Pigeons: Threat to Buildings

Yet another reason to get rid of those unloved birds. It’s odd to think a bird that we could care less about causes so many problems for us. For one, they’re everywhere which means lots of interaction. In the morning, you’ll find your car covered with their fecal matter. While you are walking on the sidewalk, they drop their excess on you. You think that’s enough but no; eating lunch outside means fending your lunch. Then, when you are trying to sleep, they decide to sit on the cable wires outside of your window and coo all night long. In the morning, you wake up to their cooing to start another pigeon-filled day again.

As you have recollected, pigeons live very closely to humans whether you like it or not. This means they use our stuff too. It’s like that guest who does not know when they are no longer welcomed. They believe in the saying “Mi casa su casa” only it’s your house they are sharing. Pigeons choose high places like our rooftop or skyscrapers to make their nests. They live in tight crawlspaces that are safe from predators and start to reproduce. “Breeding occurs throughout the year, usually taking place between March and July.”

(2008 The City of New York http://www.nyc.gov/html/doh/html/epi/epi-pigeon.shtml)

Even though they share our space, they do not do their part in cleaning up after themselves. They leave debris everywhere they roam and their waste can be very corrosive. “‘Pigeon droppings contain ammonia and acids,’ said chemist Neal Langerman, an officer with the health and safety division of the American Chemical Society. ‘If the dung isn't washed away, it dries out and turns into a concentrated salt. When water gets in and combines with the salt and ammonia, it creates small electrochemical reactions that rust the steel underneath.’” (Martiga Lohn “Pigeon Dung Examined in Bridge Collapse” August 22, 2007 http://www.abcnews.go.com/Technology/wireStory?id=3511882)

Then again, are pigeons really that bad? We like to leave trash everywhere we go too and the pigeons clean it up for us. They don’t seem to complain. In fact, they enjoy picking up after us. They probably think you would feel the same way about picking up after them. Humans and pigeons have sort of had a co-evolution where pigeons adapted to our buildings and built a diet upon our scraps. Humans are the host, pigeons are the parasite.

Because of their unkempt habits and our displeasure in cleaning up after them, their guano has caused major problems on our buildings. There have been news reports on how the buildup caused building collapses and even linked as one of the factors causing the bridge collapse in Minneapolis. (Martiga Lohn “Pigeon Dung Examined in Bridge Collapse” August 22, 2007http://www.abcnews.go.com/Technology/wireStory?id=3511882)

To avoid cleaning up after pigeons, there are traps or structures set up to discourage roosting. I hope historic buildings know this and take preventive measures or have insurance. Is there such a thing as insurance protection for your assets against pigeon destruction?

Historical Buildings: African American Museum in Philadelphia

“The museum is committed to telling the story of African Americans in all its permutations: family life, the Civil Rights movement, arts and entertainment, sports, medicine, architecture, politics, religion, law and technology. The AAMP currently houses four galleries and an auditorium, each of which offer exhibitions anchored by one of our three dominant themes: the African Diaspora, the Philadelphia Story, and the Contemporary Narrative.” (http://www.aampmuseum.org/aboutus/default.asp) Although the Civil Rights Movement occurred decades ago, we are still facing racism today. Two current cases, Jena 6 and the case of Megan Williams, have shown us that racism in America persists and most recently, the Democratic candidates have stirred up many racial issues from everyone.

In the Jena 6 case, several racially motivated incidents led up to the culminating event of the hanging of nooses from a school tree after black students sat under it and the beating of one of the students. The latter issue (noose and beating) and the action taken to reprimand and protect those involved propelled this story onto internet sites and blogs. Videos, interviews, and documentaries were created to raise awareness. Slowly but surely, the story hit mass media. Officials involved were criticized about the manner in which the case was handled. The students involved were allegedly improperly punished for their actions. The issue of racism immediately rose because the Caucasian students who hung the nooses were suspended while the African American students who beat up a Caucasian student, were threatened and charged with attempted murder. (Information on the Jena 6 case: http://colorofchange.org/jena/message.html, http://www.democracynow.org/2007/7/10/the_case_of_the_jena_six )

This inequality impelled others to get involved. Soon, prominent figures like Reverend Al Sharpton and artist Mos Def got involved, and ultimately orchestrated/inspired a march and similar nonviolent protests all over the country. The march, held in Jena, Louisiana, drew a large crowd of supporters. Non-supporters also made their presence known. There was a pick up truck with “two nooses hanging off the back, repeatedly passing groups of demonstrators who were waiting for buses back to their home states.” (http://www.cnn.com/2007/US/09/21/car.nooses/index.html)

As for the Megan Williams case, she was kidnapped and held captive in a former acquaintance’s home, where he, his mother and four other accomplices continued to abuse and torture her in unimaginable ways. Remarkably, she survived the weeklong torture and was discovered when an anonymous tip led the local sheriff to the house. More information on this case can be found at http://abcnews.go.com/US/WireStory?id=3590598&page=1 and http://www.cbsnews.com/stories/2007/09/12/national/main3253257.shtml.

Racism became more prominent in the media again from the speculation of Senator Barack Obama running for President up to today. Throughout the presidential race, media collected polls and data regarding the relevance of race to the supporters and other issues. Not only is the media speaking out on the idea of a minority running for President but also American citizens. On May 13, 2008, the Atlanta Journal-Constitution published an article regarding Marietta residents and their view on Senator Obama running for President. A controversial shirt with the image of a cartoon monkey, Curious George, peeling a banana and the words “Obama in ‘08” underneath is currently being sold at a local bar. Here is an excerpt of the article:

About a dozen protestors rallied against the shirts Tuesday afternoon, condemning them as racist and asking Norman [bar owner] to stop selling them.

Norman acknowledged the imagery's Jim Crow roots but said he sees nothing wrong with depicting a prominent African-American as a monkey.

"We're not living in the (19)40's," he said. "Look at him . . . the hairline, the ears -- he looks just like Curious George."

(http://www.ajc.com/metro/content/metro/cobb/stories/2008/05/13/mulligans_0514.html)

The residents admit the image is racist and wrong but some continue to support the sale. True, we are not living in the 1940’s but we are still dealing with the same issues and their repercussions. AAPM provides a place to discuss current issues regarding African Americans and relate it to past events. The museum has events for speakers, conventions, and performances. More information on the museum is provided at their website: http://www.aampmuseum.org/aboutus/default.asp.

Hist 298: Historical Buildings

Eastern State Penitentiary, located on 22^nd & Fairmount Ave, is a historical monument, which provided the blueprint for prison construction and ideas around the world. During the century following Eastern State Penitentiary’s opening in 1829, more than 300 prisons in South America, Europe, Russia, China, Japan, and across the British Empire were based on its plan. The structure, designed by John Haviland, was based upon “Quaker-inspired system of isolation from other prisoners, with labor.” (http://www.easternstate.org/history/sixpage.php) It was a place of isolation, where prisoners would think of their crime and have true penitence.

With a building and values set in place, criticism from both spectrums emerged. “Debate grew about the effectiveness and compassion of solitary confinement. Was it cruel to hold these men and women without outside visitors, without books or letters from home, without contact with the outside world?” (http://www.easternstate.org/history/sixpage.php) When people are left alone without any distractions, some may go insane and try to kill themselves to get themselves out of the situation while others will contemplate how and why they are in the particular situation. With appropriate supervision and guidance, penitence can occur within prisoners.

An article published in Time Magazine on November 15, 1943 (Eastern State Penitentiary was closed in 1971) reported prisoners donating their skins to burn victims. The donators included murderers and thieves who donated their skin without any compensation except for the gratitude of helping others. Does this act reflect their progress; have they truly penitent? Because of their donation, it shows that they care about others rather than only themselves. Are felons truly bad people? Why did they murder? Why did they steal? There is a differentiation between insanity and desperation. Some of the murderers may have been victims of abuse. The inflictor’s ways finally pushed them to the edge of sanity resulting in death. This situation is famously represented in movies, such as Prison Song, Monster, and Provoked just to name a few. In all these situations, the victim was sentenced to do time in jail, but that is not the help they need. Obviously, they needed psychological help because the person they murdered abused them in a way that pushed them to their limits.

Even the rest of the people need psychological help. For someone to have so much hatred or a desire to kill has some serious mental issues that need professional help. Issues as large as this are not something that can be resolved on their own. Some convicts’ stories are similar: drug dealers selling money to support their family, they steal to obtain food or make some money, and some have low self-esteem and allowed people to influence their decisions (e.g. prostitution or other crimes people were swayed to commit). Some cannot find an employer who will give a chance to an ex-convict, so he/she returns to his/her old illegal habits in order to survive. Illegal activity is not justifiable in any circumstance but their reasons for committing crimes may have been preventable.

Today, the Eastern State Penitentiary is protected by a non-profit corporation, Eastern State Penitentiary Historic Site, Inc., and functions as a historical building, providing guided tours year-long and holds a special event on Halloween.

“Skinning Convicts”. Time 15 Nov. 1943

Eastern State Penitentiary Official Website: http://www.easternstate.org/

Class Reflection

The most exciting thing I’ve learned are the possibilities I have with technology. I loved all the software and pages. Now I get a chance to see how my students will use them. This class also helped me realize all the different ways people can communicate.

The most challenging part would be to keep up to date with all the different websites made available. We all know technology evolves at a fast rate so I hope what I learned in this class will still be relevant by the time I make it into the teaching

What I like about technology is that there are so many possibilities! You can get as creative as you like and keep adding things to your project.

What's in the News?

Article: A Survey of Assistive Technology and Teacher Preparation Programs for Individuals with Visual Impairment

Journal of Visual Impairment & Blindness • Volume 101 • Number 7, July 2007, p. 1-8

Summary: This article discusses the pre-service teachers' knowledge of assistive technology, mainly ones used by students with visual impairments. Upon research, they concluded that most teachers had little to no knowledge so they researched universities to see if learning how to use and operate various assistive technology devices, as well as the best practices for instruction was integrated in university curricula/training. Participants in this study were mainly United States universities (28) and two were Canadian universities. The results of the study were that most of the universities had some type of assistive technology instruction implemented. Of the universities that did not have any assistive technology instruction, half of them planned on incorporating it into their university program.

Response: This was a good research because it propelled half of the schools who did not have any curriculum based on assistive technology to incorporate it into the university program. In addition, various organizations/associations advocated for the inclusion of assistive technology. On the other hand, it wasn’t very specific in the depth of the universities’ curriculum on assistive technology. The data collected was a multiple-choice survey, which was then used to compare the schools. In this study, the researchers did not actually visit the universities; they just took the administrator’s word for it that the university had some type of instruction/training on assistive technology. Furthermore, they did not do a follow-up study to determine whether the universities that did not have curriculum based on assistive technology implemented the program effectively.

My View: I thought it was interesting that they were doing a study on technology integration using technology. For example, their initial contact methods were through email and after two attempts with no response, they then turned to another type of media. Another way they integrated technology was having the participants complete the survey online.

This research also stressed the importance of teachers knowing about assistive technology. There may not be a set standard of what universities are to teach future teachers because there are so many different assistive technology devices but as long as they make people aware of its existence and the reasons for its use would be helpful. There is a book they mentioned, What Every Educator Should Know, that discusses standards directly related to the use assistive technology.

Questions: Have you had any courses that taught the use of assistive technology? If so, what was taught? How in depth was the lesson? Did you ever encounter assistive technology in your teaching experience? How would you use assistive technology in your classroom in the future?

As I looked for articles to review, there were several articles relating to students with disabilities. Unfortunately, it discussed the development of the software, not necessarily classroom/student use. One article I found discussed the development of this 3D software used by children who are deaf and are beginning to learn how to read. The software had a 3D figure "sign" the word as it appeared on the screen. Then, the student watching will correlate the sign with the word, eventually learning to read.

Learning from Experience

If I could re-design a lesson and add multimedia, it would definitely be my presentation on Maya Angelou. In this project, I was to read her poetry (analyze and relate), write a biography, and present my work to the class. All I had were pictures and my facts. They couldn't hear her powerful words; the pain, struggle, the triumph in her voice. Instead they had to settle for pictures and a printout of her poem. It was my job to spark enough curiosity in them to do their own research on her. I felt like my presentation was compelling but not enough to get everyone thinking (only some). I think if my class heard and saw Dr. Maya Angelou read one of her poems, they would have appreciated it more and felt what the poem was conveying.

My PowerPoint of pictures would have kept them on the same focus point while I spoke and video clips of her speaking would have made them feel as passionate as I feel when I hear her name. Overall, multimedia would have greatly enhanced my presentation.

Even if they don't feel like they connect with Maya Angelou, I just wanted them to recognize the history she is talking about or realize that art can be a form of outlet for them whether it be writing, singing, dancing, or playing (or whatever creative medium they decide to express themselves through).

Assessment on Using Technology: Teachers would give a rubric of what they want students to include, then let them be creative. There are so many different tools to use and I think if teachers allow students to choose, it would keep presentations interesting; you and your students won't know what people will come up with next.

Essential Conditions for Technology Integration

This article definitely encompassed the ten essential conditions and probably even more. They used the available resources and made sure everyone was able to participate. As I read through the article, I started to think about students without an internet connection or students with disabilities. As I continued on, they gave explanations of how they handled that situation, such as putting information onto an audio CD and making other adaptations to meet the students’ needs.

I believe the teachers were very well trained and knowledgeable in their area of content and technology to initiate such a task within their classroom. They also had many resources like special education teachers, professors, and authors who joined their discussions. Their community support grew to bigger proportions. One story in particular mentioned a man from Spain commenting on her work. It is very important to hear all sides so you get a different insight on topics. I also feel like it bridged the gap between America and international students (the one where we are so behind and we’re not as smart as the rest of the world).

After I read through the article, I went back once more with the table and check off every example I saw. These projects were a great asset. Students learned a lot and benefited greatly from the incorporation of technology in the curriculum and the administrators did an excellent job incorporating all ten of the essential conditions for technology integration.

I love how technology is making things easier but I’m afraid it’s moving to the isolation period where people don’t interact face to face. You cannot express emotion or explain how you really feel through text. Things get out of hand because of the way people read/interpret the message; they don’t know the writer’s tone.

Web 2.0

After using the different tools available online, I really found it beneficial for future use in the classroom. The sites gave me so much more options to teach my students. One of my favorite tools was probably the WebQuest. Although it was time consuming to create, I think students would have a lot of fun with it and enjoy this much more than listening to their teacher lecture. In addition to completing the WebQuest, I now understand the reason for Wikispaces and photo sharing sites. It was hard trying to find kid-friendly sites and sites that contained all the information I wanted them to learn. By a teacher making her own sites, she can control what her students learn.

Technology is a great tool to use because of its adaptability to the different types of learning styles. It is also great to use because its less time consuming (and we know teachers need all the class time they can get AND younger students don't have a long attention span) and it will keep students interested and on their toes. They will be excited to come to class, wondering what they will get to play with or discover today.

Chapter 1&2 Review

In the first chapter of our text, Ivan and Barron discuss how technology influences student learning. I agree with technology integration, since it is increasingly becoming a major part of students’ lives. In addition to that, technology is a faster way to convey and obtain information. We can find the information we need online and project it in the classroom, so everyone could see. Even if we cannot find it online, we can find the location of the information (library, a person, etc).

The next idea discussed is Howard Gardner’s theory of multiple intelligences. This theory is a lot of fun to learn about and teachers should know about the different learning styles before creating a lesson plan. From these Multiple Intelligences, it gives you a variety of ways to convey the same information. One of the multiple intelligences discussed is cooperative learning. This learning style would work for some situations but not all. I do not like to work in groups because I like to go my own pace and I feel like everyone’s ideas are not always included so I would make my students work in groups after they’ve had some time alone to get their thoughts together. If after they group up and the student still wants to work alone, I would allow it, since it is probably his/her way of learning.

In Chapter 2, we were introduced to DDE-model which stands for decide, design, develop, and evaluate. This model helps teachers plan effective lesson plans. I think this is a great resource for teachers to use because it ensures that we’ve incorporated everything necessary for a lesson.

Based on your learning style inventory, which type of multimedia learning is most challenging for you and why? What multimedia tool do you want to learn more about?

I would like to learn more about how the computer, wireless internet connection, and several other technology devices work. I use it everyday but I do not know how it works. Things I think about are: How does the information from your computer get saved onto a little USB drive? Of course I know how to put it on the USB stick, but what does the computer do? How does it transfer the information? I tried to learn about computer but it was too sequential (you must put things back in opposite order that you took it out and “this little dot right here does this and the one right next to it does something totally different”) that I could not concentrate long enough to figure it out.

Hopefully, I will figure it out one day so I wouldn't have to keep calling my brother to fix it for me!

"Digital Natives, Digital Immigrants" Reflection

As a digital native, I very readily put this assignment to the side after previewing the assignment but after focusing long enough to read the article, I actually enjoyed it. Marc Prensky had a well-balanced amount of information, humor, and suggestions.

I really enjoyed reading his depiction of the gap between generations. I agree that teachers need to update their teaching techniques. Good things work for a while, but even they need an occasional tune-up. I think even adding little things such as video clips, fun trivia, or anything to give their students a change of pace in thinking will help their students. Digital natives are so used to multi-tasking that when they are in the classroom, they are forced to solely concentrate on one task which could be very difficult.

The only time I read something is when I am passionate about the subject or very willing to learn more about it. The only time I learn from my readings is when it is delivered interestingly. Education is my major but let's be serious, most of these education articles are the most boring pieces of reading materials I've ever read! Like Prensky said, learning does not have to be boring. The more you enjoy something, the more you will remember it.

Even introducing digital natives to the original versions of their tools will spark education. Who would ever imagine that a computer the size of a room would become more efficient and do more tasks while fitting into your back pocket? What about music? 8 tracks are a thing of the past, cassettes are practically obsolete and CDs are slowly becoming another dying music medium. I think the only people who own vinyls today are DJs, collectors, and people of that generation.
They can even go as far back to the Romans and Greeks, where music was obtained through a musician up to MP3 players of today.

A recent experience I had with classroom learning was in Biology. This professor lectured for the entire 50 minutes. She talked so fast and about something I did not understand much about that it just went in one ear and out the other. Her slides weren't even interesting; it was just a paragraph of what she was saying. I seriously thought I was going to fail this class until I popped in the CD-ROM that came with the textbook. On it were activities I could play, video demonstrations of what she was saying and through this, I actually understood and learned Biology.

In conclusion, digital immigrants and digital natives need to find a middle ground where they are both comfortable. Digital immigrants do not need to change their pedagogy entirely, just to make it technologically efficient. Small changes, such as having proper slides (not too crowded; bullets, illustrations, etc.) to accompany a lecture would make a significant difference in the amount of students who actually learned something from the lecture. The variety will keep students paying attention and the pictures will help with memorization.

Learning is the door to education. Proper teaching is the key.