Ref.
http://en.wikipedia.org/wiki/Bancha
http://www.marukyu-koyamaen.co.jp/english/about/kind.html
Wednesday, November 24, 2010
Bancha tea
a Japanese green tea. It is harvested from the second flush of sencha between summer and autumn. (The first flush is harvested for shincha.)
Ref.
http://en.wikipedia.org/wiki/Bancha
http://www.marukyu-koyamaen.co.jp/english/about/kind.html
Ref.
http://en.wikipedia.org/wiki/Bancha
http://www.marukyu-koyamaen.co.jp/english/about/kind.html
"Feng shui"
Feng shui /ˌfʌŋˈʃweɪ/: Chinese philosophy about the relationship between humans and their environment. It is about how everything is connected and affects your well-being. The term feng shui literally translates as "wind-water" in English.
Developed over 8,000 years ago as a system of how to survive and excel in harmony with nature, feng shui theories came from logical assumptions about natural causes and effects that endured through time. Passed down from generation to generation, only a select few understand the phenomenon of feng shui in its entirety. The complexity and correct application of feng shui takes many years to learn from a master. The ideas presented here offer some of the basic concepts that explain the principles of feng shui.
Feng shui is based on the Taoist philosophies of nature: these include the Yin-Yang Theory, Five Element Theory and the trigrams of the trigrams of the Yi-Jing. Everything is made of qi (pronounced chee) or energy which is organized into five elements: metal, fire, water, wood and earth and associated to the trigrams. Do not think of the five elements as static physical elements but energies like frequencies which have direction and a unique wavelength. The Five Element Theory explains how qi cycles in nature, constantly changing from phase to phase, since energy is neither created nor destroyed. Consequently, everything around us is connected and has the potential to affect our well-being. Today, feng shui is a multi-disciplinary study encompassing architecture, urban planning, geography, astrology, electromagnetism, landscape design, environmental psychology, and many others.
Ref.
Tuesday, November 23, 2010
The Use of Mapping in Literature Review
by Andy Coverdale
PhD Research Student, School of Education, University of Nottingham
http://sites.google.com/site/andycoverdale/home
1. Introduction
1.1 The Literature Review
Literature review is a systematic method for identifying, evaluating and interpreting the work of researchers, scholars and practitioners in a chosen field (Fink, 1998). More specifically, Hart (1998; 13) describes how conducting a literature review requires:
"The selection of available documents (both published and unpublished) on the topic, which contain information, ideas, data and evidence written from a particular standpoint to fulfil certain aims or express certain views on the nature of the topic and how it is to be investigated, and the effective evaluation of these documents in relation to the research being proposed"
Boote and Beile (2005) suggest “a thorough, sophisticated review of literature is even more important in education research, with its messy, complex problems, than in most other fields and disciplines.”
Students are often overwhelmed by the vast amount of information that they encounter and have difficulty in identifying and organizing the information in the context of their research (Alias & Suradi, 2001). Carnot (2006) suggests experts in their field develop richer knowledge structures, not only in terms of declarative knowledge, but also the interconnections between that knowledge.
1.2 Mapping
Mapping is one of a number of key strategies commonly presented in guides for the doctoral research student in conducting literature reviews (for example, Hart, 1998; Kamler & Thomson, 2006; Machi & McEvoy, 2008). Hart (1998; 162) suggests “mapping the ideas, arguments and concepts from a body of literature is an important part of the review of literature.”
It is the established method for externalizing knowledge and thinking processes. Mapping is variously described as a ‘graphic blueprint’ (Heinrich, 2001), a ‘diagrammatic representation’ (Hart, 1998), and a ‘geographical metaphor’ (Kamler and Thomson, 2006) of the research field. Maps provide ‘tangible evidence’ of a student’s understanding and interpretation of the research domain which can be shared with both peers and supervisors (Kamler & Thomson, 2006).
The shift to another modality helps students create ‘patterns’ in the research field to ‘see things’ that may be otherwise hidden, identifying ‘gaps’ in the research field and ‘boundaries’ to topics under investigation. This can be fundamental in helping students identify potential original areas of study and the parameters to their study (Heinrich, 2001; Kamler & Thomson, 2006; Machi & McEvoy, 2008).
2. The Mapping Process
2.1 Approaches to Mapping
Hart (1998) stresses mapping is not only an organisational tool but a reflexive one. This requires students understanding the mapping process itself and, as various mapping forms and processes can be employed, students need to make explicit their mapping methodology.
Hart distinguishes between declarative knowledge demonstrated by identifying key concepts, ideas and methods, and procedural knowledge demonstrated through the classifying of those key concepts and forming links or relationships between them. Kamler and Thomson (2006) describe the use of mapping in workshops and advocate joint construction of maps with supervisors:
“As preparation for making a visual map, we ask doctoral researchers to talk about their difficulties in selecting and categorizing bodies of research” (Kamler & Thomson, 2006; 47).
They reconceptualise the literature review as a ‘field of knowledge production’ which describes bodies of research and a constructive element which is productive and ongoing. Therefore, their approach emphasises the identity of, and relationships between, different bodies of scholarship from disparate areas, which can be mapped theoretically, methodologically or substansively.
Machi and McEvoy (2008; 50) present two mapping approaches; mapping by core ideas or ‘descriptors’, developed from keywords in research topics, and mapping by author, which identifies key experts in the field and may incorporate the use of quotations and the referencing and citing of others (see citation mapping). These maps can be subdivided by categorisation processes based on theories, definitions or chronology, and cross referencing can be employed between two types of mapping.
Heinrich (2001) advises students to use mind maps as a process of deduction, mapping specific to general concepts (resulting in an upright triangle shape), or a process of induction, mapping general to specific concepts (resulting in an inverted triangle shape).
Kamler and Thomson (2006) emphasise the positional aspect of mapping, in which the learner seeks to identify where she ‘fits’ within the field. They describe one student who adopted a ‘dinner party metaphor’ to visualise her epistemological position in relation to scholars in her field. Maps based on a single article will inevitable adopt the argument process of the author’s perspective. [Rolf: It could represent the map creator’s critical perspective of the article]
2.2 Types of Mapping
The literature indicates an inconsistent range of mapping approaches, types and notations. Hart (1998) describes several:
The use of rhetoric – communication to argue, influence or persuade – is particularly important in social policy and the political sciences, and may be adopted as a linking strategy (Hart, 1998, Heinrich, 2001). Hart (1998) describes a range of rhetorical devices that can be used to present a case, including ethos, metaphor, trope and irony.
Citation Mapping
Citation mapping is an established research process to specifically establish links between authors through the citation of their papers. Traditional manual citation indexes (Hart, 1998) have become largely superseded by automated databases allowing visual mapping methods (for example, ISI Web of Science). Citation mapping across a topic area can be effective in identifying the frequency of authors and specific papers but does this necessarily indicate key works in the field? Whilst citation mapping may help establish the position of an author’s viewpoint, perspective and epistemology in relation to peers in her field, a broad academic repertoire may result in a diffused and incoherent distribution.
2.3 Mapping Inconsistencies
By comparing the literature with the author’s analysis of maps from PhD students, a set of mapping ‘inconsistencies’ can be established:
Inconsistent Notations
3.1 Relationship with Writing
Machi and McEvoy (2008; 50) suggest maps are “excellent tools for developing the composition outline of the literature review document,” though, as Alias & Suradi (2008; p.4) point out, “a concept map that looks structurally good may not produce a good literature review.” In his study, Carnot (2006) observed that concept map construction operated at a much lower level of detail than the writing process required.
Kamler and Thomson (2006) describe the concept of ‘verbal mapping’, suggesting the mapping process (or rather the process of describing it) can influence formal written composition, evidenced in terms like ‘key players,’ ‘overlaps,’ ‘intersects,’ and ‘parallels.’
3.2 Mapping Complexity
Research dissertations conducted in Carnot’s (2006) study demanded large-scale and complex domains, sub-domains and interconnections. Sub-domain concept maps were developed to explore key ideas, concepts, theories and authors as described in individual research articles, especially those with comprehensive literature reviews. ‘Overall’ (or ‘top-level’) concept maps were developed to organize the main themes of the dissertations through identifying major issues and research categories from the sub-domain maps and their interrelationships.
Malaysian educational Masters students in Alias and Suradi’s (2008) study utilised a similar hierarchy with their ‘spoke type’ maps. Whilst 98% of the students chose to use mapping to synthesize information from multiple sources (i.e. forming the literature review), only 27% of those also used mapping to summarise individual sources (e.g. academic papers), the majority preferring to use traditional summary tables. This indicates a preference towards mapping at a ‘meta-level,’ in which large themes, concepts and perspectives are explored.
Carnot (2006) explains how easily maps became “large and complex to the point that they could not be easily read,” In some cases, more attention was (wrongly) paid to the location of concepts on maps than the links between them. Students in Alias and Suradi’s (2008) study tended not to exceed a maximum of three levels. As both these studies utilised computer-aided mapping programmes, one could suggest that technology enables a greater depth of hierarchical classification, but that the resultant greater complexity is problematic. [Rolf: Why?]
3.3 Mapping Skills and Learning Styles
Studies indicate prior experience of mapping can be a major influence (for example, Alias and Suradi, 2008), and mapping continues to be contentiously associated with preferable learning styles (e.g. visual-spatial and analytical-mathematical), specific academic disciplines (such as the natural sciences), and learning needs such as dyslexia (Budd, 2004; Laight, 2004; Romer, 2007).
4. Developing Mapping
4.1 Dynamic Properties of Mapping
Mapping processes described in the literature are it would seem, commonly perceived by students as one or a series of static constructions; learning artefacts that are created to help establish the structure and early development of literature reviews. Yet Kamler and Thomson (2006; 49) stress that “mapping strategies can be used at various points of candidature, recursively, as doctoral researchers progress and revise their understanding.” Machi and McEvoy (2008) concur, recommending students continue to develop maps throughout the literature review process, using them as “guideposts in refining the research topic” (p.50). Carnot (2006) reminds us that maps are not always ‘fully developed,’ yet they allow the student to re-enter projects more effectively by providing external records of previous and ongoing work (Carnot, 2006).
4.2 Computer-Aided Mapping
Whilst many of the mapping processes described in the guides to literature review are applicable to traditional hand-drawn methods, the use of computer-mediated mapping tools is acknowledged and encouraged.
The affordances provided by the increasing development and use of mapping technologies are evident in the way maps are potentially constructed, stored, presented, edited and shared. Mapping programmes standardise notation (the mapping method or process). The use of colours and shapes are most commonly used as a primary method of categorising sets of nodes (for example, nodes that represent an idea, a question, an author or a resource) (Heinrich, 2001).
Carnot (2006) describes how mapping software provides “a way to develop reusable sets of resources, and the potential to link to and to organize online and other resources.” This facilitates the construction of ‘knowledge models,’ which Cañas, Hill and Lott (2003) define as “sets of concept maps and associated resources about a particular domain of knowledge.”
References
Alias, M. & Suradi, Z. (2008). Concept Mapping: A Tool for Creating a Literature Review. Concept Mapping: Connecting Educators: The Second International Conference on Concept Mapping. Tallinn & Helsinki.
Boote, D. and Beile, P. (2005). Scholars before researchers: on the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6) 3-15.
Budd, J. W. (2004) Mind Maps as Classroom Exercises. Journal of Economic Education. Winter, pp.35-46.
Carnot, M. J. (2006). Using Concept Maps to Organize Information for Large Scale Literature Reviews and Technical Reports: Two Case Studies. Concept Maps: Theory, Methodology, Technology: The Second International Conference on Concept Mapping. San José,
Czuchry, M. and Dansereau, D. (1996). “Node-link mapping as an alternative to traditional writing assignments in undergraduate psychology courses.” Teaching of Psychology 23(2): 91-96.
Fink, A. (1998). Conducting literature research reviews: from paper to the internet. Thousand Oaks, CA: Sage
Giombini, L. (2004). From thought to conceptual maps: CmapTools as a writing system, In Proceedings of the First International Conference on Concept Mapping. A. J. Cañas, J. D. Novak, F. M. González, Eds., Pamplona, Spain, 2004.
Hart, C. (1998). Doing a Literature Review: Releasing the Social Science Research Imagination. London: Sage.
Heinrich, K. T. (2001). Mind-mapping: A successful technique for organizing a literature review. Nurse Author & Editor. Spring.
Kamler, B. & Thomson, P. (2006). Helping Doctoral Students Write: Pedagogies for Doctoral Supervision. London: Routledge.
Laight, D. W. (2004). Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style. Medical Teacher, 26, pp.229-233.
Machi, L. A. & McEvoy, B. T. (2008). The Literature Review: Six Steps to Success. Thousand Oaks: Corwin Press.
Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
Romer, W. (2007) Graphical Organising Software as a Tool for Improving Essay Planning. TechDis and Higher Education Academy.http://www.hca.heacademy.ac.uk/resources/reports/archaeology/WR_Archaeology_Inspiration.pdf
PhD Research Student, School of Education, University of Nottingham
http://sites.google.com/site/andycoverdale/home
1. Introduction
1.1 The Literature Review
Literature review is a systematic method for identifying, evaluating and interpreting the work of researchers, scholars and practitioners in a chosen field (Fink, 1998). More specifically, Hart (1998; 13) describes how conducting a literature review requires:
"The selection of available documents (both published and unpublished) on the topic, which contain information, ideas, data and evidence written from a particular standpoint to fulfil certain aims or express certain views on the nature of the topic and how it is to be investigated, and the effective evaluation of these documents in relation to the research being proposed"
Boote and Beile (2005) suggest “a thorough, sophisticated review of literature is even more important in education research, with its messy, complex problems, than in most other fields and disciplines.”
Students are often overwhelmed by the vast amount of information that they encounter and have difficulty in identifying and organizing the information in the context of their research (Alias & Suradi, 2001). Carnot (2006) suggests experts in their field develop richer knowledge structures, not only in terms of declarative knowledge, but also the interconnections between that knowledge.
1.2 Mapping
Mapping is one of a number of key strategies commonly presented in guides for the doctoral research student in conducting literature reviews (for example, Hart, 1998; Kamler & Thomson, 2006; Machi & McEvoy, 2008). Hart (1998; 162) suggests “mapping the ideas, arguments and concepts from a body of literature is an important part of the review of literature.”
It is the established method for externalizing knowledge and thinking processes. Mapping is variously described as a ‘graphic blueprint’ (Heinrich, 2001), a ‘diagrammatic representation’ (Hart, 1998), and a ‘geographical metaphor’ (Kamler and Thomson, 2006) of the research field. Maps provide ‘tangible evidence’ of a student’s understanding and interpretation of the research domain which can be shared with both peers and supervisors (Kamler & Thomson, 2006).
The shift to another modality helps students create ‘patterns’ in the research field to ‘see things’ that may be otherwise hidden, identifying ‘gaps’ in the research field and ‘boundaries’ to topics under investigation. This can be fundamental in helping students identify potential original areas of study and the parameters to their study (Heinrich, 2001; Kamler & Thomson, 2006; Machi & McEvoy, 2008).
2. The Mapping Process
2.1 Approaches to Mapping
Hart (1998) stresses mapping is not only an organisational tool but a reflexive one. This requires students understanding the mapping process itself and, as various mapping forms and processes can be employed, students need to make explicit their mapping methodology.
Hart distinguishes between declarative knowledge demonstrated by identifying key concepts, ideas and methods, and procedural knowledge demonstrated through the classifying of those key concepts and forming links or relationships between them. Kamler and Thomson (2006) describe the use of mapping in workshops and advocate joint construction of maps with supervisors:
“As preparation for making a visual map, we ask doctoral researchers to talk about their difficulties in selecting and categorizing bodies of research” (Kamler & Thomson, 2006; 47).
They reconceptualise the literature review as a ‘field of knowledge production’ which describes bodies of research and a constructive element which is productive and ongoing. Therefore, their approach emphasises the identity of, and relationships between, different bodies of scholarship from disparate areas, which can be mapped theoretically, methodologically or substansively.
Machi and McEvoy (2008; 50) present two mapping approaches; mapping by core ideas or ‘descriptors’, developed from keywords in research topics, and mapping by author, which identifies key experts in the field and may incorporate the use of quotations and the referencing and citing of others (see citation mapping). These maps can be subdivided by categorisation processes based on theories, definitions or chronology, and cross referencing can be employed between two types of mapping.
Heinrich (2001) advises students to use mind maps as a process of deduction, mapping specific to general concepts (resulting in an upright triangle shape), or a process of induction, mapping general to specific concepts (resulting in an inverted triangle shape).
Kamler and Thomson (2006) emphasise the positional aspect of mapping, in which the learner seeks to identify where she ‘fits’ within the field. They describe one student who adopted a ‘dinner party metaphor’ to visualise her epistemological position in relation to scholars in her field. Maps based on a single article will inevitable adopt the argument process of the author’s perspective. [Rolf: It could represent the map creator’s critical perspective of the article]
2.2 Types of Mapping
The literature indicates an inconsistent range of mapping approaches, types and notations. Hart (1998) describes several:
- Feature Map: Argumental structures developed from summary record sheets
- Subject Tree Map: Summative maps showing the development of topic into sub-themes to any number of levels
- Content Map: Linear structure of organisation of content through hierarchical classification
- Taxonomic Map: Classification through standardised taxonomies
- Concept Map: Linking concepts and processes enables declarative to procedural knowledge. With an underlying principle of cause and effect and problem solving, concept maps can show the relationship between theory and practice.
The use of rhetoric – communication to argue, influence or persuade – is particularly important in social policy and the political sciences, and may be adopted as a linking strategy (Hart, 1998, Heinrich, 2001). Hart (1998) describes a range of rhetorical devices that can be used to present a case, including ethos, metaphor, trope and irony.
Citation Mapping
Citation mapping is an established research process to specifically establish links between authors through the citation of their papers. Traditional manual citation indexes (Hart, 1998) have become largely superseded by automated databases allowing visual mapping methods (for example, ISI Web of Science). Citation mapping across a topic area can be effective in identifying the frequency of authors and specific papers but does this necessarily indicate key works in the field? Whilst citation mapping may help establish the position of an author’s viewpoint, perspective and epistemology in relation to peers in her field, a broad academic repertoire may result in a diffused and incoherent distribution.
2.3 Mapping Inconsistencies
By comparing the literature with the author’s analysis of maps from PhD students, a set of mapping ‘inconsistencies’ can be established:
Inconsistent Notations
- Types of mapping notation; i.e. concept, mind mapping etc.
- Non-mapping diagrammatic representations e.g. process charts, timelines etc.
- In addition, software / programmes present inconsistent variations or interpretations of mapping models
- Hand-drawn and computer-mediated mapping
- Within the latter, inconsistencies also within the software / programme used (which may or not be influences by a specific mapping notation or type)
- Point of view of the mapping author, or that of an external expert (such as in the mapping of a specific paper or book)
- The use of multi-perspectives within the same map
- Representation of specific types of nodes or links e.g. concepts, authors, papers, questions, Weblinks etc.
3.1 Relationship with Writing
Machi and McEvoy (2008; 50) suggest maps are “excellent tools for developing the composition outline of the literature review document,” though, as Alias & Suradi (2008; p.4) point out, “a concept map that looks structurally good may not produce a good literature review.” In his study, Carnot (2006) observed that concept map construction operated at a much lower level of detail than the writing process required.
Kamler and Thomson (2006) describe the concept of ‘verbal mapping’, suggesting the mapping process (or rather the process of describing it) can influence formal written composition, evidenced in terms like ‘key players,’ ‘overlaps,’ ‘intersects,’ and ‘parallels.’
3.2 Mapping Complexity
Research dissertations conducted in Carnot’s (2006) study demanded large-scale and complex domains, sub-domains and interconnections. Sub-domain concept maps were developed to explore key ideas, concepts, theories and authors as described in individual research articles, especially those with comprehensive literature reviews. ‘Overall’ (or ‘top-level’) concept maps were developed to organize the main themes of the dissertations through identifying major issues and research categories from the sub-domain maps and their interrelationships.
Malaysian educational Masters students in Alias and Suradi’s (2008) study utilised a similar hierarchy with their ‘spoke type’ maps. Whilst 98% of the students chose to use mapping to synthesize information from multiple sources (i.e. forming the literature review), only 27% of those also used mapping to summarise individual sources (e.g. academic papers), the majority preferring to use traditional summary tables. This indicates a preference towards mapping at a ‘meta-level,’ in which large themes, concepts and perspectives are explored.
Carnot (2006) explains how easily maps became “large and complex to the point that they could not be easily read,” In some cases, more attention was (wrongly) paid to the location of concepts on maps than the links between them. Students in Alias and Suradi’s (2008) study tended not to exceed a maximum of three levels. As both these studies utilised computer-aided mapping programmes, one could suggest that technology enables a greater depth of hierarchical classification, but that the resultant greater complexity is problematic. [Rolf: Why?]
3.3 Mapping Skills and Learning Styles
Studies indicate prior experience of mapping can be a major influence (for example, Alias and Suradi, 2008), and mapping continues to be contentiously associated with preferable learning styles (e.g. visual-spatial and analytical-mathematical), specific academic disciplines (such as the natural sciences), and learning needs such as dyslexia (Budd, 2004; Laight, 2004; Romer, 2007).
4. Developing Mapping
4.1 Dynamic Properties of Mapping
Mapping processes described in the literature are it would seem, commonly perceived by students as one or a series of static constructions; learning artefacts that are created to help establish the structure and early development of literature reviews. Yet Kamler and Thomson (2006; 49) stress that “mapping strategies can be used at various points of candidature, recursively, as doctoral researchers progress and revise their understanding.” Machi and McEvoy (2008) concur, recommending students continue to develop maps throughout the literature review process, using them as “guideposts in refining the research topic” (p.50). Carnot (2006) reminds us that maps are not always ‘fully developed,’ yet they allow the student to re-enter projects more effectively by providing external records of previous and ongoing work (Carnot, 2006).
4.2 Computer-Aided Mapping
Whilst many of the mapping processes described in the guides to literature review are applicable to traditional hand-drawn methods, the use of computer-mediated mapping tools is acknowledged and encouraged.
The affordances provided by the increasing development and use of mapping technologies are evident in the way maps are potentially constructed, stored, presented, edited and shared. Mapping programmes standardise notation (the mapping method or process). The use of colours and shapes are most commonly used as a primary method of categorising sets of nodes (for example, nodes that represent an idea, a question, an author or a resource) (Heinrich, 2001).
Carnot (2006) describes how mapping software provides “a way to develop reusable sets of resources, and the potential to link to and to organize online and other resources.” This facilitates the construction of ‘knowledge models,’ which Cañas, Hill and Lott (2003) define as “sets of concept maps and associated resources about a particular domain of knowledge.”
References
Alias, M. & Suradi, Z. (2008). Concept Mapping: A Tool for Creating a Literature Review. Concept Mapping: Connecting Educators: The Second International Conference on Concept Mapping. Tallinn & Helsinki.
Boote, D. and Beile, P. (2005). Scholars before researchers: on the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6) 3-15.
Budd, J. W. (2004) Mind Maps as Classroom Exercises. Journal of Economic Education. Winter, pp.35-46.
Carnot, M. J. (2006). Using Concept Maps to Organize Information for Large Scale Literature Reviews and Technical Reports: Two Case Studies. Concept Maps: Theory, Methodology, Technology: The Second International Conference on Concept Mapping. San José,
Czuchry, M. and Dansereau, D. (1996). “Node-link mapping as an alternative to traditional writing assignments in undergraduate psychology courses.” Teaching of Psychology 23(2): 91-96.
Fink, A. (1998). Conducting literature research reviews: from paper to the internet. Thousand Oaks, CA: Sage
Giombini, L. (2004). From thought to conceptual maps: CmapTools as a writing system, In Proceedings of the First International Conference on Concept Mapping. A. J. Cañas, J. D. Novak, F. M. González, Eds., Pamplona, Spain, 2004.
Hart, C. (1998). Doing a Literature Review: Releasing the Social Science Research Imagination. London: Sage.
Heinrich, K. T. (2001). Mind-mapping: A successful technique for organizing a literature review. Nurse Author & Editor. Spring.
Kamler, B. & Thomson, P. (2006). Helping Doctoral Students Write: Pedagogies for Doctoral Supervision. London: Routledge.
Laight, D. W. (2004). Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style. Medical Teacher, 26, pp.229-233.
Machi, L. A. & McEvoy, B. T. (2008). The Literature Review: Six Steps to Success. Thousand Oaks: Corwin Press.
Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
Romer, W. (2007) Graphical Organising Software as a Tool for Improving Essay Planning. TechDis and Higher Education Academy.http://www.hca.heacademy.ac.uk/resources/reports/archaeology/WR_Archaeology_Inspiration.pdf
Windows Live Movie Maker
- quickly turn your photos and videos into polished movies
- add special effects, transitions, sound, and captions
This is a useful tool for researchers to blur participant faces on video footage
http://explore.live.com/windows-live-movie-maker?os=other
- add special effects, transitions, sound, and captions
This is a useful tool for researchers to blur participant faces on video footage
http://explore.live.com/windows-live-movie-maker?os=other
New word: 'Tech-savvy'
tech-savvy (adj)(informal) Proficient in the use of technology, especially computers.
1996: The Tofflers have also recruited as executive partners TV producer Al Burton and the tech-savvy film producer and entrepreneur Jeff Apple. — Krantz, Michael, “Cashing In On Tomorrow”, Time 148 (4), July 15, 1996, ISSN 0040-781X
from: http://en.wiktionary.org/wiki/tech-savvy
1996: The Tofflers have also recruited as executive partners TV producer Al Burton and the tech-savvy film producer and entrepreneur Jeff Apple. — Krantz, Michael, “Cashing In On Tomorrow”, Time 148 (4), July 15, 1996, ISSN 0040-781X
from: http://en.wiktionary.org/wiki/tech-savvy
Monday, November 1, 2010
Are you being compromised? Challenges of cyber communication in the 21st century.
Information and Communications Technology (ICT) is an integral part of our daily lives. The growth in electronic communication and social media is nothing short of astounding. If Facebook were a country, it would now be the world's third largest. Google is such a common term in language use that in 2006 it was added to the Oxford Dictionary.
We use ICT to stay in contact, to obtain information, to conduct business and for financial and banking services. Companies are increasingly aware of the need to be connected online with customers. Government and business are also taking advantage of the opportunities for economic development that exist through increased use of information technology.
However, the rapid growth and development of ICT is matched by the rise of issues around cyber security. The complex issues around e-crime, internet fraud and scams and cyber-bullying present key challenges for all ICT users.
This public lecture presented by two experts in the area of cyber security, Detective Senior Sergeant Barry Blundell and Professor Jill Slay will challenge our thinking about how ICT impacts law enforcement, and how research is playing a pivotal role in enhancing security in today's cyber communication.
by UniSA
Sunday, October 31, 2010
Chú hề của bệnh nhi ung thư
TT - Hôm nay tại TP.HCM khai hội hoa hướng dương “Vì bệnh nhi ung thư” lần 3. Ba năm qua, nhiều tấm lòng mở ra giúp các em xoa dịu nỗi đau, trong đó có chú hề Siđô - một nhân vật được các em yêu quý trong chương trình “Ước mơ của Thúy”.
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Chú hề Siđô Lê Văn Hải chơi với các bệnh nhi ung thư tại Bệnh viện Ung bướu TP.HCM - Ảnh: THUẬN THẮNG |
Các bé trong bệnh viện rất thích được đùa giỡn với chú hề Siđô. Chỉ cần thấy bóng dáng bộ đồ thùng thình, mái tóc giả sặc sỡ, cặp kính không tròng to tướng của chú hề xuất hiện là các em reo vang, ùa ra khỏi phòng bệnh ôm vai bá cổ, có bé đòi bằng được chú hề bế trên tay.
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| Hề Siđô tổ chức sinh nhật cho các bệnh nhi - Ảnh: TỐ OANH |
Tuổi thơ không trọn vẹn
Siđô sinh ra trong một mái nhà bất hạnh ở miền Trung. Từ nhỏ Siđô không biết mặt cha. Mẹ bị bại liệt chỉ ở một chỗ. Siđô kể: “Việc mẹ mang thai mình làm gia đình nhà ngoại bị mất thể diện nên bị hắt hủi. Người vú nuôi của mẹ đã đi ăn xin để cưu mang hai mẹ con”. Rồi người vú già qua đời khi Siđô mới 5 tuổi.
Một lần nằm ngủ ở lề đường, một gia đình thương tình đã nhận Siđô về nhà nuôi và giao nhiệm vụ hứng nước, hầu quạt cho ông cụ chủ. Lớn thêm tuổi nữa, Siđô được giao thêm việc giao đồ vắt sổ, được cho đi học. Mỗi ngày gia đình chủ nhà cho Siđô cơm đem về cho mẹ. Năm lên 7 tuổi, một lần đi giao đồ vắt sổ, Siđô mê xem phim nên về trễ, bị chủ nhà la rầy và Siđô đã trốn đi.
Tuổi thơ của Siđô tiếp tục là những tháng ngày đi bán trà đá, bắp rang, bánh kẹo, mía ghim... Anh đã tự mưu sinh trên đường phố để nuôi mẹ và đến trường ở Đà Nẵng. Học xong lớp 8, Siđô vào Sài Gòn, ngày làm việc cho một hãng sơn, tối đến lớp học bổ túc văn hóa và tranh thủ tham gia công tác Đoàn tại phường 1, quận Tân Bình. Siđô trưởng thành dần trong công tác thanh niên, anh đảm nhiệm vai trò bí thư đoàn phường.
Tuổi thơ đầy cơ cực nên anh có rất nhiều tình cảm với các bé thiếu nhi có hoàn cảnh đặc biệt. Vốn có máu văn nghệ, Siđô đã cùng đoàn phường lập ra đội rối để đi biểu diễn phục vụ thiếu nhi có hoàn cảnh khó khăn. Có lần đội rối diễn ở sân khấu công viên văn hóa Đầm Sen bị trục trặc MC, Siđô đã trổ tài MC hoạt náo, sau đó được nhận vào làm việc tại Đầm Sen. Từ đó, anh trở thành MC sân khấu thiếu nhi hóm hỉnh, dễ mến. Tám năm trước anh được chương trình Vườn âm nhạc Đài truyền hình TP.HCM mời vào vai hề Siđô. Khán giả thiếu nhi yêu mến anh hề Siđô từ đó.
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Ở đâu hề Siđô đến, ở đó các em quên bệnh tật - Ảnh: Thuận THẮNG |
Đem nụ cười cho bệnh nhi
Chẳng ai nhớ tên anh hề Diễn viên hề Siđô tên thật là Lê Văn Hải, 38 tuổi, là một trong những tình nguyện viên đầu tiên gắn bó với chương trình “Ước mơ của Thúy” giúp bệnh nhi ung thư ngay từ những ngày mới thành lập. Ở nhiệm vụ người dẫn chương trình hài hước đem lại nụ cười vui, suốt ba năm qua dù bận đi diễn ở đâu anh cũng đều xếp lịch ưu tiên cho các bé bệnh nhi. Ít hôm anh lại ôm quà đồ chơi vào bệnh viện: “Cái ôtô này là của cu Tí phòng 8 mong ước, búp bê này là của bé Lan phòng 5...”. Còn các bé và phụ huynh chẳng ai nhớ đến tên khai sinh của anh, mọi người gọi anh là hề Siđô trìu mến. |
Hành trình cùng con chiến đấu với căn bệnh ung thư khiến nhiều cha mẹ mệt nhoài, đối diện với biết bao áp lực về tinh thần, về tài chính, về sự ra đi của con nên không cha mẹ nào còn tâm trí nghĩ đến sinh nhật của con trẻ. Hề Siđô đã nảy ý tưởng: nên tổ chức chúc mừng sinh nhật các bé hằng tháng trong bệnh viện.
Ý tưởng được triển khai ngay vào tháng 1-2008. Sinh nhật đầu tiên diễn ra trong niềm vui đầy háo hức trẻ con và nước mắt xúc động của cha mẹ, tình nguyện viên. Mỗi lần tổ chức sinh nhật, hề Siđô đều chăm chút nội dung, kết nối mạnh thường quân tặng các bé thật nhiều quà mừng tuổi mới, tiết mục biểu diễn xiếc ảo thuật trẻ con mê tít. Siđô không bao giờ quên thắp những ngọn nến cho các bé sớm ra đi, không đợi kịp sinh nhật mình.
Hoạt động chúc mừng sinh nhật được nhân rộng ra các bệnh viện có chương trình “Ước mơ của Thúy” hoạt động tại TP.HCM và Hà Nội.
Nước mắt anh hề
Một buổi chiều thứ tư, anh hề Siđô vào Bệnh viện Ung bướu để tổ chức sinh nhật cho các bệnh nhi. Khi ngang qua phòng siêu âm, gặp một bé trai thể trạng rất yếu đang ngồi chờ khám, anh nựng bé nhưng bé không nhìn lại, anh nghĩ rằng chắc do bé đang mệt.
Kết thúc buổi sinh nhật hôm đó có một tình nguyện viên thông tin: “Bé Thành phòng 8 hôm nay sinh nhật 13 tuổi, nhưng bệnh nặng không qua phòng sinh hoạt chung thắp nến mừng tuổi mới được. Bé mong được anh hề đến phòng thăm bé”. Siđô bất ngờ, đó chính là bé trai mà anh mới nựng.
Nhận quà sinh nhật từ tay anh hề, cậu bé nhăn mặt đau nhưng cố nhoẻn cười: “Con cảm ơn ông hờ (hề - giọng Phú Yên). Ông hờ ơi! Con có một ước nguyện mà không biết có được không...”. Siđô nghĩ rằng chắc bé ước một món đồ chơi gì đó vì anh cũng hay mua đồ chơi tặng các bệnh nhi nên khuyến khích cậu bé nói. “Ông hờ ơi! Con ước chi mai mốt khỏe mạnh thì được ông hờ làm cha nuôi của con”. Anh thấy lòng mình quặn thắt, nghẹn lời: “Mình đâu cần chi đến lúc con khỏe, ngay bây giờ cũng được!”...
Bệnh Thành đã trở nặng rất nhiều, em đau đớn. Tối nào đi diễn về, Siđô cũng vào bệnh viện chơi với Thành đến khuya. Thành thỏ thẻ: “Có cha nuôi đến con vui lắm, không còn thấy đau nữa”. Còn Siđô thì nước mắt chảy ngược vào lòng. Tết 2009, Siđô tiễn Thành về quê ăn tết, hẹn sau rằm tháng giêng sẽ ra nhà thăm Thành. Nhưng đã không kịp... Thành ra đi chỉ cách rằm vài ngày, trong khi lịch diễn tết của Siđô dày đặc. Sau tết, chúng tôi cùng Siđô đi thăm Thành. Thấy anh cứ lặng yên thật lâu trước ngôi mộ còn mới...
“Ước mơ của Thúy cũng chính là ước mơ của mình, làm được gì xoa dịu nỗi đau cho các bé mình sẽ cố gắng làm” - Siđô tâm sự. Vậy nên tiếng reo vang, tiếng cười của trẻ thơ cứ vang lên suốt trong bệnh viện mỗi khi Siđô xuất hiện.
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