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Short notes
Pakistan: Drought in Sindh province
In southeastern Sindh, below-average rainfall during the 2016 monsoon (July to October) resulted in no or substantially less crop production for the third consecutive year and in livestock losses, affecting the two main livelihood sources in the region.
According to ECHO, 27% of the population in Sindh is moderately to acutely food insecure. A lack of access to WASH facilities and medical services exacerbates food security and nutrition conditions. Landless agricultural labourers, pastoralists, and sharecroppers are most vulnerable and the worst hit. Comparable and recent data on food insecurity rates is missing, but according to the latest assessment conducted in 2015, GAM and SAM rates were well above emergency levels.
Since September 2016, response has been limited. According to a report by the UN Country Team in Pakistan published in February 2017, the 2015 findings are still valid and the region is on the verge of a humanitarian crisis.
UPDATE: Results from an IPC Acute Food Insecurity analysis conducted since May and published in August shows that three of the most affected districts (Tharparkar, Jamshoro, and Sanghar) are facing Emergency (IPC Phase 4) food insecurity, while one (Umerkot) is facing Crisis (IPC Phase 3), confirming the analysis of this note published in April and updated in May.?
Priority SectorsLatest update: 20/04/2017
- WASH: Access to safe drinking water for human and livestock consumption is limited. Communities depend for the most part on unsafe rainwater or groundwater for drinking.
- Health: Due to various waterborne diseases and malnutrition, 99 children have died since January 2017 in Tharparkar district, Sindh. Medicines and health staff are lacking. Health facilities are often far away and transportation costs high.
- Nutrition: GAM rates in the east and southeast of Sindh province were between 29-31% and SAM rates 11-12% during the latest assessment in 2015.
Crisis impact
In Tharparkar district and surrounding areas of Sindh province, southeastern Pakistan, the third consecutive year of below-average cereal production, coupled with losses of small animals (in particular sheep and goats) and limited assistance, has caused food insecurity and acute malnutrition.?
High levels of malnutrition, coupled with limited access to water, sanitation and medical services, have compromised the health and coping capacities of the most vulnerable communities. 99 children have died in Tharparkar district since January 2017 from waterborne diseases and malnutrition.?As a result of a lack of comprehensive assistance, the alarmingly high nutritional and food insecurity trends that were recorded in 2015 are likely to have persisted. According to ECHO, 27% of the population in Sindh is moderately to severely food insecure??
Health and water are the two immediate concerns, according to a UN survey conducted in February 2017. Water, in all aspects, including drinking purposes, for agricultural activities, and for livestock was reported to be the main problem across the communities surveyed. Moreover, support for livestock maintenance, cash grants, and food aid are needed.?
Water scarcity is a critical issue in southeastern Sindh. The main sources of drinking water include wells (protected and unprotected) and rainwater catchments, and fewer communities rely on government water supply schemes.?Water sources are difficult to access. Households have to travel 2–15km, often using camels or donkey carts, to collect drinking water.?
Very few communities use cloth filtration and boiling to improve the quality of drinking water. ?No treatment is given to water consumed by livestock. ?Over 70% of water samples in Sindh are unfit for human consumption. More than half of the water samples collected from reverse osmosis plants installed in Tharparkar were found unsafe due to bacterial contamination and high total dissolved solids concentration. ? Manchar Lake, Sindh's largest source of fresh water, is polluted with arsenic, mercury, magnesium, and cadmium. ?
99 children have died in Tharparkar district since January 2017 from waterborne diseases and malnutrition.?As most deaths occur within the community rather than at medical facilities, the reported number of deaths may be far lower than the actual number of deaths. In 2016, 476 deaths were reported in official figures, although the actual number may have been over 600.?
Between September 2016 and February 2017, 20–35% of children were ill. The most common health concerns were pneumonia, fever/flu/coughing, diarrhoea, meningitis, and cholera, according to a UN survey. Most women are anaemic and newborns are underweight at birth due to malnourished mothers. There is a lack of medicines and health staff, especially female doctors. Roads are poor, few transport options are available, and costs are high. Health facilities are located 35-60km away. ?
GAM rates in the east and southeast of Sindh province were between 29-31%, and SAM rates 11-12% in 2015. These rates are well above the emergency threshold for both GAM (15%) and SAM (5%). The numbers refer to the latest drought needs assessment conducted in the last quarter of 2015. ? These rates are likely to persist to date due to a lack of comprehensive assistance and the continued effects of drought. Maternal malnutrition, with a Mid-Upper Arm Circumference (MUAC) below the emergency threshold of 21cm, is also estimated to be very high at 20.8%. ?The consumption of unsafe drinking water exacerbates malnutrition.
Less rain, less cultivation, low crop yields, and deaths of livestock are the main contributing factors in the reduction in household income.
The affected areas are in arid mono-cropping zones where agricultural activities are totally dependent on the monsoon rainfall from July to September. ?
Since August 2016, major livestock losses have been reported due to disease and low availability of water and fodder. Goats and sheep are the main ruminants kept, and losses of 20%–40% of goats are reported, as well as 35%-50% of sheep. Livestock prices in February were much lower than in normal times. ?
Food security
According to ECHO, 27% of the population in Sindh is moderately to severely food insecure. ?Most households have already consumed the cereal stock from previous harvests as a result of limited production in 2016.?Analysis of variance showed that Badin and Tharparkar districts were categorised in Crisis (IPC Phase 3).? Although children and adults consume three and two meals a day, respectively, the portions are small and nutritional content is limited. ?
The nearest accessible markets to the population for purchasing food and non-food items are the ones located in the main cities, normally at a distance of 35–50km.?
Vulnerable groups
Female headed households are more likely to resort to distress sales. 68% of female-headed households surveyed at the end of 2015 were either landless or sharecroppers, which are the livelihood groups most vulnerable to the impact of drought. 41% are landless agricultural labourers or pastoralists, and 27% are sharecroppers. ? These livelihood patterns and vulnerabilities are likely to persist to date (Anonymous source, UNICEF Pakistan).
Landless households, sharecroppers and smallholders have significantly lower food consumption scores than medium or largeholders or households with skilled or stable employment.? Sharecroppers, together with landless agricultural labourers, make up the poorest segment of the population. According to UNDP, 75.5% of the population in rural Sindh lives under the poverty line, with peaks of 87% and 84.7% in Tharparkar and Umerkot, respectively.?
Complementarity between cropping and livestock indicates that households that rely exclusively or heavily on livestock are more insecure in their livelihoods and nutrition. The less diverse the productive assets of a household are, the more those households must rely on seasonal casual and agricultural labour for income. Moreover, they rely on weather conditions to support sufficient natural forage for their livestock. ?
Aggravating factors
Recurrent floods during the monsoon season from July to October exacerbate drought effects in some districts of southeastern Sindh, such as Umerkot, including a lack of safe drinking water, and the loss of livestock and produce.
Poverty and feudalistic rural economy
Agriculture is a key driver of the economy of Sindh province. Land is owned by a few large landowners who rent out land to sharecroppers. Agro-pastoralist tenant farmers live in perpetual debt to landowners, vendors, and others.?
Response capacity
National and international response capacity
Affected areas received very limited assistance between September 2016 and February 2017, which is not sufficiently covering needs. The current nutritional response by the government is not fully operational. ?
The Livestock Department, supported by FAO, is running out of routine vaccination for small and large animals in Tharparkar and Umerkot districts. WFP is implementing a conditional cash assistance project, which covers around 15-20% of households eligible for the Benazir Income Support Programme (BISP), a government poverty reduction scheme. Moreover, community-based management of acute malnutrition is ongoing. ?
In 2016, ECHO's contributions for projects in Pakistan amounted to EUR 25.5 million. A significant part of this funding was directed to Sindh province.?
Coping mechanisms
Selling livestock is an immediate coping mechanism to meet needs. In Tharparkar district, droughts often result in the migration of families in search of pastures for their livestock, disrupting children's basic schooling.?
Operational Constraints
While the "No Objection Certificate", which allows INGOs to implement projects in restricted areas in Pakistan, is not needed for humanitarian projects in Sindh, ?the government has severely limited nutrition assistance in the area since September 2016 and replaced it with its own nutrition support programme (Anonymous source, UNICEF Pakistan).
Information gaps and needs
No recent data is available on food security and nutrition. However, the Nutrition Cell of the Government of Sindh conducted a SMART and IYCF KAP assessment (Knowledge, Attitudes and Practices on Infant and Young Child Feeding) through Action against Hunger, funded by ECHO, in Tharparkar district in 2016. The report is being finalised (Anonymous source, UNICEF Pakistan).
The mortality rate among children under five has been reported as a percentage of children within a community instead of number of deaths per 1,000 live births, making comparisons difficult.
There is a lack of information on how feudalism constrains humanitarian assistance.
In April 2017, district health officials in Tharparkar have declared that they will stop sharing information about children's deaths with media, citing a "misuse" as the reason.? This development is likely to widen the current information gap.
The outlook for the next few months suggests that food insecurity may rise if there are no or limited rains in the coming monsoon (July to October) and if response remains limited. The situation could deteriorate into a humanitarian emergency. ?Depleted seed stocks means sowing next year is likely to be reduced.
Briefing notes
Afghanistan: Forced returnees to Nangarhar, Kandahar, Kabul
Anticipatory report - On 3 January 2018, Pakistan granted Afghan refugees in Pakistan a residence extension until the end of January. This is the shortest extension ever given to Afghan refugees in Pakistan and raises concerns of imminent large-scale forced returns. Some 1.39 million Afghan refugees are registered in Pakistan, as well as an estimated one million unregistered Afghans. If returns are enforced, it is likely to have a major impact on shelter, protection, and food needs. However, previous deadlines have been threatened but not enforced, reducing the probability of the risk.
Pakistan: Sindh Heatwave April - May 2017
Many rural areas of Sindh are currently experiencing daily highs above 40°C, which are forecast to continue until early May. Average annual temperatures are in the mid-thirties at this time and increase to reach their peak in May and June, when urban areas including Karachi will be severely affected by the heatwave. Heatwaves in the past have caused considerable health impacts including dehydration, sunburn, and heatstroke. Impacts on WASH lead to additional health risks such as waterborne diseases. Increased power needs might lead to blackouts, affecting hospitals, transport, and communication.
Afghanistan: Undocumented returnees from Pakistan and Iran
Although the flow of returnees to Afghanistan has slowed since its peak in mid-2016, more than 60,000 people have returned from Iran (54,000) and Pakistan (almost 10,000) this year. They are in need of livelihoods and shelter as well as protection assistance.
Returnees from Pakistan go through Torkham border in Nangarhar province and Spin Boldak border in Kandarhar. Undocumented returnees make up around 40% of a total of 620,000 Afghans who returned from Pakistan in 2016. Returnees from Iran go through Islam Qala border in Herat province and Milak border in Nimroz province. More than 248,000 people returned from Pakistan in 2016, and more than 443,000 from Iran.
The increase is a result of worsening relations between the Afghanistan and Pakistan governments, prompting increasing pressure to return. The increase in returns from Iran is primarily due to the perceived pressure by the Iranian government that Afghan undocumented migrants put on the Iranian economy.
Pakistan: Earthquake
On 26 October, at 9:09 UTC time, a 7.5 magnitude earthquake struck northeast Afghanistan, north Pakistan and some areas of Indian-controlled Kashmir. The earthquake occurred at a depth of 212.5km, with the epicentre near Jurm, in the Badakhshan province of Afghanistan. The affected areas of Pakistan, more densely populated than those of Afghanistan, registered major damage, and casualties. Khyber Pakhtunkhwa province, in northern Pakistan, was the most affected, with at least 221 dead, and 1,664 injured. The national toll is 268 dead, and 1,864 injured. Around 13,771 houses were damaged or destroyed.
Thematic reports
Humanitarian Access Overview
We looked into nine indicators to rank and compare the humanitarian access levels worldwide. Affected populations in more than 50 countries are not getting proper humanitarian assistance due to access constraints. Humanitarian access has deteriorated in Colombia, Iraq, Myanmar, Nigeria, Pakistan, and Somalia over the past six months. 13 new countries entered the ranking since the latest ACAPS Humanitarian Access report released in August 2018. Physical constraints and restriction/obstruction of access to services and assistance are the most common challenges.


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subset: commoncrawl


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23 September 2011
Fresh evidence of the extreme brutality being meted out to
Syrian protesters and their families has been revealed today by Amnesty
The mutilated body of
18-year-old Zainab al-Hosni of Homs, the first woman known to have died in
custody during Syria's recent unrest, was discovered by her family in horrific
circumstances on 13 September.
The family was
visiting a morgue to identify the body of Zainab's activist brother Mohammad,
who was also arrested and apparently tortured and killed in detention. Zainab
had been decapitated, her arms cut off, and skin removed.
Colm O'Gorman,
Executive Director of Amnesty International Ireland, said: "If it is confirmed
that Zainab was in custody when she died, this would be one of the most
disturbing cases of a death in detention we have seen so far.
"We have documented
other cases of protesters whose bodies were returned to their families in a mutilated
state during recent months, but this is particularly shocking."
103 deaths in custody
The killings of Zainab and Mohammad bring Amnesty
International's records of reported deaths in custody to 103 cases since mass
protests in Syria began in March this year.
Amnesty International
has recorded 15 new deaths in custody cases since its report Deadly detention:
Deaths in custody amid popular protest in Syria, published on 31 August. The
bodies have borne signs of beating, shooting and stabbing.
Zainab al-Hosni was
abducted by plain-clothes individuals believed to be members of the security
forces on 27 July, apparently to pressure her activist brother Mohammad Deeb
al-Hosni to turn himself in.
Mohammad Deeb
al-Hosni, 27, had been organising protests in Homs since demonstrations began.
After Zainab's arrest in July, he was apparently told on the phone by her
captors that she would only be released if he stopped his anti-regime
He was eventually
arrested on 10 September and held at the Political Security branch in Homs.
Signs of torture
Their mother was summoned by security forces to pick up
Mohammad's dead body from a military hospital only three days later, on 13
September. The body showed signs of torture including bruising on the back and
cigarette burns on the body. He had been shot in the right arm, right leg, and
three times in the chest.
By chance, their
mother discovered Zainab's mutilated body at the same military hospital.
However, the family was not permitted to take Zainab's body home until 17
Their mother was said
to have been made to sign a document saying that Zainab and Mohammad had been
kidnapped and killed by an armed gang.
Murder continuing
Colm O'Gorman said: "The torture and murder of peaceful
protestors is continuing in Syria."
"The mounting toll of
reports of people dying behind bars provides yet more evidence of crimes
against humanity. The UN Security Council must refer the situation in Syria to
the International Criminal Court."
Amnesty International
has compiled the names of more than 2,200 people reported to have died since
pro-reform protests began. Thousands of others have been arrested, with many
held incommunicado at unknown locations at risk of torture or death.


text:
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People who know me know that I'm renowned for my halloween costumes – after experiences of sewing formals, I find my daughter a MUCH easier client to sew fancy smancy outfits for. I use patterns from the store as a base, but most every costume has custom drafted parts to it, due to her fitting challenge of being skinny and tall. Here are a few of our past entries:
Well, this year is the year of the "MAD SCIENTIST" – a lab coat with hair that looks like an explosion, and test tubes to carry. I've found that it isn't as easy as I thought to find a child sized lab coat. *sniff* I think this will be the first year she will wear something that isn't homemade for the halloween parade at school.
In addition to this lovely ensemble, I'm making her and me costumes to wear to the Gandalf Murphy Halloween Ball, in Ann Arbor. (YES! We've talked her into going! YAY!) Soooo, I'm making her a pirate costume to wear to that. Hopefully, if I make the waist large enough, she could wear it next year. She has selected red bandanna skull fabrics with red and black to accessorize.
My costume is in the formulation stage right now, but so far, it will involve LED lights – hehehe – I'm going to freak everyone out 🙂 . Here is my first draft in my pattern drafting software. I'll leave it to you to figure out what I'm going to be:
More on this later as we get more formulated plans.


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CONCURRENT SESSIONSConcurrent Sessions A: Presentations
Concurrent Sessions B: Presentations
Concurrent Sessions C: Presentations
Concurrent Sessions D: Demonstrations
Concurrent Sessions E: Presentations
Concurrent Sessions F: Demonstrations
Concurrent Sessions G: Demonstrations
The IBM KidSmart Early Learning Program is a worldwide initiative that gives preschool to Grade 3 students in disadvantaged areas access to computers and integrates ICT learning into early childhood education. In the Philippines, IBM's Corporate Citizenship and Corporate Affairs has been working with The APC Center (formerly EduQuest, Inc.) for almost seven years in implementing the IBM KidSmart Program. To date, the program has benefitted 841 teachers from 156 learning institutions and public schools in marginalized areas, thereby helping to bridge the digital divide.
The IBM KidSmart Early Learning Program is grounded on a clear understanding of the purposes, practices, and social context of early childhood education. It is not simply about donating computers to schools but is about promoting the professional development of teacher-implementers to enable them to engage young minds through the use of developmentally appropriate technologies. The program supports teacher professional practice to help teacher-implementers prepare children for lifelong learning.
This paper discusses the role and potential of ICT in early childhood education based on the IBM KidSmart model. It describes the different processes involved in identifying partner institutions and building the capacities of partner schools and teacher-implementers to use ICT to strengthen many aspects of early childhood education practice. It also shows how ICT has contributed to the transformation of the activities, roles, and relationships experienced by the students and teacher-implementers in early childhood education settings. Lastly, the need for interest in and support from various sectors (education, local government, and business) for the integration of ICT into education policy, curriculum, and practice in the context of early learning will be further emphasized.
"Oversold and Underused"? A Case Study of ICT Usage
In this paper, the authors describe findings from an action research study conducted at the Ateneo de Manila Grade School from January to March of 2008. The purpose of the study was to examine the ways in which technology — a computer, a digital projector, and an Internet connection — was being used by the faculty and to gauge the reactions of the students. The study found that although students liked technology enhancements to the lessons, they were also discriminating of curricular relevance of the various media used. Teaching practice was found to be largely traditional despite the use of technology. Student-centered, technology-based approaches were not used. The paper ends with recommendations for teacher training and content development.
One of the most compelling findings from recent reading research is that children who get off to a poor start in reading rarely catch up. The poor first grade reader almost invariably continues to be a poor reader (Frances et al, 1996; Torgesen and Burgess, 1998). And the consequences of a slow start in reading become monumental as these accumulate exponentially over time. Thus, school-based preventive efforts should be engineered to maintain growth in critical word reading skills at roughly normal levels throughout the early elementary school period.
In Digos City Division, the primary focus is on early identification of children-at-risk for problems in learning to read. To support both the national and the regional reading program (ECARP and DIAMAR, respectively), a tutor program in reading was designed for identified struggling readers. The Reading-Tutor Program, as it is called, recognizes teachers, parents, and tutors who can run a successful tutorial and mentoring program in its 35 elementary schools.
Reading-tutor resource packets were developed. The packets include print and ICT-based materials and are organized into six instructional categories: Alphabet, Phonological Awareness, Phonics, High Frequency Word, Fluency, and Comprehension. Tutors determine which packets they will use after the pupils who will be part of the Reading-Tutor Program have been identified and their needs analyzed with the use of the Philippine Informal Reading Inventory (Phil-IRI). With the appropriate use of these convenient, well-organized and educationally-sound tutoring resources, the program has not fallen short of its goal of advancing Digos City learners along the path to literacy for four years now.
Right Triangles in Real Life: A Micro-Lessona
Solving word problems in mathematics requires the students to really understand and analyze the problem. Students can understand word problems better if they can visualize the problem settings. Giving them illustrations would do the job.
In this micro-lesson, students are asked to solve a couple of word problems in right triangle trigonometry. The micro-lesson uses MS PowerPoint in presenting word problems, with animated illustrations to help students better understand the problems to be solved. Due to the lack of computers, the students are grouped into five to share one computer. They would work together to solve the given problems and answer a quiz designed using Hot Potatoes applications. For their outputs, the students are asked to formulate problems in right triangle trigonometry, apply a real-life setting to these problems, and show the solutions. They are to present their outputs using MS PowerPoint or MS Movie Maker.
The presenter's experience with this micro-lesson proves that integrating ICTs in classroom instruction can enhance the teaching and learning process. These types of lessons increase students' motivation to learn and encourage students to participate actively in class, while also facilitating comprehension of difficult mathematical concepts and the development of problem-solving skills.
a This micro-lesson was judged the best Philippine entry in the 4th Microsoft Regional Innovative Teachers Conference in Hanoi, Vietnam in 2008. It will be presented at the 4th Microsoft Worldwide Innovative Teachers Conference in November 2008.
GuhIT 2008: A Project-Based Approach to Teaching Digital Literacy
GuhIT 2008 was a special project of the first year high school students at the Mindanao State University-Iligan Institute of Technology Integrated Developmental School (MSU-IITIDS). It is an offshoot of the Intel Teach Skills for Success curriculum on digital literacy that has been adapted for MSU-IITIDS' Information Technology I subject.
The project task was to produce a 10-minute presentation on one of five project ideas, namely: Travel, Park, Disaster, Future, and Problems of Iligan City. The project slogan was "Paint a Better Tomorrow", to encourage the students to not only present the problems or flaws of their community but also to suggest ways of solving these problems.
This presentation outlines the objectives, structure, activities, and outcomes of the project. The two-month, four-step PDRS process (planning, doing, reviewing, and sharing) undergone by participating students will be highlighted. The presentation concludes with an assessment of the project and recommendations for improvement.
Spreadsheet-Based Learning Space
One of the centerpieces of the Strengthening ICT Use in Schools project of the Misamis Oriental General Comprehensive High School is the development of ICT-based lessons and support materials in Science, Mathematics, English, Filipino and Makabayan. A learning space built on Microsoft Excel was developed by the author to deliver these ICT-based lessons. Selected ICT-based lessons will be presented to demonstrate the key features of this spreadsheet-based learning space.
A Survey of ICT Integration in Teacher Education Institutions
This study investigated the expressed attitudes, perceived skill level, and level of ICT integration in instruction of teacher educators in nine state universities and autonomous and deregulated teacher education institutions in the National Capital Region. It explored the relationship between expressed attitudes and perceived skill level, on the one hand, and level of ICT integration, on the other. It also determined whether a significant relationship exists between the level of ICT integration and the following factors: gender, age, number of years as teacher educators, and employment status. It further sought the teacher educators' opinions about how and in which teacher education subject is integration of ICTs best implemented.
Results of the survey of 72 teacher educators revealed the following: Generally, teacher educators have positive attitudes towards ICT integration and consider themselves "Good" in the integration of ICTs to instruction. However, there is a "Low" level of integration in all schools. Teacher educators from autonomous institutions have the highest positive perception of their skills in ICT integration as well as of their level of ICT integration in instruction. Perceived skill level is a significant predictor of ICT integration. A positive attitude towards ICT integration, on the other hand, does not assure the integration of ICTs in instruction. For every school type, a different attitude subscale predicts the integration of ICTs in instruction. There is a positive correlation between level of ICT integration and age: the lower the age, the higher the level of integration. Finally, ICT integration can be implemented not only in Educational Technology courses but also in other teacher education courses, and training teachers is the most effective way of implementing ICT integration in instruction.
On the basis of these findings, the study recommends strengthening pre-service and in-service training in ICT integration.
Project-Based Learning Made Easy
Project-based learning (PBL) is a teaching-learning approach in which learners explore real-world issues and problems in authentic learning activities that are long-term, interdisciplinary, and learner-centered. In technology-supported PBL, learners use technology to complete project tasks and activities.
At the Mindanao State University – Iligan Instite of Technology, students taking up Educational Technology courses are taught technology-based PBL and they are expected to apply this approach in the design of their unit plans. However, most unit plans still tend to be traditional and teacher-centered in approach. It is only with the introduction of the WebQuest as an inquiry-based technology-supported learning strategy that students are finally able to design unit plans that integrate learner-centered activities where the role of the teacher becomes that of facilitator and guide.
This presentation discusses WebQuests as an example of technology-supported PBL.
One Computer in a Multi-Grade Classroom:
The lack of equipment is often cited as a reason for the limited use of computers in the classroom. Yet many teachers have shown that it is possible to accomplish great things with access to just a single computer.
The One Computer in a Multi-Grade Classroom project at the Buan Elementary School was initiated to support the learning of 58 pupils in the combined Grade 5 and Grade 6 classes. The project aimed to develop the life skills of students with the help of ICTs and to reduce the digital divide among the elementary school teachers, students, and the community.
In this presentation, the one computer model will be explored in detail, including the technical requirements, utilization, learning activities, and costs. Conclusions and recommendations based on the pilot implementation will also be presented.
1:1 e-Learning at Muntinlupa Elementary School
Transforming the delivery of education through effective ICT integration is seen as one of the solutions to the challenge of developing 21st century skills among students. At Muntinlupa Elementary School, the pilot implementation of the Intel 1:1 e-Learning Project on Classmate PC for selected Grade 5 students provided a means to utilize technology to facilitate teacher and student access to up-to-date information and educational content, and to foster collaboration, student engagement, and increased student-teacher interaction.
The presentation will describe training sessions and other classroom-based activities undertaken in the course of pilot implementation. The outputs generated by teachers and students will be presented as well. The presentation will conclude with a discussion of the outcomes of the pilot implementation, highlighting both positive and negative factors that affected teacher and student participation.
Localization & Digitization:
Tradition and technology are combined to help students understand and appreciate a Shakespearean play. In Phase 1 of this project, students modernize the language of a Shakespearean play: they use the Internet to find resources that would help them understand the original script, and they localize the setting to reflect either the modern local community or ancient community customs and traditions. In Phase 2, students film the play and edit it using Windows Movie Maker 2. In Phase 3, students write their personal insights and analysis of the play.
An online classroom where the technology side of the project could be discussed was set up by the teacher. To prepare students to produce the digital films, they were given lessons on the basics of video editing.
The project develops multiple curriculum competencies while addressing students' initial lack of enthusiasm for lessons about Shakespeare. Localization and digitization are applicable not only to Shakespearean plays but also to any classical literary text that students usually find boring or difficult to understand. Teachers of subjects other than English may also combine localization and digitization in learning activities that aim to promote authentic learning.
a This work won for the author the Innovative Teacher of the Year Award at the 3rd Microsoft Regional Innovative Teachers Conference in Siem Reap, Cambodia in 2007. The same work was one of the 24 semifinalists in the 3rd Microsoft Worldwide Innovative Teachers Conference held in Helsinki, Finland in 2007.
InnerVision: A Cross-Curricular School Newsletter Project
Project ALERT: Issues and Challenges in ICT Integration
On 23 August 2006, General Santos City High School was declared the ICT Center of Region XII tasked with delivering Project ALERT (Advancing Learning using Electronic and Relevant Technologies). This Web-based learning program aims to improve the competence of teachers and the academic performance of students through the use of interactive educational materials in the three core subjects — Science, English, and Math. The project has three major components: 1) online learning development, which focuses on capability building, development of a Web portal, and online assessment; 2) materials development using the Basic Education Assistance for Mindanao (BEAM) Learning Guide System; and 3) the Virtual Community IT Learning and Resource Center.
Scaling Up ICT Integration in the Makati City Division
DepEd Makati's mission is empowering 21st century lifelong learners. To this end, it has set the following goals for 2010: improve the quality of teaching and learning using ICT; broaden access to quality basic education using ICT; and improve educational planning and management through ICT. With the assistance of the local government and other stakeholders, the Makati City Division spearheads various programs to ensure the attainment of these goals. These include the Computerization Program, Teacher Training on ICT Integration under Project TEACH, the Annual E-fair, and the PedSupport System, among others.
This presentation describes the training and post-training activities undertaken by the Makati City Division, as well as the incentives offered to schools, teachers, and students to actively participate in a Division-wide scale-up of ICT integration. The case of Benigno "Ninoy" Aquino High School is presented to highlight key issues and challenges. The presentation concludes with reflections on future prospects.
The Philippine Normal University's Pilot Implementation
The permeation of ICTs in daily life and its impact on education makes it imperative for higher education institutions to offer alternative ways of providing instruction to a growing market of adult learners who wish to advance their learning without leaving their work and homes. A new kind of education is required to meet their 21st century needs. This, plus the commitment to provide relevant and accessible education, serves as the impetus for Philippine Normal University (PNU) to evolve a kind of delivery system that is responsive to the new demands of the times.
This report presents the results of an evaluation of PNU's Online Distance Education program based on four survey instruments, namely, Students' Evaluation of Teaching, Online Education Program Evaluation, Online Course Evaluation, and the Faculty Online Survey Questionnaire. The surveys focus on perceptions about online learning and teaching, the quality of the online education course and program, and on suggestions for improvement and tips for potential online learners and teachers, including essential requirements for the success of online distance education. Other data to be presented have been derived from the Personal information Sheets and documentation of the Center for Educational Technology and Distance Education regarding the process of piloting the alternative educational mode.
Insights and recommendations to improve the implementation of PNU's Online Distance Education program and ensure its sustainability are also presented.
The Education for All thru Radio Pilot at Mambago A Elementary School
The Education for All thru Radio (EFAR) project is designed to effectively utilize radio to broaden access to educational content, especially of those not easily reached through traditional means. The pilot implementation of EFAR, which began in 2007, was funded by the Coca-Cola Company and managed by FIT-ED. The 16-part radio course on basic science and mathematics literacy, Mga Alaming Pangkalusugan at Pangkabuhayan, along with the companion classroom activities guide, was developed by UP NISMED.
In Mambago A Elementary School on Samal Island, EFAR was piloted as part of the Igacos Schools Division's in-service training program for science and mathematics teachers. Pilot teachers organized listening sessions around the 15-minute lessons aired twice a week by a local radio station. Division-based face-to-face workshops were conducted by EFAR's pool of trainers following the listening sessions to discuss the lessons aired over the radio and to simulate learning activities based on the radio content and outlined in the activities guide.
The presentation describes in detail the pilot activities at Mambago A Elementary School, including the series of classroom activities based on the radio program and the face-to-face workshops implemented during the second semester of school year 2007-2008 for a combined class of Grade 4 and 5 pupils with varying cognitive levels. It examines how the use of EFAR resources provided opportunities for students to collaborate with each other and to communicate with experts from within and outside the school. The presentation concludes with a discussion of strategies for enhancing implementation activities for other learning areas and classes.
Tagbilaran City Science High School's Extended Classroom
and Class Sessions: The Online Groups
Many teenagers in urban areas even in developing countries like the Philippines spend a significant percentage of their personal time online. In Tagbilaran City Science High School alone, survey results show that more than 75 percent of students go online every week.
Teachers and schools can turn students' online time into an additional learning opportunity. With online learning, learning can be extended beyond the one-hour class period four to five times a week to 24/7, and the four-walled classroom can open up to a boundless place of learning.
With this in mind, the presenter organized his Computer Education classes at Tagbilaran City Science High School into online groups. Online groups are groups of individuals subscribed to the same Web-based services, which enable members to post messages, interact, share files, and create profiles.
The presentation describes the activities conducted through the online groups and how these activities complement classroom-based activities. Impact on student engagement in the learning process is also considered.
Extending the Classroom Online Through Blogging
Today, there is a plethora of ICT tools to make ICT integration in the classroom much easier, faster, and accessible to both teachers and learners. Among the newest of these tools is the "Web log" or "blog". A blog is a "website, usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video." (Wikipedia)
Blogging has become commonplace. More and more people are getting into blogging either as blog owners themselves or by visiting and joining discussions and posting their own comments in other bloggers' blogsites. What makes blogging interesting is its interactivity. It enables visitors to the site to share and post their comments to the blog posts or to other visitors' comments.
The case of Research I and II special science classes at Manaoag National High School is presented as an example of the use of blogging as a teaching tool to enhance student participation in learning activities.
Crossing the Digital Divide in Gainza High School
This paper describes the impact of a school-university partnership in promoting and supporting school efforts towards optimum use of ICT. More specifically, the paper describes the engagement of Physical Therapy students of the Universidad de Sta. Isabel in Naga City as "big buddies" in the ICT program for fourth year high school students of the Gainza National High School through the E-Sci Wired for Learning project. This project aims to promote computer literacy among high school students to help improve their study skills and academic performance. The project used the peer tutorial scheme to actualize partnership and hands-on online learning, following the concept of "Community of Practice" as articulated by Peter and Trudy Johnson-Lenz and the concept of "the learning organization" as defined by Senge. The benefits derived from this school-university partnership, as well as the challenges encountered, are also examined.
Twinning with the Department of Education on ICT-Pedagogy Integration: The MMSU CTE Experience
This paper presents the impact on teacher trainers of a partnership on the promotion of ICT-pedagogy integration between the Mariano Marcos State University College of Teacher Education (MMSU CTE) and the Department of Education (DepEd) Schools Division of Laoag City.
As the lone Center of Excellence in Teacher Education in Region I, the MMSU CTE is tasked with assisting other teacher education institutions and DepEd schools in improving their programs and performance. A major thrust has been the promotion of technology integration in the classroom through the retooling of MMSU CTE faculty, integration of technology in identified classes in the teacher education curriculum, and training teachers in DepEd schools on basic computer literacy and on using the computer as a teaching and learning tool.
Several ICT-pedagogy integration training workshops have been conducted over the past five years (2003-2007). This paper attempts to take stock of this five-year experience, focusing in particular on the benefits derived from the twinning program with DepEd by the MMSU CTE as an institution and by teacher trainers who were involved in the program.
The paper reports findings from a qualitative research design using a phenomenological approach. Research respondents include the dean of the College, the teacher trainers, and the coordinator of the Continuing Education Program.
Developing and Implementing a Resource-Based Online Course
Resource-Based Learning (RBL) is an instructional strategy where students construct meaning through interaction with a wide range of print, non-print (including digital/web-based materials), and human resources. It is constructivist in orientation, emphasizing both the active role of the learner in the teaching-learning process as well as the role of the teacher as creator of learning environments that are rich in "construction materials" rather than as creator of good information delivery systems.
Through examples drawn from RBL-based online courses, this presentation describes the benefits and the instructional design of resource-based learning. Concerns and issues in RBL as applied to online courses will be discussed. The interaction between learner and content, learner and instructor, learner and learner, and learner and interface will likewise be shown.
Development of an e-Learning Course on ICT Integration
An online course on ICT integration in secondary school science teaching was developed. The course adopts five approaches to ICT integration, namely, an interdisciplinary approach, a tools approach, cooperative learning, problem-based instruction, and authentic assessment strategies. The course package includes a course guide, a resource manual, and an interactive CD that directs users to activities in the online classroom in the Mindanao State University - Iligan Institute of Technology Online Learning Environment (MOLE).
This presentation looks at each step in the course development process – analysis of needs, design, development, usability evaluation, and cost analysis. It also shares the results of an instructional design evaluation of the course conducted by experts and their recommendations for improving the course design.
Using Open Source Videos to Enhance Classroom Teaching
A case will be made for the incorporation of filtered YouTube and other open source videos into the classroom. The session will present the conceptual framework for video-supported learning, describe the mechanics of using open source videos in the classroom, and demonstrate the rich content management system for organizing video materials for teaching and learning. The role of the classroom teacher in media-rich classrooms will likewise be discussed. Finally, a snapshot of two ongoing initiatives (in Pagadian City and in the Pasig City Schools Division) in using open source videos to enhance classroom teaching will be presented.
Promoting Critical Thinking Through ICTs
Developing critical thinking among students has become increasingly important in today's society. Teachers aim to develop critical thinking skills among students to prepare them to face the challenges of the workplace where they need to deal with complex tasks and make sound decisions. However, designing learning activities where students practice critical thinking skills requires a great deal of effort on the part of the teacher especially if students are not well motivated. This demonstration session explores using ICTs as a means to motivate students to engage in critical thinking, particularly within the context of a student-centered learning environment.
Authentic Technology-Supported Learning Activities
A common way to use technology in the classroom is to use it to deliver information or to teach concepts and skills (learning from technology). Another is to teach particular technologies and their uses (learning about technology). Perhaps the most powerful use of technology in classrooms is where technologies are used as cognitive tools to solve complex problems (learning with technology).
In this session, authentic activities will be demonstrated as a means to organize learning topics where students — as well as the teacher — can engage with technologies in innovative and effective ways. The strategies will draw on principles of authentic learning, and will be illustrated with examples and activities from elementary and high school classrooms.
|Recommended Resources
DepEd e-FORMS
These Microsoft Excel templates comprise a set of productivity tools designed for elementary and high school teachers whose duties include filling out a number of official forms. The templates aim to make it easier and less time-consuming for teachers to fill in forms particularly when the task involves making reports for 100 students or more.
Although many teachers are familiar with the use of spreadsheets especially in education management, the e-FORM project represents a further innovation on the use of spreadsheets by unifying and integrating them in a way that would minimize calculation, data entry, screen format, and even data generation. Aside from being user-friendly, the e-FORMS come with an electronic manual designed for teachers to be able to use the forms without assistance.
The e-FORM templates were first developed in May 2006. They were tested for a year and refined based on the recommendations of users. The continuing process of development has resulted in e-FORMS Version 6.0.
The ZENITH Project: Enhancing Teachers' Professional Growth
Project ZENITH (Zealous Enhancement and Nurturing of Individuals through Technology and Hands-on Project) was conceived to train teachers at Dulag National High School in teaching with ICT, to develop the learners' multiple intelligences throughICT-based projects, and to strengthen the school's community outreach program to Out-of-School Youth. The project used the EMAR training model (Echo, Mentoring, Appreciation, and Refresher) and was led by a core of nine trainers formed to undergo and then deliver a two-phase training program. This presentation details each component of the training model. It also reflects on project strengths and areas for improvement. Lessons learned and plans for future implementation are also presented.
Collegial Assistance in the Reinforcement of Instructional Growth: Development and Effectiveness
Project CARING (Collegial Assistance in the Reinforcement of Instructional Growth) in Science and Technology II was conducted at Muntinlupa Science High School from July 2007 to February 2008. Groups of two to four Biology teachers from four public secondary schools in the Schools Division of Muntinlupa City were formed. Members of each group were expected to collaborate with each other to improve their teaching practice. Through the creation of this community of practice, Project CARING sought to impact positively on the performance of students from the four schools in the National Achievement Test of 2007-2008.This presentation discusses the mechanics of this collaboration and the training, mentoring, and resource sharing activities undertaken. It describes the impact of the project on teacher-participants and identifies the difficulties encountered.
Technology Integration Strategy: Inspiring Teachers Through Incentives
by Emmanuel L. Resurreccion
Congressional National High School, Schools Division of Cavite Province, Region IV-A
In 2007, the Congressional National High School (CNHS) in Dasmariñas, Cavite launched an incentive scheme designed to promote the successful integration of ICTs into all the learning areas and to drive continuing teacher professional development in ICT integration. This presentation gives an overview of the CNHS incentive scheme for teachers, which includes awarding merit prizes and school-based service credits; showcasing, training certification, and other forms of recognition; and funding participation in seminars and conferences in ICT integration. The presenter will share his reflections on the impact of the incentive scheme on the teachers' engagement in ICT integration, the challenges encountered, and future plans.
Introducing Web-Enhanced Learning into High School Classrooms:
World Links, a worldwide teacher professional development program in ICT integration, was introduced in the Philippines in June 2005. Since then, some 170 high school teachers and teacher educators from 119 public and private secondary schools and teacher education institutions all over the country have been directly trained in designing and implementing two types of Web-enhanced learning activities, online treasure hunts and WebQuests. One thousand one hundred fifty more have benefited from echo training.
Reflections on Using the BEAM Learning Guides for Teachers and Students
by Rosebell M. Bolencesa and Warlito E. Huab
aSto. Tomas Central Elementary School, Schools Division of Davao del Norte, Region XI
bBongabong National High School, Schools Division of Compostela Valley, Region XI
The Basic Education Assistance for Mindanao (BEAM) project jointly funded by the Governments of the Philippines and Australia aims to improve access to and the quality of basic education in Southern and Central Mindanao. The project includes the production and use of Learning Guides, which are comprehensive and flexible teacher-resource and student-learning materials based on the Basic Education Curriculum. The Learning Guides use a constructivist approach and present a sequence of learning that is student-centered and activity-based, and which fosters the development of higher order thinking skills.
To assist BEAM Subject Specialists in writing the Learning Guides, BEAM has developed an Internet-based information management system called the Learning Guide System (LeGS) that also acts as a repository of published Learning Guides that teachers can search, view, and download for use in the classroom. The LeGs into Schools Program develops the capabilities of schoolteachers to write Learning Guides using the system.
The Learning Guides and LeGS were presented during the 2nd National ICTs in Basic Education Congress held in 2006. In this presentation, the presenters will discuss their experiences as writers, trainers, and users of the Learning Guides, highlighting the problems and frustrations, the rewards and the impact of their work.
Weblinks Integration into Teaching Strategies in Advanced Chemistry at Cordillera Regional Science High School
In a science high school like Cordillera Regional Science High School every teaching-learning process is aimed at a mastery level of 85-100 percent. Chemistry II (Advanced Chemistry) is perceived by the students to be one of the most difficult subjects in the science curriculum, and the mastery level in this subject tends to be lower than 85 percent.
Weblinks Integration into Teaching Strategies (WITS) was conceived to remedy this situation. WITS aims to improve academic performance among fourth year Chemistry II students through the use of Web-enhanced learning activities, such as online treasure hunts and WebQuests.
This presentation shares the experience of the presenter in implementing the online treasure hunt on the topic of "Dissolving"and the WebQuest on "Thermodynamics" with fourth year high school students, and how these learning activities affected how the students learned difficult concepts in Advanced Chemistry. It also reports the findings of an action research study conducted by the presenter on the use of WITS.
Perfect Community, Anyone? A Social Action Project
This literature-based project is inspired by the book The Giver by Lois Lowry, which is set in a seemingly perfect community where there is no war, pain or even fear, and every being has a role to play. Titled "Perfect Community, Anyone?," the project aims to help learners develop a sense of community and make a contribution to community development.
The TAO Project: Telecollaborative Learning Across the Curriculum
by Roberto R. Binaga and Erich Shihb
aDavao City National High School, Schools Division of Davao City, Region XI
bAteneo de Manila High School, Quezon City
The TAO Project is a telecollaborative project of teachers and students from Ateneo de Manila High School, Benguet National High School, and Davao City National High School designed and implemented under the World Links Philippines program. The project aimed to challenge the students to discover and understand the plight of indigenous people's groups in their locality, and to use computers and the Internet to produce multimedia presentations to share what they have learned. The project meets specific learning objectives in the secondary school English, Filipino, and Social Studies curricula, while also helping to develop 21st century skills, such as effective communication skills, teamwork and collaboration, creative thinking, and information literacy.
The use of the word "tao" for this project is not incidental. The project aims to encourage students to explore and reflect on their personal and cultural identity through a deeper understanding of indigenous communities. It motivates students to connect to cultural roots which they may have been unaware of or which they may have neglected but which could well be a wellspring of learning for the present.
Student outputs from the three participating schools include video clips and multimedia presentations shared online and showcased in a project website.
ROBO-ARM: Robotics at Juan Sumulong High School
The presentation will show how the students learned how to construct robots, and how they continue to share these skills with their peers in school. It will also discuss the issues and challenges that the students and the teachers encountered in introducing specialized technologies, such as robotics, in the school.
eSkwela: ICT-Enhanced Educational Opportunities for Out-of-School Youth and Adults
The eSkwela Project has four major components, namely: Infrastructure Deployment, Curriculum Review and Materials Development, Training, and Project Monitoring and Evaluation. Under the Infrastructure Deployment component, the Quezon City eSkwela Center at the Don Alejandro Roces, Sr. Science-Technology High School was provided with 21 computer units with relevant peripherals by the Commission on Information and Communications Technology (CICT), through its Human Capital Development Group.
Finally, in the Project Monitoring and Evaluation component, project outcomes are measured in close coordination with CICT, the DepEd Bureau of Alternative Learning System, the Schools Division of Quezon City, and the recipient communities. Regular site visits and program assessment sessions are held to ensure smooth implementation and review of processes.
This presentation outlines the learning activities undertaken at the Quezon City eSkwela Center. It provides an assessment of Center activities to date, identifying both drivers and barriers to successful operations, and discusses future directions.
ICT for Teaching Students with Special Learning Needs
This presentation reports the experiences of students with hearing impairment and visual impairment in using word processing and multimedia applications in a regular classroom, and how these tools help them keep up with their non-disabled peers. For students with specific learning disabilities, word processors afford ease of revising text, producing clean and readable text and fostering a sense of authorship, which in turn lead to improved writing.
Indeed, when utilized fully and appropriately computer technology can help many students with mild or more severe disabilities overcome a wide range of limitations that hinder classroom participation. However, many teachers are not adequately trained in how to use technology effectively in their classrooms, and the cost of the technology is a serious consideration for all schools. For the use of computer technology in teaching differently abled students to become more widespread, the barriers of inadequate teacher training and cost need to be addressed.
Facilitation Techniques
How might teachers facilitate learning in technology-rich situations? This session discusses the teacher's roles and responsibilities in different technology-based learning activities. It likewise reviews practices that teachers do routinely in class and examines how such routine practices may be transformed into purposeful facilitation techniques that enable students to get the most out of technology-rich activities.
skoool.ph: An Online Multimedia e-Learning Solution
skoool.ph is an Internet-based multimedia e-learning solution launched by the Department of Education and Intel Philippines to help improve science and mathematics education. For each topic in the curriculum, there are interactive lessons and exercises on skoool.ph that use animated graphics, video, and voice-overs to make complex subjects like mathematics and science interesting and easier to understand. The multimedia learning objects, which may be accessed online or downloaded for offline viewing, can be used by any teacher to present concepts or review lessons. In addition, skoool.ph provides online study guides that identify the knowledge items in science and mathematics that learners need to understand. Teachers can use these knowledge items to benchmark locally defined information sets being offered to students.
This demonstration presents the usability and alignment framework for the contextual use of the multimedia learning objects on skoool.ph, and shows how the learning objects can be used to enhance learning activities in the science and mathematics classroom.
LearnEnglish: British Council Online Resources
Ministries of Education worldwide are keen to harness the potential of ICT to enhance the learning and teaching process. In language learning, multimedia materials are increasingly being used to provide a useful and stimulating environment for students to learn. The demonstration will look at the learning pathways offered by the LearnEnglish website's multimedia content and its possible implementation in both language and content classrooms. It will also look at the pedagogical features of LearnEnglish as a learning resource.
Collaborative Projects in the Learning Environment
More and more educators are adopting technology-supported project-based learning approaches that require students to work collaboratively with peers inside and outside the classroom. There are many collaborative learning suites that can be used synchronously or asynchronously. But whatever the type of collaboration, it is important to be guided by the level of learning desired.
This session presents tools for designing and facilitating collaborative projects in the classroom. Among these is Learning Essentials, a toolkit that enables teachers to develop mini-lessons for a collaborative classroom. Telecollaborative techniques that make use of online collaboration tools will also be introduced. At the end of the session, the participant will have acquired a broader understanding of the use of technology-supported collaborative techniques as applied in the classroom environment.
Action Research
This demonstration session begins with a description of the development of action research in information systems and technology towards the end of the 1990s and its philosophical context, which is strongly based on post-positivist assumptions. The session outlines the different forms and stages of action research as presented by different authors. Guidelines on how to do action research are provided in detail, with some sample investigations. The demonstration session ends with a note on the limitations of this research method.
openD.E.S.K. (Open Digital Education Solutions Kit)
A digital inclusion project in support of education for all, the Open Digital Education Solutions Kit (openD.E.S.K.) is a toolkit of open source business-ready software designed to create a digital environment supportive of 21st century skills development. openD.E.S.K. also includes software review of open source educational software projects supporting teaching and learning activities in reading, writing, mathematics, sciences, and the arts at the elementary level. An open software review checklist is available to enable teachers to assess educational software for appropriateness and relevance to the curricular objectives of the school. This demonstration session presents openD.E.S.K. and demonstrates the use of the template for evaluating the usability of computer applications and digital content that are licensed as open source software.
Intel Education's Assessing Projects: Supporting Assessment
The Intel Education Assessing Projects website is a free online resource designed to support teachers' varied needs in implementing assessment in the classroom. It contains information about the research and theory behind successful assessment and a wide variety of assessment strategies that teachers can use with their own students. It has an online application that teachers can use to develop checklists, rubrics, scoring guides, and open-text assessments from scratch. It likewise carries a database of high-quality, ready-made assessment tools for products and performances, processes and thinking skills that teachers can modify to meet their needs. Teachers can save their own assessment tools in the online Teacher Workspace and share them with other teachers registered in the site.
This demonstration session will introduce the features and functionalities of the Teacher Workspace, use this application to create original teacher assessment tools from scratch, and show how sample assessment tools from the Assessment Library may be modified to support teachers' assessment of thinking skills, processes, products, and performances.
Web 2.0 for Learning
The term Web 2.0 refers to a range of World Wide Web technologies that enable users to move beyond information retrieval to content creation, sharing, editing, re-use, and re-creation. The power of Web 2.0 rests on this enhanced interactivity, the enabling of participation, and the resulting network effects.
This session will demonstrate how teachers can use Web 2.0 technologies, such as wikis, blogs, social networking sites, media sharing services, and other collaboration applications, to support communication, hone information literacy skills, encourage collaboration, and foster creativity among students.


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Football Manager. Always.
Football Manager is the best-selling, most realistic football management series ever made. Football Manager 2013 celebrates 20 years of games from the people at Sports Interactive by introducing an array of new features.
This year's version allows you to take control of any club in more than 50 nations across the world and includes all of Europe's biggest leagues as well as database of over 500,000 real-world players and staff.
As well as some landmark new features in the Career Mode, there are now new ways to enjoy your Football Manager experience.
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Conqueror of Hearts - Travels In Turkey (Ml. Zulfiqar Naqshbandi)
This book is a travelogue of a 5 day trip in Turkey undertaken by Shaykh Zulfiqar Ahmad and his students, touring the historically significant sites in the country and reliving some of the important aspects of Turkey's Islamic history.
It discusses the anticipation and preparation of the students prior to the arrival of their teacher and the deep spiritual love the students have for Shaykh Zulfiqar and their longing to be in his company.
It allows the reader to appreciate both the spiritual value of traveling with one's teacher and attaining benefit in their company. For those who are not familiar with Turkish Islamic history it also provides the reader with a brief synopsis of the spiritually relevant landmarks within the country.
Compiled by: Shaykh Faqir Mustafa Kamal


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The Danube River is the longest river in Europe, and it will soon receive a new environmentally sensitive sewage treatment plant set on cleaning up its waters. Known as "The Living Danube", the plant is set to be the most advanced wastewater treatment plant project in Budapest, Hungary, and it will also boast a beautiful green roof.
The 10,000 square meter green roof has been designed as a flat, green surface that will absorb airborne dust and similar impurities. The roof will also drown out noise whilst retaining up to 90% of water – preventing rainwater from draining into the sewer. The rooftop vegetation will also absorb carbon dioxide from the atmosphere and release oxygen, and as an added benefit, it will protect the structure from temperature fluctuations and ultraviolet (UV) radiation, extending its useful life-span considerably.
The primary material in construction will be more than 78,000 square meters of DuPont Typar SF Geosynthetic, a product made of spunbonded, non-woven fabric consisting of 100% polypropylene filaments. Its high tensile properties and excellent water permeability make it a widely used building material that is also used in road building, drainage systems and inversion roofing.
Bellavics László, a founder of the Hungarian Green Roof Builder Association who designed the "Living Danube" green roof, said, "We have been working with DuPont Typar for over 10 years. Our long-term experience shows the main benefit of DuPont Typar is its unique, thermally-bonded structure which brings an exceptional mechanical strength and durability of the geo-synthetic and longer life to the green roof where it is installed. Another advantage is that its pores do not clog with soil particles, which guarantees its long-term filtration ability."
via Clean Technica
Image © Flickr melalouise


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Fellowship of the Ring Reshoot - Ringbearer
Ringbearer is reporting that Ian McKellen, Elijah Wood, and others are reshooting opening scenes from the first film because they thought, as it was originally filmed, Frodo knew too much about the ring from the outset. To read Joram's exclusive scoop, CLICK HERE.
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Ben Silverman and Marc Graboff show up Remus and Romulus-like, in matching black suits. Mr. Silverman begins with a generalized happy announcement:
"We're very eager to continue our relationship and dialogue with you."
Which is interesting, given NBC's notoriously sour attitude regarding the TCA, and the utility of making these presentations twice or even once a year. Inside baseball, I know. But still.
The biggest management question, of course, involves the status of "The Tonight Show." Jay Leno will be shown the door of his show in a few months, no matter how high his ratings and how much he obviously still loves doing the show.
Of course it's the first question of the morning. And perhaps it's not surprising that it comes from a mysterious reporter at the back of the room. Who isn't Jimmy Kimmel. And yet he's also clearly not a reporter. Not like the rest of us at any rate. It's a bald guy, with a goatee covering what appears to be a prominent chin. And a familiar Boston-inflected voice...
So, he demands. When is Leno's final show:? Will he be paid for the rest of the year? And more. What about Brett Favre's retirement/unretirement? What if Jay changes his mind?
Ben: "Everyone's entitled to change their mind, but I imagine that puts management in an impossible situation."
More and more. Then they acknowledge the ruse, everyone laughs, and things get serious again.
What about the "Office" spin-off? The target had been the post-Super Bowl slot. But now Amy's pregnancy makes it difficult, so they'll probably launch in March. Two ideas, one was a total spin-off, with a back-door pilot and characters that might migrate. But then a different concept, stylistically informed by "The Office" but not OUT of that show. They also needed to make sure Poehler could work with "Greg's creative." (He's talking about "Office" exec-producer, Greg Daniels)
More Leno: Why did he tell USAT that he's thinking post-NBC?
Graboff: "Well, first of all, we have thought it all through. When we made the deal with Leno four years ago we made a long-term deal. . . we can't force him to do something. We've presented him with a number of opps we think will be great. . . .if you talk to him he'll tell you that he was taken out of context a little bit. . . he didn't say 'i'm out of here, I'm going to abc.' But you can ask him."
Ben on the cozy relationship between "Knight Rider" and the car company that sponsors the show.
Graboff: "If there's too much product integration, we don't even like to call it product integration...we're trying to integrate it more organically with the show, in a way that is organic to the show, something that advertisers are comfortable with and the show runners, more importantly, are comfortable with. And which the viewers are ultimately comfortable with."
Did they go too far with 'Knight Rider'?
Ben: "Well, it's about a car, ultimately. . . that was the star of the show."
Silverman also goes on at length about moving beyond the straight TV ratings to measure the reach/effectiveness of TV advertising. Is the measure really about the reach of the ads or their effectiveness? better to have 100 million viewers, or a direct impact on sales?
"Now, as we find new ways to monetize shows, you hope that even if it doesn't have the rating you'd hoped, we're finding new ways to market those shows. . . dvd packages, cable, etc. '30 rock' has done some of the most innovative integrations. . . the whole biz, we want them to be unparalleled successes at every level. . .we do believe quality will find an audience.
What about those banner ads that run across the screens of shows in progress? Isn't that a bit too obtrusive?
Ben: "I take the note. Lorne Michaels gave me the same note yesterday."


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Monday, 8 November 2010
Mesothelioma Lawyers San Diego
To understand how to choose a lawyer for this disease, you should first understand the basics of the disease. In the simplest sense, mesothelioma is a cancer of the protective layers of the body cavities, known as the mesothelium.
These tissues have different names depending on the organs they protect. You have probably heard of the peritoneum–this is the covering around the stomach and intestines. Other organs and cavities have their own membranes as well.
Mesothelioma is a cancer of these tissues. They often do not just affect the tissues–they affect the organs they surround and can spread elsewhere. This cancer is most often contracted by exposure to asbestos, a highly dangerous mineral often found in floors, ceilings, and some products.
Employers and landlords are supposed to protect you from asbestos, but often this does not happen. If you have mesothelioma you have probably been exposed to asbestos. If so, you should contact mesotheloma attorneys in your area to see if you have a case against the party responsible for your exposure.
32 comments:
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I know, I know…I have sworn off cheap shoes publicly many times. For the most part I stand by that. When you have an old back injury and are on your feet most of the day there is little room for uncomfortable shoes…and that is what most cheap shoes turn out to be.
Buttttttttt, every now and then I do happen to find a pair that make my wallet and purse equally happy. I found these the other day at Target, and what I can say? They are navy which is my weakness. So far they have been very comfortable, even at 7 months pregnant. Just thought I would pass along….


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- Polyuria:
- Introduction
- Causes
- Treatments
- Diagnosis
- Misdiagnosis
- Community
Have a symptom?
See what questions
a doctor would ask.
See what questions
a doctor would ask.
Urinating too much liquid ("polyurea") needs to be distinguished from the slightly different symptoms of excessively frequent urination, urinary dribbling, or unusual urgency to urinate. Urinating too much fluid or urinating too often can indicate several serious medical conditions. Some possibilities include urinary tract infections, bladder conditions (e.g. interstitial cystitis), or prostate conditions (e.g. BPH). Also possible are metabolic conditions such as Type 1 diabetes, Type 2 diabetes, or diabetes insipidus. Seek prompt professional medical advice about urination symptoms....more »
» Review Causes of Polyuria: Causes | Symptom Checker » | Assessment Questionnaire »
The following medical conditions are some of the possible
causes of Polyuria.
There are likely to be other possible causes, so ask your doctor
about your symptoms.
See full list of 250 causes of Polyuria
» Review Causes of Polyuria: Causes | Symptom Checker » | Assessment Questionnaire »
More about causes of Polyuria
More about causes of Polyuria
More about causes of Polyuria
Home medical tests possibly related to Polyuria:
Review the causes of these more specific types of Polyuria:
Review causes of types of Polyuria in more specific categories:
Review causes of more specific types of Polyuria:
See full list of 8 types for Polyuria
Listed below are some combinations of symptoms associated with Polyuria, as listed in our database. Visit the Symptom Checker, to add and remove symptoms and research your condition.
See full list of 501 Symptom Checkers for Polyuria
Some of the possible treatments listed in sources for treatment of Polyuria may include:
Review further information on Polyuria Treatments.
Real-life user stories relating to Polyuria:
Symptom specific forums: The following patient stories in our interactive forums and message boards relate to Polyuria or relevant symptoms:
Various tests are used in the diagnosis of Polyuria. Some of these are listed below :
See full list of 31
diagnostic tests for Polyuria
The following drugs, medications, substances or toxins are some of the possible
causes of Polyuria as a symptom.
Always advise your doctor of any medications or treatments you are using,
including prescription, over-the-counter, supplements, herbal or alternative treatments.
See full list of 106
medications causing Polyuria
When combined, certain drugs, medications, substances or toxins may react causing Polyuria as a symptom. Always advise your doctor of any medications or treatments you are using, including prescription, over-the-counter, supplements, herbal or alternative treatments.
See full list of 24 drug interactions causing Polyuria
Some of the comorbid or associated medical symptoms for Polyuria may include these symptoms:
See all associated comorbid symptoms for Polyuria
Research the causes of these more general types of symptom:
Research the causes of these symptoms that are similar to, or related to, the symptom Polyuria:
During a consultation, your doctor will use various techniques to assess the symptom: Polyuria. These will include a physical examination and possibly diagnostic tests. (Note: A physical exam is always done, diagnostic tests may or may not be performed depending on the suspected condition) Your doctor will ask several questions when assessing your condition. It is important to openly share any pertinent information to help your doctor make an accurate diagnosis.
It is also very important to bring an up-to-date list of all of your all medical conditions, medications including dosages, and names of numbers of any specialist you see.
Create your printable checklist here.
See Polyuria Assessment Questionnaire (23 listings)
Read more about causes and Polyuria deaths.
Interstitial cystitis an under-diagnosed bladder condition: The medical condition of interstitial cystitic is a bladder condition that can be misdiagnosed as various conditions such as overactive bladder or other causes of pelvic pain....read more »
Read more about Misdiagnosis and Polyuria
Other ways to find a doctor, or use doctor, physician and specialist online research services:
Research extensive quality ratings and patient safety measures for hospitals, clinics and medical facilities in health specialties related to Polyuria:
Research Hospital & Clinic Quality Ratings »
Conditions that are commonly undiagnosed in related areas may include:
Other medical conditions listed in the Disease Database as possible
causes of Polyuria as a symptom include:
See full list of 250
causes of Polyuria
- (Source - Diseases Database)
Urination of a large volume of urine with an increase in urinary frequency, commonly seen in diabetes.
- (Source - Diseases Database)
Renal disorder characterized by the production of large volumes of pale dilute urine; often associated with diabetes
- (Source - WordNet 2.1)
The list of organs typically affected by Polyuria may include, but is not limited to:
The list below shows some of the causes of Polyuria mentioned in various sources:
See full list of 250 causes of Polyuria
This information refers to the general prevalence and incidence of these diseases, not to how likely they are to be the actual cause of Polyuria. Of the 250 causes of Polyuria that we have listed, we have the following prevalence/incidence information:
See the analysis of the prevalence of 250 causes of Polyuria
The following list of conditions have 'Polyuria' or similar listed as a symptom in our database. This computer-generated list may be inaccurate or incomplete. Always seek prompt professional medical advice about the cause of any symptom.
Select from the following alphabetical view of conditions which include a symptom of Polyuria or choose View All.
Ask or answer a question about symptoms or diseases at one of our free interactive user forums.
Medical story forums: If you have a medical story then we want to hear it.
See a list of all the medical forums
This information shows analysis of the list of causes of Polyuria based
on whether certain risk factors apply to the patient:
Depending on the seriousness of the onset of Polyuria, you may want to consult one of the following medical professionals.
Important:In extreme cases, always seek advice from emergency services :
Diuresis, Polydipsia, Urine output increased
- (Source - Diseases Database)
Subtypes of Polyuria:
Frequent urination (129 causes)
Medical Conditions associated with Polyuria:
Urinary difficulty (648 causes), Urinary symptoms (1228 causes), Bladder symptoms (1010 causes), Urinary problems (1033 causes), Sexual symptoms (1838 causes), Urination symptoms (1228 causes), Urinary system symptoms (1228 causes), Digestive symptoms (5299 causes), Abdominal symptoms (5930 causes), Intercourse symptoms (258 causes), Lower abdominal symptoms (3048 causes)
Symptoms related to Polyuria:
Thirst (171 causes), Excessive urination (250 causes), Diabetes-like symptoms (212 causes), Diabetes insipidus (40 causes), Chronic renal failure (67 causes), Aldosteronism, Hypercalcemia (54 causes), Hypokalemia (153 causes), Congestive heart failure (140 causes), Noctural polyuria syndrome, Certain medications, Diabetes mellitus (66 causes), Diuretic therapy, Following relief of obstruction, During recovery from acute tubular necrosis
Doctor-patient articles related to symptoms and diagnosis:
These general medical articles may be of interest:
See full list of premium articles on symptoms and diagnosis
Our news pages contain the following medical news summaries about Polyuria and many other medical conditions:
Tools & Services:
Medical Articles:
Search Specialists by State and City
By using this site you agree to our Terms of Use. Information provided on this site is for informational purposes only; it is not intended as a substitute for advice from your own medical team. The information on this site is not to be used for diagnosing or treating any health concerns you may have - please contact your physician or health care professional for all your medical needs. Please see our Terms of Use.
Copyright © 2014 Health Grades Inc. All rights reserved. Last Update: 13 August, 2015 (0:26)


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Council to Meet on Super Block Plans
The West University Place City Council will meet at 5 p.m. today, to consider several actions related to the creation of a Super Block for municipal facilities.
The council will first meet in executive session for an evaluation of City Manager Michael Ross.
The council then will consider a proposal to perform a city-wide survey regarding the proposed long-range master plan for municipal facilities, which includes the creation of a Super Block to house future city buildings. The long-range master plan would create a campus of municipal buildings on the block bordered by University, College, Auden and Amherst.
The long-range master plan includes the future acquisition of four privately owned lots on University Blvd., as well as the possible acquisition of properties on Amherst now owned by West University Baptist Church.
The church is planning to build a new Youth Center in West U, to provide more services through its youth ministry for middle school and high school students.
The council also will consider whether to obtain a legal opinion from an attorney who specializes in federal and state protection of religious institutions in cities.
The council also will consider advertising a non-binding request for proposal regarding city real estate in the 3800 blocks of Amherst and Milton. That RFP involves a possible land swap between the city of West U and the West U Baptist Church, to allow the church to build its new Youth Center on Milton St., where the city's solid waste operations facility is located.
That real estate transaction is part of the long-range plan for the municipal campus, and would involves moving the garbage trucks now housed on Milton to the city's old Recycle Express property on Dincans St.
Many West U residents have expressed concerns about the long-range Master Plan for city facilities, and the council is considering the city-wide survey of residents and the legal opinion in response to those concerns.


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Blog Archives
Fight Dengue through Right Information and Action
It is rainy season, there is no winter in Chennai but, the mosquito season has started in all its glory. Tamilnadu has been the target of mosquito related diseases for long, and this time, we are hearing more about Dengue and loss of life owing to it. Awareness, authentic information and action at the right time is the key to preventing Dengue. Diseases have become a part of our life and it is prudence and early detection that will help us in safeguarding ourselves.
Dengue is a mosquito-borne disease caused by four different virus types, DENV 1-4, and spread by the Aedes mosquito. Aedes mosquito is active in day time and breeds in fresh water. Many of us have the misunderstanding that mosquitoes bite only in the night and it is one of the main reason for not taking the necessary precautions during the day time. If you notice the deaths reported, most of them are children. Children tend to stay out and play in open areas during day time and hence are more susceptible to getting bitten by Aedes mosquitoes. That does not mean Aedes mosquitoes do not bite us indoors. The important fact here is one mosquito bite of Aedes is enough to cause Dengue.


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On a pleasant Wednesday in June, I made my way to Jong-no and stood outside the Japanese Embassy to join the halmoni in attendance and their supporters at the weekly Comfort Women Protest.
Sixty-odd years ago and more, when they were young girls, these women were pressed by various means (from lies about good factory work to outright kidnapping) into "service" by the Japanese military in so-called comfort stations throughout the Asian theatre of World War II where they were raped repeatedly by Japanese soldiers on R & R.
While the Germans have by and large admitted their war crimes in that era, and made reparations, the Japanese government has done no such thing--officially denying that international law was ever violated. Indeed, some in the upper echelons during this era were later elected to high government positions.
Long voiceless and powerless, the remaining Korean women who were violated by this Japanese policy and its execution, or at least those who found the strength to overcome their shame and injury have decided to speak out. Every Wednesday since 1992, those women who were able have assembled here to speak truth to power.
Over the years, their numbers have dwindled as the elderly women grow sick or die; on the handful of occasions I have added my pasty Caucasian frame to the crowd of supporters, the number who attend has ranged from a low of two on a frozen February day to eight on this day.
Someday, and that day is sadly not too far away, the number in attendance will be zero.