Paint tutorial

First of all, open your Paint software, go to your picture folder and select a picture that you wish to edit.

 After selected your picture, lets think what you wish to do. Let say, the size of your picture is not nice to view, so you gonna re-size and skew it ! select the button "resize' on the top right hand side and adjust the sizes that you desired.

 Deng! deng! resized! grapes look nicer !

 How about you wish to add text? that's easy! select the button "A" on top of right hand size, as shown by the arrow, and click it ! whatever text would like to insert, use it!

 Now, your text are not nice, what should you do? reselect a picture? NO! no worry! click the icon of eraser as shown by the arrow as well, click it and erase those unwanted text.

If you think there are too many spacing or unwanted space around your picture, just crop the part that you want. First, select the region that you wish to continue for you edit, then crop it. Click on the button as shown by the arrow.

Dang Dang!! unwanted region cropped away!!

how about you wish to put some shape around your picture? so easy ! click on shape icon as pointed by arrow, select the shape that you want and click it!

 wow! Star around the grapes!! but the shape of grapes are not match with the star, so you gonna flip it! flip 360 degree? 180 degree? or flip vertical! choose any rotation you like. Click on the rotation button and select !

Now, my picture is done editing! wow! its amazing! its such an easy task to edit using paint! do not think it is difficult ! practice make perfect! if you wish to know more about paint tutorial, leave a comment and i will share about with you ^.~ Have a nice day ~

ICT in education

Data logging slide (captured)

Data logging presentation

Citation guide

"Ethics, copyright laws, and courtesy to readers require authors to identify the sources of direct quotations and of any facts or opinions not generally known or easily checked." (Chicago Manual of Style, 15th edition, p. 594)

Why citation required? 

Whenever you quote or base your ideas on another person's work, you must document the source you used. Even when you do not quote directly from another work, if reading that source contributed to the ideas presented in your paper, you must give the authors proper credit.  Citations allow readers to locate and further explore the sources you consulted, show the depth and scope of your research, and give credit to authors for their ideas. Citations provide evidence for your arguments and add credibility to your work by demonstrating that you have sought out and considered a variety of resources. In written academic work, citing sources is standard practice and shows that you are responding to this person, agreeing with that person, and adding something of your own. Think of documenting your sources as providing a trail for your reader to follow to see the research you performed and discover what led you to your original contribution.

Plagiarism

"Plagiarism means using another's work without giving credit. You must put others' words in quotation marks and cite your source(s). Citation must also be given when using others' ideas, even when those ideas are paraphrased into your own words." Plagiarism is a serious violation of academic and student conduct rules and is punishable with a failing grade and possibly more severe action.

Citation examples

You should follow the style examples given below exactly in your written work in this class. Note that there are many different nuances of citation style for a complete reference, and in fact each scientific or literary journal will require you to use a specific style. However, each style still conveys the important information, and for consistency and easy preparation for your papers in this class you must follow these examples below. [Note that the situation of the citation is given in brackets after the example.]

In citing the reference in brief in the text of your paper, use the following style conventions for single, double, and multiple authors, for multiple references, and for web references (all references are taken from the style examples at the bottom of this guide):

1. Climate change is affecting sea level in the Baltic (Andersson 2002), and the may become a problem especially as nutrient levels and eutrophication increase (Conley et al., 2009). Such changes may impact many different aspects of water chemistry (Stumm and Morgan 1981).

2. Andersson (2002) reports that sea level in the Baltic is changing due to climate, and Conley et al. (2009) report that eutrophication may also become a problem.

3. Changes in the Baltic sea include both climate change and eutrophication (Andersson 2002; Conley et al., 2009). On the other side of the world, and on land, the Emerald Ash Borer has become an economically important problem (Emerald Ash Borer 2007).

Journals
Andersson, H.C. 2002. Influence of long-term regional and large-scale atmospheric circulation on the Baltic sea level. Tellus A 54: 76-88. [single author - "54" is the issue or volume of the journal, and "76-88" are the page numbers.]
Bryant, P.J., and P. Simpson. 1984. Intrinsic and extrinsic control of growth in developing organs. Quart. Rev. Biol. 59: 387-415. [two authors]
Conley, D.J., H.W. Paerl, R.W. Howarth, D.F. Boesch, S.P. Seitzinger, K.E. Havens, C. Lancelot, and G.E. Likens. 2009. Controlling eutrophication: Nitrogen and phosphorus. Science 323: 1014-1015.[multiple authors].
In recent years publications are given a Digital Object Identifier (DOI), which is a unique tag for that publication. Thus, a paper with a DOI may also contain page numbers, and at least one of these is needed to complete the reference. For example, if there are page numbers and a DOI the citation would be as follows:
De Pol-Holz, R., O. Ulloa, L. Dezileau, J. Kaiser, F. Lamy, and D. Hebbeln. 2006. Melting of the patagonian ice sheet and deglacial perturbations of the nitrogen cycle in the eastern South Pacific. Geophys. Res. Lett. 33: 15-32, doi:10.1029/2005GL024477.
You can check that every DOI that you cite is correct via the doi system website.

Book:
Stumm, W., and J. Morgan. 1981. Aquatic chemistry, 2nd ed. Wiley.
National Academy of Sciences. 1977. Principles and Procedures for Evaluating the Toxicity of Household Substances. National Academy of Sciences, Washington, DC. [here the organization is both the author and publisher]

Chapter in a book:
Codispoti, L.A. 1983. Nitrogen in upwelling systems, p. 513-564. In E. J. Carpenter and D. G. Capone [eds.], Nitrogen in the marine environment. Academic Press.

Thesis:
Kimmance, S.A. 2001. The interactive effect of temperature and food concentration on plankton grazing and growth rates. Ph.D. thesis. Univ. of Liverpool.

Shaw,G. B. 1982. "Practical uses of litmus paper in Möbius strips". Tech. Rep. CUCS-29-82, Columbia Univ., New York.
Lassiter, R. R., and J.L. Cooley. 1983. Prediction of ecological effects of toxic chemicals, overall strategy and theoretical basis for the ecosystem model. EPA-600/3-83-084. National Technical Information Service PB 83-261-685, Springfield, VA.
Press, F. 1981. "A report on the computational needs for physics". National Science Foundation, Washington, DC. [unpublished work]
"Assessment of the carcinogenicity and mutagenicity of chemicals". 1974. WHO Tech. Rep. Ser. No. 556.[no author]

Preprints (articles currently being published but not yet in print)
Smette, A., et al. In Press. HST/STIS observations of the HeII Gunn-Peterson effect towards HE 2347-4342. Astrophys. Journal (available at http://xxx.lanl.gov/abs/astro-ph/0012193). [if now published, omit the URL and provide only a standard reference]

Paper presented at a meeting (not published)
Konishi, M. 1984. Paper presented at the 14th Annual Meeting of the Society for Neuroscience, Anaheim, CA, 10 October 1984. [Here you need to include the sponsoring organization if it is not part of the meeting name, and the title of the paper if it was listed]

Newspaper article:
Bishop, J.E. 1982. Do flies spread ills or is that claim merely a bugaboo? The Wall Street Journal. Nov. 1982, 4:1 (col. 4), 23 (col. 1).

Personal communications
G. Reuter, personal communication, 15 November 2009.

Citing Web Sources:
Below are some general rules and examples on citing web sources, modified from:
net.Tutor, © 1997-2009, The Ohio State University Libraries. Available from: http://liblearn.osu.edu/tutor/les7/guide.html (Site visited on 15 November 2009)

• Provide sufficient information to allow a reader to locate the source you are citing.
• Web documents share many elements found in print sources. The citation for a Web document often follows a format similar to that for print, with some information omitted and some added. Always cite the original print document rather than the web retrieval address.
• Cite what is available when you cannot find some elements of information about a source. For example, publication dates may not be provided for some online information sources. If the work originally had a print existence, it may be necesssary to give the date of the original print publication.
• Include the date that you accessed the source (when required by the style manual).
• Cite the address (URL) accurately. If it is necessary to divide the URL between two lines, break only after a slash mark and do not insert a hyphen at the break.

Hilton-Taylor C., compiler. 2000. 2000 IUCN red list of threatened species [Internet]. Gland, Switzerland and Cambridge, UK: IUCN. Available from: http://www.redlist.org/ (Site visited 12 Feb 2002) [web site with author]
Emerald Ash Borer (EAB), updated 2007 Feb 27. Columbus (OH): Ohio Department of Natural Resources, Division of Forestry. Available from: http://www.dnr.state.oh.us/forestry/health/eab.htm (Site visited 24 July 2007) [web site with no author]

Interactive whiteboard in education

What are interactive whiteboards?

There are two very different kinds of interactive whiteboards: The first is a ‘virtual’ electronic version of a dry wipe board on a computer that enables learners in a virtual classroom to view what an instructor, presenter or fellow learner writes or draws. It is also called an electronic whiteboard and can be found in conferencing and data-sharing systems such as Microsoft NetMeeting. The second type is a large physical display panel that can function as an ordinary whiteboard, a projector screen, an electronic copy board or as a computer projector screen on which the computer image can be controlled by touching or writing on the surface of the panel instead of using a mouse or keyboard. This briefing is about the second type of interactive whiteboard. Typically, interactive whiteboards are used in lecture or classroom environments and the technology allows you to write or draw on the surface, print off the image, save it to computer or distribute it over a network. You can also project a computer screen image onto the surface of the whiteboard and then either control the application by touching the board directly or by using a special pen. The computer image can be annotated or drawn over and  the annotations saved to disc or sent by email to others.

Benefits?

Because interactive whiteboards are so like conventional whiteboards, they can help even technophobic teachers to use this medium with ease for presentations from the front of the room. They help in broadening the use of e-learning because they rapidly demonstrate the potential of alternative modes of delivery.
1. They make it easy for teachers to enhance presentation content by easily integrating a wide range of material into a lesson, such as a picture from the internet, a graph from a spreadsheet or text from a Microsoft Word file, in addition to student and teacher annotations on these objects.
2. They allow teachers to create easily and rapidly customized learning objects from a range of existing content and to adapt it to the needs of the class in real time.
3.  They allow learners to absorb information more easily.
4.  They allow learners to participate in group discussions by freeing them from note-taking.
5. They allow learners to work collaboratively around a shared task or work area.
6. When fully integrated into a VLE (virtual learning environment) and learning object repository there is potential for widespread sharing of resources.
7. When used for interactive testing of understanding for the entire class, they can rapidly provide learner feedback.

Shortcoming?

1. Interactive whiteboards are more expensive than conventional whiteboards or projector
and screen combinations.
2. Their surface can become damaged, necessitating expensive replacement.
3. Front projection boards can be obscured by one or more users.
4. Fixed-height boards are often mounted too high for users to reach the top of or too low to be readily visible by all users.
5. Free-standing boards (and their associated projectors) are more difficult to secure
and need to be realigned every time they are moved.
6. If multiple data entry is allowed, inputs can get jumbled, resulting in on-screen gibberish.
7. If remote access is allowed, some users may be tempted to send disruptive comments or drawings to the screen.

Modelling and simulation: Stella

               In this modelling and simulation project, i chose predator-prey dynamics

This is front cover of my simulated experiment. Below of there are adjusted parameter.

Size of lynx harvest at one time: 700

.

                                                         Size of lynx harvest at one time: 500

Size of lynx harvest at one time: 300

Size of lynx harvest at one time: 0

The main purpose of this modelling and simulation project is to activate students motivation learn especially science and mathematics subjects that are highly abstract. In addition too, it will initiate students thinking ability in term of making inferences and prediction. In our discussion, we are mainly focused on the factors of students motivation and thinking skills as well as the simulation in teaching and learning process.