chất thì cũng không thể nào nâng cao chất lượng đào tạo được. Đã có rất nhiều thảo luận về chất lượng giáo dục đại học, nhưng phần lớn chỉ xoay quanh vấn đề nội dung đào tạo và người thầy. Tôi cho rằng một lĩnh vực khác có tầm quan trọng tương đương, thậm chí cao hơn, chất lượng đội ngũ giảng dạy: đó là thư viện.

Có thể nói không ngoa rằng thư viện là bộ mặt trường của đại học. Nhìn qua thư viện và các dịch vụ liên quan như internet, người ta có thể có vài ý niệm về chất lượng của một đại học. Một thư viện đại học thường phải có ít nhất một triệu sách, và hàng ngàn tập san khoa học theo định kì. Ở Úc, một trường đại học trung bình hàng năm dành khoảng 5-10 triệu USD để mua sách mới và các tập san khoa học.

Đối chiếu với tình hình thực tế

Người thầy: Ở nước ta số lượng giảng viên có học vị tiến sĩ còn quá thấp. Trong số 52.129 giảng viên đại học và cao đẳng, chỉ có 10% có học vị tiến sĩ. Ngay cả trong số giảng viên có học vị tiến sĩ, chỉ có một phần nhỏ (20%) có kinh nghiệm làm nghiên cứu khoa học. Cần nói thêm rằng tỉ lệ tiến sĩ trong đội ngũ giảng viên ở các trường đại học trung bình ở Tây phương là khoảng 70%. Do đó, không ngạc nhiên khi thấy một đánh giá mới đây cho biết chỉ có 1 phần 5 số giáo sư và phó giáo sư nước ta xứng đáng với chức danh này.

Sinh viên tốt nghiệp: Đối chiếu với 4 tiêu chí chất lượng của sinh viên tốt nghiệp, chúng ta thấy chất lượng đào tạo của các đại học nước ta còn quá hạn chế. Theo thống kê năm 2000 của Bộ Giáo dục và Đào tạo, hàng năm có khoảng 25.000 sinh viên tốt nghiệp đại học và cao đẳng. Trong số này, chỉ có 50% sinh viên tốt nghiệp kiếm được việc làm sau khi tốt nghiệp; và trong số tìm được việc, chỉ có 30% tìm được việc đúng ngành nghề. Nhưng 7 năm sau tình hình vẫn không thay đổi: một nghiên cứu mới đây do Đại học Sư phạm TP HCM thực hiện cho thấy có đến 50% sinh viên tốt nghiệp không đáp ứng các yêu cầu chuyên môn và phải đào tạo lại.

Theo một nghiên cứu về kĩ năng tiếng Việt trong các sinh viên khoa ngữ văn năm 1997-1998 tại Trường Đại học Sư phạm Thành phố Hồ Chí Minh, trong số 752 sinh viên từ năm thứ nhất đến năm thứ tư (những cử nhân văn chương tương lai), chỉ có 45% đạt yêu cầu về chính tả và 26% đạt yêu cầu về cú pháp! Trong một cuộc hội thảo với chủ đề "Toán, lý, hóa trong sự nghiệp công nghiệp hóa, hiện đại hóa đất nước" vào ngày 28/4/2000, một đại biểu của Hội Toán học Việt Nam đánh giá trình độ sinh viên tốt nghiệp trong nước như sau: "Có thể nói không quá đáng rằng, trình độ đại học hiện nay chỉ bằng đại học đại cương (hai năm đầu của đại học nước ngoài), cao học bằng đại học, và phó tiến sĩ chỉ bằng cao học". Tôi nghĩ rằng đánh giá này có phần quá bi quan, và không hoàn toàn đúng với thực tế, nhưng nó cũng nói lên phần nào thực trạng rất đáng lo ngại cho tình trạnh chất lượng đào tạo đại học ở trong nước.

Cở sở vật chất: Ở nước ta, tất cả các thư viện đại học lớn cấp quốc gia (chưa nói đến đại học nhỏ) mà tôi biết qua đều rất nghèo nàn. Sách giáo khoa chẳng có bao nhiêu, và đại đa số đều quá cũ; sách tham khảo cực kì hiếm và rời rạc; còn tập san khoa học thì gần như con số không. Sự nghèo nàn của thư viện đại học nước ta đến nỗi nếu người mới ghé thăm có thể nhầm đó là một thư viện trường trung học! Đã thế mà việc mượn sách cũng rất khó khăn, với bao thủ tục nhiêu khê, làm nãn lòng sinh viên.

Hệ thống máy tính và internet của các trường đại học Việt Nam chỉ có thể mô tả bằng ba chữ: quá nghèo nàn. Chưa có trường đại học nào có máy mainframe. Chưa có trường đại học nào có hệ thống thư viện điện tử.  Các phần mềm cho nghiên cứu khoa học và giảng dạy cũng chưa được đầu tư đúng mức, và hệ quả là các nhà nghiên cứu sử dụng phần mềm không hợp pháp. Chưa có trường đại học nào sử dụng công nghệ thông tin một cách hữu hiệu. Ngày nay, trong khi phần lớn các trường đại học phương Tây sử dụng internet như là một phương tiện học tập, thì ở nước ta công nghệ này chủ yếu chỉ tập trung vào những website màu mè, nhưng lại thiếu thông tin. Ngay cả giáo sư cũng không sử dụng địa chỉ email của trường!

Do đó, tôi đồng ý với quan điểm rằng chất lượng giáo dục đại học cần phải Đổi mới từ gốc đến ngọn, “gốc” ở đây là nâng cao trình độ khoa học của đội ngũ giảng viên, cụ thể là gia tăng tỉ lệ giảng viên với học vị tiến sĩ lên cỡ tương đồng với các nước trong vùng, và "ngọn" là đầu ra, là sinh viên tốt nghiệp.  Nhưng muốn có đầu ra tốt thì chúng ta phải quan tâm đầu tư nhiều hơn nữa cho cơ sở hạ tầng, nhất là thư viện và công nghệ thông tin. Tất cả những bàn thảo về chất lượng giáo dục đại học mà không nói đến đầu tư cho thư viện, công nghệ thông tin và cơ sở hạ tầng đều vô nghĩa.

Nguyễn Văn Tuấn

So, I am reading My Sister's Keeper as my novel for the ISU, but because it isn't on the list of suggested novels, I can't post topics and discuss themes like everyone else :(  Instead however, I get to post my own opinions on themes and ideas in the book in my own little category-section, but I will be all by myself. In short, if anyone happens to read this, I am not nuts. It is just what I have to do for the assignment :) 

It might simple : well, just a new silly world record of a dumbass team which made a big chair...

NO, it isn't !

I don't know the right English sentence, but "it left me in the bottom...."

It's the new commercial of Toshiba, with any cheat or after effect. Put the sound of the speakers up, open wide your eyes and just enjoy !

http://www.dailymotion.com/video/xb6fl4_nouvelle-publicite-europeenne-toshi_tech

Here is the link to consult their website : http://www.leading-innovation.com/

CNN) -- Efren Peñaflorida, who started a "pushcart classroom" in the Philippines to bring education to poor children as an alternative to gang membership, has been named the 2009 CNN Hero of the Year.

CNN's Anderson Cooper revealed Peñaflorida's selection at the conclusion of the third-annual "CNN Heroes: An All-Star Tribute" at the Kodak Theatre in Hollywood.

The gala event, taped before an audience of 3,000, premiered on Thanksgiving night on the global networks of CNN.

The broadcast honored the top 10 CNN Heroes of 2009 and featured performances by Grammy Award-winning artist Carrie Underwood, R&B crooner Maxwell and British pop sensation Leona Lewis.

Peñaflorida, who will receive $100,000 to continue his work with the Dynamic Teen Company, was selected after seven weeks of online voting at CNN.com. More than 2.75 million votes were cast.

http://edition.cnn.com/2009/LIVING/11/16/cnnheroes.tribute.show/index.html

11/27/2009

                       College Party Review Launch!

      
            Are you're friends tired of hearing your college stories during breaks? Want to share them with people that actually want your opinion? You've come to the right place. collegepartyreview.lefora.com is a website that offers first hand reviews of colleges. We provide reviews on Campus Life, Academics, Sports, Clubs, Food from students who choose to share their college experience with us. Students wishing to Earn money  can do so by writing quality reviews that meet CPR's general review guidelines. As we just begin to launch we are going to need students who are willing to write reviews for their schools. Remember, members who meet the CPR review guideline will get paid for their reviews! We hope to be able to provide you with the information you need to make the right to decision on choosing a school. Be sure to check back here soon for updates!

                                    Thanks for visting,
  
                                     CPR Admin

Is anyone going to see the movie?
i watched the trailor and it gave be a good perspective on what happened to the world before the book began. I liked the book so i dont want the movie to change my opinion on it.
let me know what you think :)

here is the link to the trailor

Tell me what X is right now! 5(2x+9) + 6(9x+1) = Pamtastic

yehey move na ang Soiree...december 4 n ata.....

notes.....

Math Anxiety   What is Math Anxiety? Ways to Manage Math Anxiety Suggested Books for Math Anxiety Handout Math Anxiety Math Test Anxiety Reduction Checklist What is Math Anxiety? Anxiety comes in two forms Somatic and Cognitive.  Students can also suffer from Test Anxiety and/or Mathematics Anxiety, Dr. Paul D. Noting, a Learning Specialist also notes that an individual can have more then one of these categories.  By identifying your behavior type, one can seek help from instructors and counselors. Professor Freeman  has posted a math anxiety test on her web site to help you identify if have anxiety issues. For those individuals who battle math anxiety, Professor Freeman has also posted Ten Ways to Reduce Math Anxiety  Frequently math anxiety is due to being ill pre-paired.  Complete this survey by Dr. Carolyn Hopper, to identify if you need to focus on math skills or anxiety management. Students can also fall victim to Math Myths  look at this site developed by Southwest Texas State University   to see if any of these myths sound familiar.   Studying math is different from studying any other subject.  Saint Louis University has built a site that provides suggestions on How to be Successful in Mathematics. For students battling math anxiety, humor can help alleviate some of the stress and pressure. Sandra L. Davis as created the Math Anxiety Bill of Rights Math Anxiety Code of Responsibilities   by Kathy Acker gives students helpful hints on how to over-come difficulties in math. The code also reaffirms that students have the power to change. Ways to Manage Math & Test Anxiety Manage Your Stress; Don’t Let Stress Manage You Stress management is an important part of achieving optimal health and success because students who are anxious do not learn.  The following website will give you an opportunity to evaluate your stress reduction skills and give you some guidelines for developing your stress management skills.     Stress Reduction Assessment Mistake Phobia is Common Sometimes people allow their lives to become “stuck” because of a mistake they made.  Many people suffer from mistake phobia, which can be a problem because the human mind needs to be challenged with new ideas in order to grow.   Dr. Ginger Blume discusses the characteristics exhibited by people who suffer from mistake phobia, and she offers some solutions for positive change.    Mistake Phobia - Solutions for Positive Change Be Test Wise The word “test” sends many students into a test-taking frenzy.   It is easier to do well on exams if you don’t exaggerate the pressure on yourself.  Don’t give a test magical power over your perceived self-worth.  Academic tests are not a matter of life and death.  The way to deal with tests is to keep them in perspective. Here is a website that suggests great techniques for approaching test taking with confidence.  This site also includes a test taking checklist so you can evaluate your development as a test-wise student….just in time for final exams!   Techniques for Test taking with Confidence - Test Taking Checklist   Example of Index Cards Problem Solving Can Be Fun! Problem solving is a chance to practice two types of thinking.  One type involves opening up alternatives and considering as many options as possible.  Your creative thinking skills come into play as you generate new definitions of the problem and brainstorm possible solutions.  The other type of thinking involves narrowing down.  Out of all the possibilities you generated, you choose one idea for follow-up or one solution to act on.  Consider the four P’s of problem solving:  1.  Define the Problem Problems are subtle creatures, skilled at hiding themselves.  In defining problems, we bring them out in the open.  We admit that the problem exists, and that’s powerful.  In addition, a problem that is clearly defined is half solved.  To define a problem effectively, understand what the problem is.  Tell the truth about what’s present in your life right now, without shame or blame…and be specific. 2.  Generate Possibilities Open up.  Brainstorm as many possible solutions to the problem as you can.   Write your ideas down.  By compiling your thoughts on paper forces you to be more accurate and precise.  3.  Create a Plan After rereading your problem definition and list of possibilities, choose the solutions that seem most workable.  Think about which specific actions will reduce the gap between what you have, and what you want.  4.  Perform your Plan   The final step gets you off your chair and out into the world.  Now you actually do what you planned.  There are few things as satisfying as checking items off your to-do list, especially when you know they are helping you solve a problem.  Ultimately, our skill in solving problems lies in what we do.  Through the quality of our actions, we become the architect of our success! Source: “Becoming a Master Student, ninth ed.” Dave Ellis.  Houghton Mifflin Company, Boston. Suggested Math Anxiety Books: Math for the Anxious: building basic skills by Rosanne Proga, McGraw-Hill Higher Education. Boston, 2005. ISBN 0-07-288584-X. “Many of the strategies discussed in my book for overcoming math anxiety results from discussions with my students who had problems learning mathematics” Rosanne Proga. Conquering Math Anxiety, 2nd edition, by Cynthia Arem, Brooks/Cole Thomson Learning. Pacifica Grove, CA, 2003. ISBN 0-534-38634-2. “If you feel anxious when it comes to math or math tests, or avoid math because you lack confidence in your skills, the anxiety-management and math-study techniques in this book and CD are just what you need!!” Denise Brown. Mastering Mathematics, How to Be a Great Math Student, 3rd edition, by Richard Manning Smith. Brooks/Cole Thomson Learning. Pacifica Grove, CA, 1998. ISBN 0-534-34947-1. “Providing solid tips for every stage of study, Mastering Mathematics stress the importance of a positive attitude and give you the tools to succeed in your math course.” Richard Manning Smith. Back to College Preparation Page

Anxiety

Anxiety can be broken down into two fields: test anxiety and mathematics anxiety.  When combined they can be deadly to a student’s G.P.A and self-esteem. 

What is anxiety?  Anxiety is stress, tension and strain brought onto one’s body and mind.  Anxiety can be broken down into two types:

Somatic – loss control of body, some symptoms are sweaty palms, pain in neck or sick to the stomach.

Cognitive- loss of concentration, some of the symptoms is negative self-talk, feelings of doubt, or mind wanders from test.

  

Back to Math Anxiety Page

Test Anxiety is a learned behavior that can be unlearned.  The following methods often create test anxiety:

• Parents, friends or teachers may pass their bias to the student.
• Student may believe there is a connection between grade and self-worth.
• Fear of alienating parents, family or friends due to poor grades.
• Anxiety may be due to not feeling that they are not in control.

Back to Math Anxiety Page

 

Mathematics anxiety can be extreme; often caused by having a negative attitude due to a previous bad experience.  Studies show that one-half of all students in a developmental mathematics class suffer forms of this type of anxiety.  The good new is that a student can manage this behavior but they must learn to manage BOTH the stress as well as improve the basic mathematic skills.

 

Back to Math Anxiety Page

 

Paul D. Noting, Ph.D. Learning Specialist

Winning at Math; your guide to learning mathematics through successful study skills.

Academic Success Press, INC. 1991

http://www.nwlincs.org/WyGedtran/TestDocuments/MathAnxiety.doc

Attachment: Anxiety.doc (24.0KB)

Attachment: Math Test Anxiety Reduction Checklist.doc (33.0KB)

Attachment: Math Teacher.doc (26.0KB)

Attachment: Ten Ways To Reduce.doc (24.0KB)

Attachment: Food For Thought.doc (110.0KB)

Attachment: Do You Have Math Anxiety.doc (99.0KB)

Attachment: Learning Styles.doc (64.0KB)

Has there been a point in this novel where you were just telling to yourself "DON'T DO THAT!" hoping the characters magically heard you and did whatever you said?
Like for me, when they got to the underground barrack I was so happy they found a place to stay. But all of sudden when the man said they were leaving, I was really frustrated. There was a large amount of resources! If he said they couldn't take another winter (which they are obviously in right now with the snow), then he and the boy should stay for the winter and then pack up. But why now? He claimed in was safety, but with all the resources he had, he could have found a way to hide the barrack from others.
Another time where I was thinking "Don't do this" was when they found the cellar with people that were trapped there for food or other reasons. He should have saved them, then they could have had a rampage against those bad people (I think there were three). All those people could have been freed. But instead they left the cellar, leaving those poor souls there to suffer.

Everyone's favorite math guru shares the top 10 ways you can enhance your students' math learning, test scores, and skills

Several years ago, Michael, one of my third graders, wrote this in his journal: "I never used to look forward to math. All we did was add and subtract. Now I like it more. We work together in class, and we still learn math but in a better way." In a sense, Michael described the challenge we face as math teachers-to help students become flexible thinkers who are comfortable with all the content areas of mathematics and able to apply their learning to problem-solving situations. I have to admit-my early teaching resembled the math class Michael described, but over time I have found more engaging and effective approaches. Here are the ten "big ideas" I now embrace for helping children learn, understand, and enjoy math class. 
1. Success comes from understanding. Set the following expectation for your students: Do only what makes sense to you. Too often, students see math as a collection of steps and tricks that they must learn. And this misconception leads to common recurring errors-when subtracting, students will subtract the smaller from the larger rather than regrouping; or when dividing, they'll omit a zero and wind up with an answer that is ten times too small. In these instances, students arrive at answers that make no sense, and they rarely know why.
 
Help students understand that they should always try to make sense of what they do in math. Always encourage them to explain the purpose for what they're doing, the logic of their procedures, and the reasonableness of their solutions.

2. Have students explain their reasoning. It's insufficient and shortsighted to rely on quick, right answers as indications of students' mathematical power. During math lessons, probe children's thinking when they respond. Ask: Why do you think that? Why does that make sense? Convince us. Prove it. Does anyone have a different way to think about the problem? Does anyone have another explanation?
 
When children are asked to explain their thinking, they are forced to organize their ideas. They have the opportunity to develop and extend their understanding. Teachers are accustomed to asking students to explain their thinking when their responses are incorrect. It's important, however, to ask children to explain their reasoning at all times.

3. Math class is a time for talk. Communication is essential for learning. Having students work quietly-and by themselves-limits their learning opportunities. Interaction helps children clarify their ideas, get feedback for their thinking, and hear other points of view. Students can learn from one another as well as from their teachers.
 
Make student talk a regular part of your lessons. Partner talk-sometimes called "turn and talk" or "think-pair-share"-encourages students to voice their ideas. Giving them a minute or so to talk with a neighbor also helps students get ready to contribute to a discussion. It's especially beneficial to students who are generally hesitant to share in front of the whole class.

4. Make writing a part of math learning. Communication in math class should include writing as well as talking. In his book Writing to Learn (Harper, 1993), William Zinsser states: "Writing is how we think our way into a subject and make it our own." When children write in math class, they have to revisit their thinking and reflect on their ideas. And student writing gives teachers a way to assess how their students are thinking and what they understand.
 
Writing in math class best extends from children's talking. When partner talk, small-group interaction, or a whole-class discussion precedes a writing assignment, students have a chance to formulate their ideas before they're expected to write. Vary writing assignments. At the end of a lesson, students can write in their math journals or logs about what they learned and what questions they have. Or ask them to write about a particular math idea-"what I know about multiplication so far," or "what happens to the sums and products when adding even and odd numbers." When solving a problem, encourage students to record how they reasoned. Writing prompts on the board can help students get started writing. For example: Today I learned ..., I am still not sure about ..., I think the answer is ..., I think this because....

5. Present math activities in contexts. Real-world contexts can give students access to otherwise abstract mathematical ideas. Contexts stimulate student interest and provides a purpose for learning. When connected to situations, mathematics comes alive. Contexts can draw on real-world examples. For example, ask students to figure out what you might have bought and how much it cost if, after paying for it, you received $0.35 change. Or ask children to figure out how much money each of four children would get if they shared $5.00 equally. Or ask a group of children to estimate and then figure out how many raisins each of them would get if they shared a snack-size box.
 
Contexts can also be created from imaginary situations, and children's books are ideal starting points for classroom math lessons. After reading Eric Carle's Rooster's Off to See the World (Simon & Schuster, 1991), for example, ask children if they can figure out how many animals went traveling. Or ask children to follow the calculations in Judith Viorst's Alexander, Who Used to Be Rich Last Sunday (Simon & Schuster, 1978), and figure out how Alexander spent his money. For a ready-to-use, literature-linked math lesson, see "A Step-by-Step Lesson with Marilyn Burns," above.

6. Support learning with manipulatives. Manipulative materials help make abstract mathematical ideas concrete. They give children the chance to grab onto mathematics ideas, turn them around, and view them in different ways. Manipulative materials can serve in several ways-to introduce concepts, to pose problems, and to use as tools to figure out solutions. It's important that manipulatives are not relegated to the early grades but are also available to older students.
 
For teachers just getting started using manipulatives, classroom staples should include at least 400 color tiles (1" square tiles in four colors), three to six sets of pattern blocks (six different shapes which typically include green triangles, yellow hexagons, blue and tan parallelograms, orange squares, and red trapezoids), 500-1000 interlocking cubes (usually in 10 colors, about 3/4"), and a supply of measuring tools.

7. Let your students push the curriculum. Avoid having the curriculum push the children. Choose depth over breadth and avoid having your math program be a mile wide and an inch deep. As David Hawkins said in The Having of Wonderful Ideas, by Eleanor Duckworth (Teachers College Press, 1996), "You don't want to cover a subject; you want to uncover it." There are many pressures on teachers, and the school year passes very quickly. But students' understanding is key and doesn't always happen according to a set schedule. Stay with topics that interest children, explore them more deeply, and take the time for side investigations that can extend lessons in different directions.
8. The best activities meet the needs of all students. Keep an eye out for instructional activities that are accessible to students with different levels of interest and experience. A wonderful quality of good children's books is that they delight adults as well. Of course, adults appreciate books for different reasons than children do, but enjoyment and learning can occur simultaneously at all levels. The same holds true for math. Look for activities that allow for students to seek their own level and that also lend themselves to extensions.
 
For example, challenge children to find the sum of three consecutive numbers, such as 4 + 5 + 6. Ask them to do at least five different problems and see if they can discover how the sum relates to the addends. (The sum is always the middle number tripled.) Allowing the children to select their own numbers to add is a way for students to choose problems that are appropriate for them. Even those students who don't discover the relationship will benefit from the addition practice. Invite more able students to write about why they think the sum is always three times the middle number, or to investigate the sums of four consecutive numbers.

9. Confusion is part of the process. Remember that confusion and partial understanding are natural to the learning process. Don't expect all chi
Everyone's favorite math guru shares the top 10 ways you can enhance your students' math learning, test scores, and skills

Several years ago, Michael, one of my third graders, wrote this in his journal: "I never used to look forward to math. All we did was add and subtract. Now I like it more. We work together in class, and we still learn math but in a better way." In a sense, Michael described the challenge we face as math teachers-to help students become flexible thinkers who are comfortable with all the content areas of mathematics and able to apply their learning to problem-solving situations. I have to admit-my early teaching resembled the math class Michael described, but over time I have found more engaging and effective approaches. Here are the ten "big ideas" I now embrace for helping children learn, understand, and enjoy math class. 
1. Success comes from understanding. Set the following expectation for your students: Do only what makes sense to you. Too often, students see math as a collection of steps and tricks that they must learn. And this misconception leads to common recurring errors-when subtracting, students will subtract the smaller from the larger rather than regrouping; or when dividing, they'll omit a zero and wind up with an answer that is ten times too small. In these instances, students arrive at answers that make no sense, and they rarely know why.
 
Help students understand that they should always try to make sense of what they do in math. Always encourage them to explain the purpose for what they're doing, the logic of their procedures, and the reasonableness of their solutions.

2. Have students explain their reasoning. It's insufficient and shortsighted to rely on quick, right answers as indications of students' mathematical power. During math lessons, probe children's thinking when they respond. Ask: Why do you think that? Why does that make sense? Convince us. Prove it. Does anyone have a different way to think about the problem? Does anyone have another explanation?
 
When children are asked to explain their thinking, they are forced to organize their ideas. They have the opportunity to develop and extend their understanding. Teachers are accustomed to asking students to explain their thinking when their responses are incorrect. It's important, however, to ask children to explain their reasoning at all times.

3. Math class is a time for talk. Communication is essential for learning. Having students work quietly-and by themselves-limits their learning opportunities. Interaction helps children clarify their ideas, get feedback for their thinking, and hear other points of view. Students can learn from one another as well as from their teachers.
 
Make student talk a regular part of your lessons. Partner talk-sometimes called "turn and talk" or "think-pair-share"-encourages students to voice their ideas. Giving them a minute or so to talk with a neighbor also helps students get ready to contribute to a discussion. It's especially beneficial to students who are generally hesitant to share in front of the whole class.

4. Make writing a part of math learning. Communication in math class should include writing as well as talking. In his book Writing to Learn (Harper, 1993), William Zinsser states: "Writing is how we think our way into a subject and make it our own." When children write in math class, they have to revisit their thinking and reflect on their ideas. And student writing gives teachers a way to assess how their students are thinking and what they understand.
 
Writing in math class best extends from children's talking. When partner talk, small-group interaction, or a whole-class discussion precedes a writing assignment, students have a chance to formulate their ideas before they're expected to write. Vary writing assignments. At the end of a lesson, students can write in their math journals or logs about what they learned and what questions they have. Or ask them to write about a particular math idea-"what I know about multiplication so far," or "what happens to the sums and products when adding even and odd numbers." When solving a problem, encourage students to record how they reasoned. Writing prompts on the board can help students get started writing. For example: Today I learned ..., I am still not sure about ..., I think the answer is ..., I think this because....

5. Present math activities in contexts. Real-world contexts can give students access to otherwise abstract mathematical ideas. Contexts stimulate student interest and provides a purpose for learning. When connected to situations, mathematics comes alive. Contexts can draw on real-world examples. For example, ask students to figure out what you might have bought and how much it cost if, after paying for it, you received $0.35 change. Or ask children to figure out how much money each of four children would get if they shared $5.00 equally. Or ask a group of children to estimate and then figure out how many raisins each of them would get if they shared a snack-size box.
 
Contexts can also be created from imaginary situations, and children's books are ideal starting points for classroom math lessons. After reading Eric Carle's Rooster's Off to See the World (Simon & Schuster, 1991), for example, ask children if they can figure out how many animals went traveling. Or ask children to follow the calculations in Judith Viorst's Alexander, Who Used to Be Rich Last Sunday (Simon & Schuster, 1978), and figure out how Alexander spent his money. For a ready-to-use, literature-linked math lesson, see "A Step-by-Step Lesson with Marilyn Burns," above.

6. Support learning with manipulatives. Manipulative materials help make abstract mathematical ideas concrete. They give children the chance to grab onto mathematics ideas, turn them around, and view them in different ways. Manipulative materials can serve in several ways-to introduce concepts, to pose problems, and to use as tools to figure out solutions. It's important that manipulatives are not relegated to the early grades but are also available to older students.
 
For teachers just getting started using manipulatives, classroom staples should include at least 400 color tiles (1" square tiles in four colors), three to six sets of pattern blocks (six different shapes which typically include green triangles, yellow hexagons, blue and tan parallelograms, orange squares, and red trapezoids), 500-1000 interlocking cubes (usually in 10 colors, about 3/4"), and a supply of measuring tools.

7. Let your students push the curriculum. Avoid having the curriculum push the children. Choose depth over breadth and avoid having your math program be a mile wide and an inch deep. As David Hawkins said in The Having of Wonderful Ideas, by Eleanor Duckworth (Teachers College Press, 1996), "You don't want to cover a subject; you want to uncover it." There are many pressures on teachers, and the school year passes very quickly. But students' understanding is key and doesn't always happen according to a set schedule. Stay with topics that interest children, explore them more deeply, and take the time for side investigations that can extend lessons in different directions.
8. The best activities meet the needs of all students. Keep an eye out for instructional activities that are accessible to students with different levels of interest and experience. A wonderful quality of good children's books is that they delight adults as well. Of course, adults appreciate books for different reasons than children do, but enjoyment and learning can occur simultaneously at all levels. The same holds true for math. Look for activities that allow for students to seek their own level and that also lend themselves to extensions.
 
For example, challenge children to find the sum of three consecutive numbers, such as 4 + 5 + 6. Ask them to do at least five different problems and see if they can discover how the sum relates to the addends. (The sum is always the middle number tripled.) Allowing the children to select their own numbers to add is a way for students to choose problems that are appropriate for them. Even those students who don't discover the relationship will benefit from the addition practice. Invite more able students to write about why they think the sum is always three times the middle number, or to investigate the sums of four consecutive numbers.

9. Confusion is part of the process. Remember that confusion and partial understanding are natural to the learning process. Don't expect all children to learn everything at the same time, and don't expect all children to get the same message from every lesson. Although we want all students to be successful, it's hard to reach every student with every lesson. Learning should be viewed as a long-range goal, not as a lesson objective. It's important that children do not feel deficient, hopeless, or excluded from learning mathematics. The classroom culture should reinforce the belief that errors are opportunities for learning and should support children taking risks without fear of failure or embarrassment.
10. Encourage different ways of thinking. There's no one way to think about any mathematical problem. After children respond to a question (and, of course, have explained their thinking!), ask: Does anyone have a different idea? Keep asking until all children who volunteer have offered their ideas. By encouraging participation, you'll not only learn more about individual children's thinking, but you'll also send the message that there's more than one way to look at any problem or situation. That's when the potential for delight occurs.

Marilyn Burns is the creator of Math Solutions, inservice workshops offered nationwide, and the author of numerous books and articles. She is author of the book 50 Problem-Solving Lessons, Grades 1-6, distributed by Cuisenaire.
ldren to learn everything at the same time, and don't expect all children to get the same message from every lesson. Although we want all students to be successful, it's hard to reach every student with every lesson. Learning should be viewed as a long-range goal, not as a lesson objective. It's important that children do not feel deficient, hopeless, or excluded from learning mathematics. The classroom culture should reinforce the belief that errors are opportunities for learning and should support children taking risks without fear of failure or embarrassment.
10. Encourage different ways of thinking. There's no one way to think about any mathematical problem. After children respond to a question (and, of course, have explained their thinking!), ask: Does anyone have a different idea? Keep asking until all children who volunteer have offered their ideas. By encouraging participation, you'll not only learn more about individual children's thinking, but you'll also send the message that there's more than one way to look at any problem or situation. That's when the potential for delight occurs.

Marilyn Burns is the creator of Math Solutions, inservice workshops offered nationwide, and the author of numerous books and articles. She is author of the book 50 Problem-Solving Lessons, Grades 1-6, distributed by Cuisenaire.
http://www2.scholastic.com/browse/article.jsp?id=3596

Syempre! .. Sino aangal!? .. Cute cute nmin dun lahat ee. :D
Da Best daw ang Back drop nmen. :) by: Sir Ideh.
 

The department strongly recommends that an attempt be made to resolve complaints promptly and informally with the staff member(s) involved, or failing that, with the school executive. If you still do not obtain a satisfactory response the person to contact is the Regional Director Gregory Prior.

The Education Department's official Complaints procedure is given here (and a copy is attached to this message).

Attachment: complaintsguidelines.pdf (473.0KB)

The canteen is open at recess and lunch time on Wednesday and Friday. Lunch orders can be placed on both these days.

Dear all,
I had the great chance today, to meet
- Kristian Segerstrale: Founder and VP of Playfish which got sold to Electronic Arts only 3 weeks ago,
- Chris Lee: VP of Euorpean / Studios Activision Blizzard and
- Jeff Pabst: Head of Strategy and Planning of xbox

The discussion was highly interesting also concerning the topic we are currently working on.
Since we are all facing the question which IPs Bertelsmann should use for cross media, if they should be developed inhouse or not etc., I would like to share the following bit of information with you.

I adressed Chris with the question what actually happens to successful IPs, if the gaming studios e.g. will/want to use them for cross media purposes. His answer was as follows:

- Gaming companies get approached continuously by big media companies that want to use their IPs for movies, merchandising etc.. Here one needs to understand that those IPs were developped by a small group of creative geniouses that are emotionally strongly linked with those IPs.
- If IPs get licensed/sold it is important that everything the IP stands for is maintained and supported but the cross media activities. To do so gaming companies would like to send out there creatives to actually support the development of cross media material. This however is often not possible since there is enough development work to do.
Conclusion:
- Overall he thinks, that there are great opportunities for to use those new IPs once those companies that act as "intermediaries" can proove that they are able to use them in the right manner. Otherwise (in this case) gaming comapnies will hesitate to lincese at all.

Another insight regarding the question if it makes sense to develop IPs inhouse is the following: In the gaming industry development often happens with (as said) creative geniouses which are hard to find. The best development happens in very small groups (~5 people) the larger the group gets the harder and the worse becomes the creative process / outcome.

One more rather general note on the side:
Finally, I adressed the question "what the rest of the media industry can learn from gaming" to Kristian Segerstale. His answer was that people want to get engaged. It is important to create something people can engage with and something they love. We need to accapt that people today are not willing to pay for pure content anymore whereas they are willing to pay for games (something that engages them). So if we find a way to present content in a playful and engaging way (as games are doing) this would do a lot.

These statements are all related to the gaming industry. But since this is one of the only parts within media industry which is growing at the moment, it might be a good "benchmark".

Would be great to have your thoughts and feedback on this post.

Regards
Britta

This afternoon I talk with some students who work in Oxygene association.

They really needs helps (about 50-60 persons) to help them during the 16's december event.

They will go with kids to the differents restaurants and help them to move trought Lyon.

Personnaly, I'll be there to help and film, I hope you will be present to take part of this great moment.

I made it last year, I participate to Equinox and I really had fun.

MOI

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