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Michel Onfray

Japanese Molested On Train

The ideal college? I think, and you?

It is finally issue of college in the public debate (the PS and the UMP have already made proposals for reform pre-election). Several reports overwhelm the single college (Grosperrin, HCE, Court of Accounts), which would be the weak link in the school system. Behind the criticism, political projects and social various competing, ranging from a reaffirmation of the college system around the common set to return to the old college, which selects more students around the notes and the transmission of knowledge. This article is nurtured many readings on the subject, and it is simply a trail developed by a practitioner passionate about his job (which is learned, notwithstanding the current policies) and education issues. These are only a few proposals to renew the college for student success and well-being of all its stakeholders (students, staff, parents) of the college. A project adaptable to single college for a soft revolution!

Nerves of War: the time and means

The Article 34 of the framework law for the future of the school setting allows to change the structure rigid education for the educational project for a period of five years.

A simple fact: go to classes 45 minutes to retrieve 10 min / session, either:

• recovered 180 minutes for a certified teacher who provides 18h/week, 3 hours or 260 minutes
• recovered for a class and students who attend 26H/semaine, 4H and 20 minutes ago

For best periods of classroom study: plan sessions 1H30.

sample in 6th

EDT Monday morning

8H - 8:30: Welcoming students (various workshops)

8H30 - 10H: French

10:15 to 11:45: English (S1) and HG (S2)

11:45 - 12H: metacognition - verbalization - personal notebook

12H-1:25 p.m.: lunch break

Monday afternoon

13H30 - 15H: EPS

3:15 p.m. to 4:30 p.m.: Interdisciplinary Workshops (one per quarter)

Tuesday morning 8.30am-10am: Mathematics

10:15 to 11:45: Technology (S1) or SVT (S2)

11H45 - 12H: metacognition - verbalization - personal notebook

Tuesday afternoon

13H30 - 15H: Rating - common ground (2 subjects / week) with auto-correction

15.15 - 16H30: tutorials - PPRE - Methodology

Wednesday morning

8:30 10H: History-Geo (S1) English (S2)

10:15 to 11:45: French

11H45 - 12H: metacognition - verbalization - personal notebook

Thursday morning 8am-8.30 am: Home students (various workshops - personal projects)

8:30 10H: Mathematics

10:15 to 11:45: English (S1) History-Geo (S2)

11:45 - 12H: metacognition - verbalization - personal notebook

Thursday afternoon

13H30 - 15H: Visual Arts (S1) Music (S2)

3:15 p.m. to 4:30 p.m.: supervised group projects - Artwork

Friday morning 8.30am-10am: Mathematics

10:15 to 11:45: English (S1) History-Geo (S2)

11H45 - 12H: metacognition - verbalization - personal notebook

Friday afternoon

1:30 p.m. to 3:30 p.m.: EPS (S1) / CESC (S2)

3:15 p.m. to 4:30 p.m.: class life by the PP

Presentation

hours diversified

The welcome students is designed as an airlock anxyolithique time between home and the school. Students are embarked on a business they must learn to manage independently. 4 teachers and 4 other staff members supervise students, why not volunteer parents responsible? The opening hours are held two days a week for a class level, but never on Wednesday morning. They are coupled together: the 6th to the 3rd, the 5th with the 4th, which promotes the years mixing and integration of students.

The interdisciplinary workshops concern at least two disciplines. They alternate topics related to history including arts, workshops, or more practical or more technical, involving laboratories. They should permit the study of interdisciplinary concepts and skills to facilitate implementation of common ground.

The weeks balance and thematic = before the end of a quarter = a theme week in which the whole school is involved. Structures / classes can be reviewed.

may consist of different modules:

• assessment / remediation and progression in the common core.
• Presentation of works and individual projects and collective
• outputs on a topic studied during trismetre
• exhibitions open to parents of students
• encounters with outsiders, the college opened
• awards and diplomas? Think that this is not discriminatory.
• Meeting Time and internal training for teachers
• Assessment works by juries third

For weekly schedules are complete revision. Students should also exercise of choice of activities.

Time Life belongs to the class teacher. It allows to take stock of the week, to discuss problems. Based on ATP. Think intercycle growth.

The supervised group projects should be an initiative to mobilize students and both academic knowledge and non-academic knowledge. They end on one embodiment, a "work" made to be shown, exhibited or published, in particular during the weeks of thematic balance. These group projects are supervised by teachers. During the year, students are required to carry a digital project validating research approaches.

The personal notebook for all disciplines, and focuses on student work. The student must verbalize only the activities and learning outcomes in college. It may be noted that the diffficultés meeting. This book is also the object of communication between the family, parents, students, the school community. It replaces the text book.

The tutorials are a variety of devices Tutoring teacher-student (s), peer tutoring (including classes and different levels), PPRE ... It requires 2 adults per class. The organization of the tutorials is first to head teachers, from the hours of classroom life.

Here is a possibility of EDT in 5th grade and 3rd-sample

EDT in 5th grade

Monday morning 8:30 - 10am: French

10:15 to 11:45: English

11:45 - 12H: metacognition - verbalization - personal notebook

12H-1:25 p.m.: lunch break

Monday afternoon

13H30 - 15H: EPS

3:15 p.m. to 4:30 p.m.: Technology

Tuesday morning

8H: home

8H30-10H: History-Geo

10:15 to 11:45: Mathematics

11H45 - 12H: metacognition - verbalization - personal notebook

Tuesday afternoon

13H30 - 15H: Collaborative Projects Boxes - Artwork

3:15 p.m. to 4:30 p.m.: SVT

Wednesday morning

8H-8.30 am: Hospitality students

8:30 10H: History-Geo (S1) / English (S2)

10:15 to 11:45: French

11H45 - 12H: metacognition - verbalization - personal notebook

Thursday morning 8.30am-10am: English

10:15 to 11:45: Mathematics

11H45 - 12H: metacognition - verbalization - personal notebook

Thursday afternoon

13H30 - 15H: Interdisciplinary Workshops (1/trimestre)

3:15 p.m. to 4:30 p.m.: Physics and Chemistry

Friday morning

8am - 8:30: welcome

8.30am-10am: EPS

10:15 to 11:45: Rating (two subjects with self-correction)

11H45 - 12H: metacognition - verbalization - personal notebook

Friday afternoon

1:30 p.m. to 3:00 p.m.: Visual Arts / Music

3:15 p.m. to 4:30 p.m.: Time Life class with the teacher

EDT in Example 3 class

Monday morning 8am - 8:30: home coupled with the 6th

8H30 - 10H: French

10:15 - 11H45: English

11H45 - 12H: metacognition - verbalization - personal notebook

12H-1:25 p.m.: lunch break

Monday afternoon

13H30 - 15H: EPS

3:15 p.m. to 4:30 p.m.: Rating - common ground (2 subjects / week) with auto-correction = two sessions 10 weeks + HDA

Tuesday morning

8H: Orientation - personal work

8H30-10H: Technology

10:15 to 11:45: Mathematics

11H45 - 12H: metacognition - verbalization - personal notebook

Tuesday afternoon

13H30 - 15H : Visual arts (S1) Music (S2)

3:15 p.m. to 4:30 p.m.: SVT

4:30 p.m. to 5:15 p.m.: Latin

Wednesday morning

8H-8.30 am: welcome students (option: work indoors custody pupils)

8:30 10H: History-Geo (S1) / English (S2)

10:15 to 11:45: French

11H45 - 12H: metacognition - verbalization - personal notebook

Thursday morning 8am-8.30 am: Home students (various workshops)

8:30 10H: LV2

10:15 to 11:45: Physics / Chemistry

11H45 - 12H: metacognition - verbalization - personal notebook

Thursday afternoon

13H30 - 15H: Section Euro - DP3 - or HDA / Orientation (mandatory option) - Artwork

3:15 p.m. to 4:30 p.m.: French

Friday morning 8am - 8:30: Tutorials

8:30 10H: Mathematics

10:15 to 11:45: History-Geo

11H45 - 12H: metacognition - verbalization - personal notebook

Friday afternoon

1:30 p.m. to 3:00 p.m.: LV2/EPS

3:15 p.m. to 4:30 p.m.: Latin / Project staff

In the third, the number of hours is important, it becomes difficult to squeeze in alternative projects and interdisciplinary. Students are expected to demonstrate independence and responsibility (host of the 6th, evaluation of the works of other students). The weeks and thematic balance make sense in the curriculum with particular orientation week. The orientation is the main thrust of the activities throughout the year.

This project is not yet complete, they are again a few tracks made, and which in any case require the support of teaching and administrative staff. The purpose of this note is also:

• to show that the change to open a college where the teachings make sense and where students are genuinely considered citizens (life skills training, to responsibility, critical thinking) is possible
• that he change can and must come from the dynamics of establishment , and so he should consider institutional autonomy, more educational that Administrative or hierarchical.

It is probable that I should review, complete, perfected this project in light of conference "Future of the College" held Wednesday, January 12, 2010 in Paris, which I ' will attend.

How Can Aveeno Damage A Tattoo?

Digital Cartography and Geography School

Cartographies digital néogéographie, mapping 2.0., geoweb, calls are growing to describe the "revolution" Geomatics renews current patterns of production and consumption of geographic information. ; This "revolution" is linked directly to continuous advancement of new technologies: GPS, Internet, Web 2.0., GIS, virtual globes ... that multiply the production of geographic information and invade everyday life. This "revolution" permanent challenges the Geography school, offering new possibilities, asking questions about the training needed for these new digital uses and the purpose of many these tools.
This article is designed as an introduction to these new challenges, based on some references gleaned from the web and on a personal indexing tools that may be relevant to the teaching of Geography.

Definitions and Issues
Joliveau Thierry, who teaches geography , concepts and methods geomatics, spatial analysis and statistics at the University Jean Monnet Saint-Etienne (France) answered this issue in a popular article . Appeared in 2005 with Google Maps, GeoWeb is " an organization for the space of information on the Internet through a direct or indirect georeferencing on the earth's surface. Google Maps, the pioneer, is designed as a service service is an API invested by IT developers. Other competitors like Bing Maps or Yahoo Maps below. The Geoweb and voluntary contributory also develops as a result of the explosion of Web 2.0. Now we explore the web in the world, thanks to the map services and exploring the world through the web, through mobile applications (think beyond development augmented reality). It is also leading to a ubiquitous and instantaneous information.
Loic Hay distinguished three years ago three types of digital maps:

• model mapping system (GIS geographic information where information is produced and consulted by experts, where the map is a tool for planning and decision
• model mapping 1.0 where the card is produced by experts and searchable by all: it is a tool for information and communication
• model 2.0.où mapping geographic information is produced and available to everyone and map a tool for interaction and participation

His slide explains and outlines the services Geoweb that flourished on the web.

Mapping 2.0

R Enaud Euvrard Néogéographie defines as a set of techniques and web tools differing from traditional GIS, and for people using and creating their own maps, while combining them with their own data. It is a neologism, like the Geoweb, which the author combines the web and geographic information. The geoweb formed using the tools of néogéographie.

mapping on the Internet - From the néogéographie geoweb

E inally, Jeremiah Valentine presents the key actions of the néogéographie in a series of articles ( What is the Néogéographie? ): Annotate, Comment , Georeference, Building, React, Challenging, Mapping, Represent, Distribute . He also wondered about the meaning of the term which Néogéographie akin to a picture of Geography amateur who stuck with him, but at the same time "does not reflect little or issues related to the proliferation of geo-data or the tools of nomadism that characterizes this universe. "

Currently, the debates do not seem confined to the use of words trying to conceptualize a tremendous explosion of production and consumption of geographic information. The rapid evolution of tools and systems do not simplify the work of conceptualization, the boundaries between GIS wepmapping and collaborative mapping is increasingly blurred.


What school uses?
New Geography of secondary programs all emphasize the need to use digital mapping, GIS and virtual globes. In June 2007, coffee has published a teaching kit entitled " Geomatics: the wave Google Earth" which shows the pedagogical changes introduced by the popular virtual globe.
question is whether to use tools Geomatics is making Geography?
Genevoix Sylvain recalls some precautions face this new relationship with the image map and the world at your fingertips:

• "Few thought cartographic practices with the computer: what role for the discretization, the thresholding, the construction of the map? How to reduce the gap with the sketch synthesis paper baccalaureate now ritualized?
• Warning against the "reality effects": the viewing card that can accentuate the lecture in video projection, or immersion in 3D navigation (such as flight simulation) without learning which lead to the mapping and ; geography.
• Encouragement to use GIS to geography: a tool for spatial analysis and investigation with real applications spatial attribute, even if the pre-applications or Geoportal 'Edugéo are already an entry. "

Especially as the GeoWeb is submitted to criticism:

• Amateurism: Any user can generate a map from personal
• Handling: the card from individuals or private companies
• Intrusion and problems of compliance with privacy: the many Web 2.0 services. collect and share personal information about users, sometimes without their knowledge. In France, a law requires to request permission to use this information to users. But the law is sometimes worth it for companies based abroad
• partial information: many rural areas are neglected or in conjunction with this production of geographic information. Cities in developed countries are over-represented. Just think of the various zoning definition in Google Earth
• Health Question: There are also discussions on the intensive use of aircraft wave transmitters (mobile phones, GPS, various antennas, wifi ...)
• confidentiality and dissemination of private and public data: from whom, with what limitations? A report that more more states, communities and institutions share their geospatial data, such as INSEE or the World Bank.
• 's economic model Geoweb calls. It collects private data, can sell some services are disappearing ...

When Facebook uses geo-located!

To achieve this, Paul Butler, an engineer Statistician at Facebook, analyzed a sample of 10 million "pairs of friends":

• information about their location
• intensity of connections obtained: the more connections between two points, the greater the stroke that pulls the white materializes

Source: Decibels


Why use Geoweb Geography in school?
I would borrow Thierry Joliveau, again, the first two arguments:

• "A chara cte r data geoweb requires strong geographical culture." It concerns the state and local, private companies, scientists, too. It raises the question of access and management of masses of data fabulous. The issue of training in this mass of information is a primary challenge with students. is an issue related to both geography and citizenship taught .
• "The GeoWeb is supposed to serve the public by ordering the Internet geographically and by facilitating access to information when and where it's needed." The use of Geoweb multiply, useless to struggle against, better form with usage and digital literacy.
• If GIS are a tool to plebiscite, the Geoweb often offered free services (or partially) reliable and efficient, as the Geoportal, Géoclip. Thus, the GeoWeb is increasingly invested by many institutions . On the other hand, the GeoWeb is not only subject to the commodification of data. Projects like OpenStreetMap proposes to create a map of the open source world as a community and collaborative.
• These tools enable more and more to establish data discretization or queries allottees who remained single until recently the preserve of GIS. These operations are essential in the process of analysis and map construction.
• therefore, in our classes, the professor has a set of tools and geographic services more or less simple, interactive, requiring no installation on doors in a network. In short, a whole set of functional simplicity significant.

To conclude, I offer my selection of interactive mapping tools on a desk symbaloo used in training in the academy of Rouen.

As our group pearltree "Geomatics

To stay up to date news Geomatics the watch site Geomatics NPRI is inescapable!