Why We Remember

November 9th, 2008 by Mr. D. Sader

The Battle of Passchendaele

Tyne Cot WW1 Cemetery (ii), near Passendale, Belgium - Sept 2003

Cemetery of Passendale

Passendale - Tyne Cot Cemetery

Pyrrhic Victory

Victoria Cross

Passchendaele(2008) Film written/directed by Paul Gross

Passchendaele: Canada’s Triumph and Tragedy on the Fields of Flanders (Hardcover)

Michael Dunne, New York Times, August 3, 1919

General Douglas Haig

Vimy Ridge

The Battle of Vimy Ridge

The Battle of Vimy Ridge


Canadian National Vimy Memorial

Canadian National Vimy Memorial


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Pupils Produce Political Propaganda

November 3rd, 2008 by Mr. D. Sader

How tough is it to create the slick political attack ads that flood the airwaves during an election?

Well, not so tough.

I stumbled onto a site that generates attack ads as fast as refrigerator magnetic poetry.

http://attackadgenerator.com/

I’m sure ten minutes is all you’ll need to create an ad that rivals any real attack ad.

Post a link to your “Attack Ad” here.
Attack Add Demo


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Canadian Mysteries: Developing Critical Thinking

October 23rd, 2008 by Mr. D. Sader

I was watching the game, but Tampa was up 4-0 on the Phillies so I started “surfing-the-net-on-my-laptop-on-the-couch” again.

I’m in search of a word or phrase that describes the often endless evening hours I spend, well “surfing-the-net-on-my-laptop-on-the-couch”. If “couch potato” was the 20th century term for spending too much time staring at the TV, there needs to be a term for someone like me who spends too much time on the couch staring at his laptop computer. I hoped the phrase “couch surfing” might fit. I googled it - nope … weird way to travel … but a term I can’t use. “Laptop Potato” is more of person who watches TV on a laptop. However, I usually have the TV on while I am “surfing-the-net-on-my-laptop-on-the-couch” so I’m not even watching TV the same as I used to. I used to be a “Mouse Potato” or “Computer Potato”, at my desktop iMac far enough away from the TV that it warranted a new term. But here I am again, “surfing-the-net-on-my-laptop-on-the-couch.”

“Blog potato” seems close, except I spend more time “working” on the blog server than actually writing a blog.

Maybe I’m more like a “video game junkie“. I can admit I will play video games, XBox 360, Nintendo GBA and I have an Atari 2600 in a box in the garage. However, any laptop I’ve had, I’ve used primarily for work - lesson design, organizing, grades, handouts, tests, and more recently maintaining web sites, blogs, forums. Hardly a “laptop junkie.”

Help me find a term to describe the common pastime of “surfing-the-net-on-my-laptop-on-the-couch.”

Oh, I saw a headline for an article that suggested that the more older people use the internet, the better their memory becomes. I wish I could remember where I saw it, though.

Finally, I wanted to share a site: Great Unsolved Mysteries in Canadian History.
CanadianMysteries.swf

Time to shut down and watch Sportsnet. Oilers lost. Good opening to the season, so far. They’ll still be in a battle to make the play-offs in the spring, though. Riders play Esks Saturday. When the Riders play, I can’t concentrate enough to attempt “surfing-the-net-on-my-laptop-on-the-couch.”

Go Riders.


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dsader Wins 2008 WPMU Plugin Competition

October 13th, 2008 by Mr. D. Sader

Today, I won first place in the first WPMU Plugin competition for a plugin called “Toggle Admin Menus“. The plugin allows SiteAdmins to reshape the core user menu system for WordpressMU.

Here at STJ I needed the plugin to simplify the admin menus for students for a couple of reasons. First, some core menus had functions I was not interested in enabling for students such as deleting their blogs, uploading certain media types, and editing permalinks. Secondly, some menu functions needed replacing so students could “enhance the artistry” of their communication so I’ve reworked or tweaked Tagging, Widgets, Comments, and Themes. This plugin allows me the simplicity of ticking checkboxes to turn on and off a variety of core Worpress menus/functions without having to edit code in the WPMU download/install package.

This plugin was one of my many plugins I worked on this summer. The plugins I wrote were written solely to support my own deployment of WordpressMU at iblog.stjschool.org. My involvement in this type of communcation technology project emphasizes the following: synchronous and asynchronous student interaction, general outcomes in the Alberta Language Arts curriculum, my skill set as an education technology specialist, the role of student and teacher as digital citizens in the 21st century. To that end my plugins tend to be popular with “edubloggers” whose sites are more of a “walled garden” version of WordpressMU.

In particular, I need to thank the following mentors, hosts, troubleshooters, and testers of my plugins:
Farms at incsub.com (creator of edublogs.org)
Andrea_r from Homeschool Journal
Marko at boonika.org
indojepang at Terminalmusik
James Groom at Mary Washington University
Nemo at Domus Neminis


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Better directions for In The News assignments for L.A. 9

October 3rd, 2008 by Mr. D. Sader

Pick a question(s) from “The Human Condition” course focus questions.

Read a news story(or 3-5 related stories) that in some way explore “The Human Condition.” (adding RSS widgets from cbc.ca/rss/ is a great way to do this.)

Write about the news while at the same time responding to the focus question(s).

Make sure your writing is in your own voice at all times, and that after reading your writing the reader learns something about the news story, something about “The Human Condition”, and something about your personal identity.

Who am I? We often speak of one’s “personal identity” as what makes one the person one is. Your identity in this sense consists roughly of those properties that make you unique as an individual and different from others. Or it is the way you see or define yourself. Or it may be the network of values and convictions that structure your life.

An example from me illustrates the question, Why do we do what we do?.

From my example, what is learned about the news? What is learned about how I see “The Human Condition”(hint: which question(s) have I attempted to answer)? What is learned about my personal identity?

Please pingback a new sample of your writing about the news to this post, and/or leave a comment.


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Why do we do what we do?

September 29th, 2008 by Mr. D. Sader

Monday evening, after the kids went to bed, I sat on the couch watching “Terminator” immersing myself in my weekly paranoia about machines one day bringing an end to humanity. The gist of this episode, like the films, put the basic humanness of its otherwise innocent characters on a bleak collision course with a war of extinction with “the machines.” The future looks bleak indeed.

But this episode had too much dialogue, too much weeping; no car chases, no gun fights. I quickly lost interest.

I wandered the web on my MacBook when I stumbled accross a BBC story of a former Swiss miltary pilot crossing the English channel with a rocket strapped to his back. I watched the video. I watched in silence as he jumped from a plane in Calais, France, and zipped off into the blue. I watched as he blasted past onlookers and chase planes. I watched as he deployed his parachute and landed in Dover, England, with nothing more than a stumble.

No threats, no deaths, no terror, no markets collapsing, no war, no hospital waiting rooms, no polution. Just one man, with a a rocket strapped to his back leading by example.

This story fills me with hope. There are yet a few hope-filled heros who do not become distracted from their focus; no obstacle clouds their pursuit of an ideal; no risk is unmanaged.

“I’m not worried about risk, I manage risk”, he said. What a profound confidence.

Yves Rossy landed safely. He valued risk, he measure it, planned for it, managed it … and landed it. I admire his achievement. I admire his desire to see a future in which we fly “a little bit like a bird.” I admire his desire to lead humanity forward to do what we have never done before. I admire his lack of paranoia about some undefined chance of failure. I admire his unflinching focus on success.

Next week, when I sit down to watch “Terminator,” it’ll be a bit easier to remind myself that a bleak future is fiction. Human fulfillment is possible if we do what we do with love, with joy, and with faith. Yves Rossy is “down to earth” by reminding us we are called to the stars.

“Flight of the Jet Man,” airs again on Friday October 3rd on National Geographic Channel(US). Can anyone find out when(if) it’s on in Canada?


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LA 9 to Compare two films: Apples to Apples

September 28th, 2008 by Mr. D. Sader

I’d like some help considering what pair of films we ought to study in LA 9. Keeping in mind our course focus questions, what pair of films should we study in class?

  1. Why We Fight vs. The Atomic Cafe
  2. Artificial Intelligence: AI vs. I, Robot
  3. Hoosiers vs. Rudy
  4. Godzilla vs. King Kong
  5. Close Encounters of the Third Kind vs. Signs
  6. The Princess Bride vs. Dragon Heart
  7. Arachnophobia vs. Misery
  8. The Outsiders vs. Hairspray
  9. The Iron Giant vs. E.T. The Extra-Terrestrial

Please leave a comment with a critical reason for your preference of films.


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Focus Questions for LA 9, English 10, and English 20

September 22nd, 2008 by Mr. D. Sader

After mulling over the possibilities of focus in my own mind, discussion in the STJ forums amongst students, and reflecting on literature choices from the first two weeks of class I’ve decide the following:

Language Arts 9 will focus on “The Human Condition - In Search of Self.” Early course discussions emphasized relationships (family and friends) and feelings that confuse or hinder the development of new relationships. We’ve seen doubts and fears in our approach to self and others and we’ll continue to grow in our maturing voices and sincerity.

English 10 will focus on “Decisions - Action or Apathy.” Students have been focusing on adolescent decision making: pressures to fit, or not; conflicts between work, family, and school; dealing with consequences to decisions and exploring the role of emotions in “life’s lessons.”

English 20 will focus on “World Perspectives - The Social Experience.” The discussions of our first text, Brave New World, have really determined our focus for us. The discussions go well beyond a defense of personal happiness(or lack thereof) and explore individual, group, and social responsibility. We’ll need to emphasize further the role of literature as a means of Social Criticism. We need to bring into the classroom real analysis of systems that exemplify shortcomings in Canadian Society.

These focus questions will heavily influence all major assignments and the mid-term exams in LA 9, English 10, and English 20.


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“Is it bigger than a breadbox?”

September 17th, 2008 by Mr. D. Sader

Where are all those wooden nickels?I asked a student, “Is it bigger than a breadbox?” today. Their blank look reminded me that the older I get, the further removed I become from the popular lingo of my students. I have no desire to immerse myself fully in the vocabulary of my students, but I can leech unto them the background of some of my “Pingo Lingo.”

When I was a kid we would travel by station wagon, between Prince Albert and Saskatoon, and we would play “20 Questions“. We would each take turns thinking of something, and we would then each in turn ask questions until we where able to guess what the person was thinking. The first question was always, “Is it bigger than a breadbox?”


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While you read…Brave New World

September 9th, 2008 by Mr. D. Sader

Using the format of a blog, comment at the end of each reading session on both the substance of your reading and its effects on you.

Record pages or sections on which you are commenting. Record your impressions of characters, events, conflicts, descriptions. Record responses to your own questions. Record questions about the novel as you read. Respond to course focus questions.

Make sure you take the time after, during, or before each reading session to make an entry into your blog. 10-15 sentences per reading session might be enough.

Make each entry interesting, personal, intelligent. Avoid retelling the story or simply “dumbing-down” the text. Write posts that engages your readers in critical thinking, enhances their attention span, and fills them with speculative awe.

Write several short posts per week, once a day at least. Write longer posts when your mood strikes you. Tag each post before publishing. Use categories such as the following to keep your responses organized:

Utopia
Community, Identity, Stability
Science and Technology
Conditioning
Soma
Sensual Pleasures
Religion
Family Life
Death
Skinner
Kohlberg
Piaget
Erikson
Freud
Adler
Thoreau

Track the posts you make and the comments you send and receive in a spreadsheet. Try to spend no more than 15 minutes on the computer per class. If that isn’t enough, do more work at home or during spare time. There is a need for quite, concentrated reading time during your day. Here we go.


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