http://cf.linnbenton.edu/mathsci/physci/harrism/upload/surface%20processes.pdf
Showing posts with label Education / 教育系列. Show all posts
Showing posts with label Education / 教育系列. Show all posts
May 06, 2016
Earth Science link!
Earth Science six grade:
http://cf.linnbenton.edu/mathsci/physci/harrism/upload/surface%20processes.pdf
http://cf.linnbenton.edu/mathsci/physci/harrism/upload/surface%20processes.pdf
February 23, 2015
US Open Music Competition 2015
First place in Solo Showcase Junior Level
Josh at warm up room before the competition
Josh and both judges after the competition
First place gold medal and the Outstanding gold medalist award
First place in Solo Showcase Junior Level
January 06, 2015
Busy day! 1/6/2015
7:00 wake up
7:30 breakfast
11:15 - 12:25 science help out
12:30 - 1:00 make and eat lunch
1:05 drop off to school
2:55 pick up from school
3:05 come home
3:20 drop off to orchestra
4:30 pick up from orchestra
4:50 piano lesson
6:15 come home
6:30 make dinner
Total in and out 12 times today!
December 04, 2014
January 17, 2011
The Body Worlds Vital Exhibition
We finally visited the Body Worlds Vital Exhibition at The Tech Museum.
November 07, 2010
My son was injured at the Parkmont Elementary School
What is the most serious problem with our public school system? Teachers, principals, educational system researchers, politicians all have expressed in public settings of their own opinions. Education budgets, lack of parents involvement, student/family attitudes, etc. Yes, they are problems. But how about schools themselves? Our teachers? Our principals?
We could create all sorts of environment and facilities for people with obesity. But if they don’t think it’s a problem themselves, healthy diets, recreational access, all those seem irrelevant.
Teachers need to pay more attention to students. Principals need to be able to spot the problems and to have course of action to reconcile quickly. Schools need to have disciplines.
As a parent of a first grader in Parkmont Elementary School in Fremont Unified School District, I have sensed there is a lot to improve even if we couldn’t raise $4.5 million for the district.
My son had an accident in his PE class. He was pushed from behind and fell onto the track while running laps. His skin on cheek was scratched and left with over 20 1-to-2-inch bloody cuts. One lens of his glasses was scratched as well, but luckily, wasn’t broken to injure his eyes.
Note that I said it was an accident. It happens. We can try our best to prevent them from happening, but we cannot avoid them. Then it’s even more important how we respond and handle them after they take place.
The PE teacher hadn’t done anything to mitigate immediately. He simply told my son that his glasses were scratched and asked him to continue to run. He didn’t check how serious the cuts were, and didn’t do the necessary to help a 6-year-old, his student to feel less painful. When the class returned to classroom, there was no communication to the head teacher of the accident.
How about the head teacher of the class? She was told by other students of what happened. She sent my son to wash his wound himself. As a result, after he returned home, there was still sand in his cuts as well as his mouth. She didn’t attempt to get in touch with the PE teacher to investigate more. Hadn’t my wife specifically asked, she didn’t proactively explain to the parent what had happened.
Throughout the 3 hours after the accident took place, neither teachers had the slightest intention to send the injured child to office to have the wound checked up; neither of them thought of calling the parents; neither bothered to understand and document the accident. These simple and common sense responses were simply not in their mind.
When we talked with the principal afterwards, she was impatient during the conversation as if it wasn’t a serious matter.
She emphasized that the PE teacher had been doing good job, which was of the least connection to the topic. The attempt to sell us the idea that he was a good man was a poor technique trying to take things lightly. We were interested in this particular incident and had the least interest in blaming anyone in a generalized way.
She later on admitted that the teachers didn’t take this matter appropriately, and assured us that she would talk to both teachers. However, in a swift manner, she swallowed her own words 2 minutes later, and decided that the head teacher didn’t do anything wrong. Was it right to notice the injury but not notify the office and the parents? Was it appropriate to send a first grader to wash his cuts himself? Was it a responsible behavior as the head teacher knowing little about the accident?
As a leader in a school, if her intention was to cover and reduce the significance of mistakes, if it was to protect her teachers in front of parents who had an injured child, if it was to be in the position on the other side of the table from the parents, if the intention was not to solve the problem (as in the analogy of obesity), how would budget matter? How could such school ever improve?
Public school system is probably never going to be like private sector corporations, but to improve, they need to be competitive. Factors from outside is not as critical as the schools themselves. Teachers and principals are the face of schools. Unless we see responsible and capable people run the schools, having better public schools is perhaps still a dream.
We could create all sorts of environment and facilities for people with obesity. But if they don’t think it’s a problem themselves, healthy diets, recreational access, all those seem irrelevant.
Teachers need to pay more attention to students. Principals need to be able to spot the problems and to have course of action to reconcile quickly. Schools need to have disciplines.
As a parent of a first grader in Parkmont Elementary School in Fremont Unified School District, I have sensed there is a lot to improve even if we couldn’t raise $4.5 million for the district.
My son had an accident in his PE class. He was pushed from behind and fell onto the track while running laps. His skin on cheek was scratched and left with over 20 1-to-2-inch bloody cuts. One lens of his glasses was scratched as well, but luckily, wasn’t broken to injure his eyes.
Note that I said it was an accident. It happens. We can try our best to prevent them from happening, but we cannot avoid them. Then it’s even more important how we respond and handle them after they take place.
The PE teacher hadn’t done anything to mitigate immediately. He simply told my son that his glasses were scratched and asked him to continue to run. He didn’t check how serious the cuts were, and didn’t do the necessary to help a 6-year-old, his student to feel less painful. When the class returned to classroom, there was no communication to the head teacher of the accident.
How about the head teacher of the class? She was told by other students of what happened. She sent my son to wash his wound himself. As a result, after he returned home, there was still sand in his cuts as well as his mouth. She didn’t attempt to get in touch with the PE teacher to investigate more. Hadn’t my wife specifically asked, she didn’t proactively explain to the parent what had happened.
Throughout the 3 hours after the accident took place, neither teachers had the slightest intention to send the injured child to office to have the wound checked up; neither of them thought of calling the parents; neither bothered to understand and document the accident. These simple and common sense responses were simply not in their mind.
When we talked with the principal afterwards, she was impatient during the conversation as if it wasn’t a serious matter.
She emphasized that the PE teacher had been doing good job, which was of the least connection to the topic. The attempt to sell us the idea that he was a good man was a poor technique trying to take things lightly. We were interested in this particular incident and had the least interest in blaming anyone in a generalized way.
She later on admitted that the teachers didn’t take this matter appropriately, and assured us that she would talk to both teachers. However, in a swift manner, she swallowed her own words 2 minutes later, and decided that the head teacher didn’t do anything wrong. Was it right to notice the injury but not notify the office and the parents? Was it appropriate to send a first grader to wash his cuts himself? Was it a responsible behavior as the head teacher knowing little about the accident?
As a leader in a school, if her intention was to cover and reduce the significance of mistakes, if it was to protect her teachers in front of parents who had an injured child, if it was to be in the position on the other side of the table from the parents, if the intention was not to solve the problem (as in the analogy of obesity), how would budget matter? How could such school ever improve?
Public school system is probably never going to be like private sector corporations, but to improve, they need to be competitive. Factors from outside is not as critical as the schools themselves. Teachers and principals are the face of schools. Unless we see responsible and capable people run the schools, having better public schools is perhaps still a dream.
May 04, 2010
'Science is awesome and amazing!'
Josh said to me: Science is awesome and amazing! This is something I have been waiting for a long time. :)
January 26, 2010
Eight ideas about academic learning you may not know
Surprising secrets to school success
Eight ideas about academic learning you may not know.
By GreatSchools Staff
After a busy day, dinner, and getting the kids to bed, heaven forbid if sifting through a stack of parenting studies isn’t the first way you choose to unwind!
Still it’s a shame to miss out on what science can tell us about raising happy learners. In the interest of your sanity, we’ve gathered eight extraordinary, somewhat counterintuitive findings about fostering children’s success. Try them and report back to us — we’d love to know how they worked for you!
1. Praise the work, not the wit
Not all positive reinforcement is, well, positive. Numerous studies have shown that children who are praised for their work ethic are better at solving critical thinking problems than those praised for ability. Those praised for effort were almost three times as likely to focus on learning rather than “looking smart.”
2. Minimize your unexcused absences
Research has shown that you should make the extra effort to be physically present in your child’s classroom. In fact, attending class meetings and volunteering at school better predicts literacy development than your family’s income.
3. Use the TV to channel critical thinking
Let’s face it — prying our kids away from the TV is no small feat. New research shows that we might be better off using this habit to facilitate learning. Try muting the commercials and asking your child simple questions while she watches TV. What just happened? What do you think about that? These questions teach children to be effective critical thinkers and communicators.
4. Fear not the $5 word
Many parents assume they should use simple words with kids to avoid confusion. But new research suggests we may be wildly underestimating their brainpower. Children whose parents used complex language were found to have significantly higher IQ’s (a formidable 40 points) than children whose parents did not — suggesting that young brains become wired early for complex thought.
5. Soothe the soul with nature
According to research, communing with nature isn’t just a nice recreational activity. Natural settings increase a sense of self-worth and decrease stress — two important factors in priming the mind to learn. One study has even shown that natural settings can help relieve symptoms of AD/HD. When children with AD/HD participated in the same activities both inside and outside, those in the outdoor settings experienced fewer symptoms.
6. Behind every smart child is a collection of good books
While reading to children is crucial, don’t underestimate the importance of simply giving your kid access to a lot of books. Studies have found that a child raised in a book-friendly environment — with at least 50 children’s books in the home — scores five percentile points higher in math and reading than kids with less access to good reads.
7. Attend to the body and wake up the mind
The body-brain connection is far from fully understood, but research suggests that children’s learning abilities are inextricably tied to physical vitality. When 33 schools in Ontario, Canada, participated in a program called Living School aimed at increasing student’s physical activity by about 20 minutes a day and improving nutrition, some schools bellyached about lost class time. But in the end, participating school showed enormous improvement. Overall scores climbed 18% in just two years. Third-grade reading scores alone shot up by 50%. Ontario’s education experiment suggests that sometimes basketball practice facilitates learning as much if not more than another after-school tutoring session.
8. Child labor with a higher purpose
According to new research, children of all ages who perform household chores gain valuable skills, which they can apply to school learning. In one study, children as young as two years old who performed household chores like matching socks or wiping up kitchen spills ended up having more-successful educational experiences and careers.
Eight ideas about academic learning you may not know.
By GreatSchools Staff
After a busy day, dinner, and getting the kids to bed, heaven forbid if sifting through a stack of parenting studies isn’t the first way you choose to unwind!
Still it’s a shame to miss out on what science can tell us about raising happy learners. In the interest of your sanity, we’ve gathered eight extraordinary, somewhat counterintuitive findings about fostering children’s success. Try them and report back to us — we’d love to know how they worked for you!
1. Praise the work, not the wit
Not all positive reinforcement is, well, positive. Numerous studies have shown that children who are praised for their work ethic are better at solving critical thinking problems than those praised for ability. Those praised for effort were almost three times as likely to focus on learning rather than “looking smart.”
2. Minimize your unexcused absences
Research has shown that you should make the extra effort to be physically present in your child’s classroom. In fact, attending class meetings and volunteering at school better predicts literacy development than your family’s income.
3. Use the TV to channel critical thinking
Let’s face it — prying our kids away from the TV is no small feat. New research shows that we might be better off using this habit to facilitate learning. Try muting the commercials and asking your child simple questions while she watches TV. What just happened? What do you think about that? These questions teach children to be effective critical thinkers and communicators.
4. Fear not the $5 word
Many parents assume they should use simple words with kids to avoid confusion. But new research suggests we may be wildly underestimating their brainpower. Children whose parents used complex language were found to have significantly higher IQ’s (a formidable 40 points) than children whose parents did not — suggesting that young brains become wired early for complex thought.
5. Soothe the soul with nature
According to research, communing with nature isn’t just a nice recreational activity. Natural settings increase a sense of self-worth and decrease stress — two important factors in priming the mind to learn. One study has even shown that natural settings can help relieve symptoms of AD/HD. When children with AD/HD participated in the same activities both inside and outside, those in the outdoor settings experienced fewer symptoms.
6. Behind every smart child is a collection of good books
While reading to children is crucial, don’t underestimate the importance of simply giving your kid access to a lot of books. Studies have found that a child raised in a book-friendly environment — with at least 50 children’s books in the home — scores five percentile points higher in math and reading than kids with less access to good reads.
7. Attend to the body and wake up the mind
The body-brain connection is far from fully understood, but research suggests that children’s learning abilities are inextricably tied to physical vitality. When 33 schools in Ontario, Canada, participated in a program called Living School aimed at increasing student’s physical activity by about 20 minutes a day and improving nutrition, some schools bellyached about lost class time. But in the end, participating school showed enormous improvement. Overall scores climbed 18% in just two years. Third-grade reading scores alone shot up by 50%. Ontario’s education experiment suggests that sometimes basketball practice facilitates learning as much if not more than another after-school tutoring session.
8. Child labor with a higher purpose
According to new research, children of all ages who perform household chores gain valuable skills, which they can apply to school learning. In one study, children as young as two years old who performed household chores like matching socks or wiping up kitchen spills ended up having more-successful educational experiences and careers.
November 19, 2009
Bugs-N-Things Class 2
Girl duck with the little bird friend
Checking bugs in the box
Josh with the Bobcat!
A skull that was once belong to a Skunk! Yak!
A sign that you often see in the park!
Park views on November 12, 2009!
******Last Thursday we had the second bug-n-things class. It was as educational as before. It was hard to catch bugs or flies with the net. We only found two rolly polly bugs under the garbage cans. They were in dusty color that are small, segmented land creature that can roll into a tiny balls for protection. We also identified a skunk's skull. The skull is distinct from other carnivores in having only one molar on each side of the upper jaw and two on each side of the lower jaw.November 05, 2009
Bugs-n-Things
A fun parent-child class that we just started today. A discovery and adventure of the nature of central park!
We have touched the snake for the very first time. It's a gopher snake!
Red tail hawk (tail looks orange red)
A green headed duck (Mallard) was walking really close to me.August 26, 2009
Lego Class!
Josh started his Lego summer classes this week. He was really excited go to everyday! As matter of face he's looking to it since July when I registered for the class.
Lego means play well!
Lego means play well!
January 07, 2009
The words of the week 2009
Jan. 5 - Jan. 11
Nose, Face, Eye/Eyes, Lip, Mouth/Mouse, Foot/Feet, Hair, Ear, Hand, Finger, Nostril, Tooth/Teeth, Chin, Cheek, Ankle, Shoulder, Tongue, Toe, Back, Neck, Chest, Wrist, Knee, Leg, Hip
Pause, Rock, Rack, ax, up
Nose, Face, Eye/Eyes, Lip, Mouth/Mouse, Foot/Feet, Hair, Ear, Hand, Finger, Nostril, Tooth/Teeth, Chin, Cheek, Ankle, Shoulder, Tongue, Toe, Back, Neck, Chest, Wrist, Knee, Leg, Hip
Pause, Rock, Rack, ax, up
January 03, 2009
Hong Kong Science Musuem
巨型祿豐龍的復原圖
在香港科學館展出的巨型祿豐龍化石
2008 年 6 月，雲南省人民政府贈送了一具祿豐龍化石予香港特別行政區政府。祿豐龍是中國首個進行研究的恐龍品種，亦是第一種完整發掘、復原、裝架和命名的恐龍化石，具有高度的科學和歷史價值。這是內地首次將珍貴的出土恐龍化石贈予大陸境外的地區。祿豐龍屬原蜥腳類恐龍，生存於一億八千萬年前的早侏羅紀時期，具有細p的頭顱和相當長的頸，前肢短小，後肢粗壯，能以兩腿直立行走，尾巴粗大，可於奔跑時起平衡作用。牠是植食性恐龍，牙齒小而扁平，外緣有粗鋸齒，能把樹葉切碎，銳利的指爪可將樹葉抓下或用來防禦敵人。這次香港獲贈的祿豐龍化石，是在2007年6月於祿豐縣發現的。這具祿豐龍化石長7.8米、高 2.2 米，保存得非常良好，下肢骨塊以自然的姿態融合，除頭部及部分尾椎是複製的外，差不多全副骨骼是由300多塊真正骨骼化石所組成。恐龍化石會在香港科學館永久擺放。
2008 年 6 月，雲南省人民政府贈送了一具祿豐龍化石予香港特別行政區政府。祿豐龍是中國首個進行研究的恐龍品種，亦是第一種完整發掘、復原、裝架和命名的恐龍化石，具有高度的科學和歷史價值。這是內地首次將珍貴的出土恐龍化石贈予大陸境外的地區。祿豐龍屬原蜥腳類恐龍，生存於一億八千萬年前的早侏羅紀時期，具有細p的頭顱和相當長的頸，前肢短小，後肢粗壯，能以兩腿直立行走，尾巴粗大，可於奔跑時起平衡作用。牠是植食性恐龍，牙齒小而扁平，外緣有粗鋸齒，能把樹葉切碎，銳利的指爪可將樹葉抓下或用來防禦敵人。這次香港獲贈的祿豐龍化石，是在2007年6月於祿豐縣發現的。這具祿豐龍化石長7.8米、高 2.2 米，保存得非常良好，下肢骨塊以自然的姿態融合，除頭部及部分尾椎是複製的外，差不多全副骨骼是由300多塊真正骨骼化石所組成。恐龍化石會在香港科學館永久擺放。
December 14, 2008
The tech museum of innovation San Jose
Today is the first Sunday after we came back from vacation. We brought Joshua to The Tech Museum.
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