Archive for the ‘polymnia’ Category

Wordpress 2.2.2’s 22 Smilies

This @rticle was cre@ted by Djeault, on Sunday, April 6th, 2008 at 7:37 pm

To Create Smilies in 2.2.2 WordPress Blogs

‘:)’ or ‘:-)’ = :)

‘:o’ = :o

‘:D’ = :D

‘:lol:’ = :lol:

‘:roll:’ = :roll:

‘:mrgreen:’ = :mrgreen:

‘:P’ = :P

‘;)’ = ;)

‘:?’ = :?

‘8)’ = 8)

‘8O’ = 8O

‘:|’ = :|

‘:x’ = :x

‘:(’ = :(

‘:cry:’ = :cry:

‘:oops:’ = :oops:

‘:evil:’ = :evil:

‘:twisted:’ = :twisted:

‘:?:’ = :?:

‘:!:’ = :!:

‘:idea:’ = :idea:

‘:arrow:’ = :arrow:

Wounded Web

This @rticle was cre@ted by Djeault, on Sunday, February 10th, 2008 at 7:48 am
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Neither one, nor two, nor three, nor four, bur rather FIVE!

From Wounded Knee to Wounded Web

§ 1. It started with a severed transoceanic Internet cable, about a week ago, then a second incident was mumbled about: that or rather those incidents greatly affected India’s Internet connectivity, amongst other countries’. Nevertheless, the Web being a web, information packets were rerouted through other cables or satellites; however, Internet communications were slowed down allover Asia. 90-95% of Internet’S data tr@vel through optical fiber c@bles. All five cable breaks occured in the Middle-East.

§ 2. Then, last Friday, 2008fev08, I was free in the afternoon and thus went home and eventually onto the Web; my entr@nce p@ge, our dom@in http://djo.ca, wasn’t @ccessible; then, it c@me in but rather slowly: since the Web servers hosting our dom@ins are in Switzerland, I suspected a cable might have been ruptured on the Atlantic Ocean, and I phoned to my Internet Service provider, whose telephonist hadn’t heard about new breaks of submarine cables; he analysed my system as fully speedy Gonzales… I tried Internet Explorer 6, rather than Netscape Navigator 7.2, but even so, @ccess to some sites was often sluggish or impossible, for a couple of hours. Could all those cable breaks and massive rerouting of information packets have saturated the Internet?

§ 3. Our Web Hosts’ M@in, also in Switzerland, did slowly @ppear, but some of its ‘@djacent p@ges’ didn’t; even Google NeWs from Swizterland didn’t enter at my first try; our Wikis were also slow or un@ccessible. Even though Googles NeWs US, which was @ccessible, though sluggishly, doesn’t or didn’t offer that crucial information, Google NeWs Suisse does so: we thus find out that this last Friday, 2008fev08, not one, nor two, but rather FIVE deep undersea cable breaks have occurred within only a week.

§ 4. Some NeWs, this Sunday 2008fev10, mention that Iran would actually be completely cut off from its cable based Internet, but that even so, Iran’s president’s blog would still be online, which suggests that he might have outgoing satellite connectivity. Other News and bloggers conclude that FIVE incidents on four cables imply the use of high tech submarines, even though one incident was explained by an abandoned nearby giant anchor. As for the first two cable breaks, it is s@id that the highly specialised boats and crews will likely have repaired them by today.

§ 5. As for Egypt, their Internet connectivity would be at 50% of its usual capacity, and as for Egypt and Iran, some NeWs say both countries have been quite friendly with each other these last months, which could be unpleasant to others, who thus might have decided to further isolate Iran, where, some say, there would be, on that Web, a profusion of pictures or photos of the despicable actions led by American troops against Iraqui civilians, since the 2003 invasion, justified by nearly one thousand public lies, by BuTsh and his War Pigs.

A plot to cut off Iran from the Web could only be led by RICH experts or countries, who would need sophisticated underwater equipment, so as to damage, FIVE times, Internet cables, which are lying on the deep Ocean floor. Here, you may see the World map of transoceanic Internet cables. Indeed, damaging four cables in the same region, could and did affect other regions, who had to reroute their Internet communications, but there really are countries who really hate and fear Iran enough to try cuttting them off the Internet. Of course, bloggers are said to suppose that those cable breaks are only the prelude to something BIG, just about to happen, in the Middle-East…

Will we ever find out the truth?

repairing internet cables

I gr@bbed this im@ge on the Web.
I can’t find its true source.

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Add-up: 2008fev16
This @rticle, in French, translated from this one in English, informs us that Internet connectivity is now better than ever in Iran; the said @rticle supposes that rupturing five times four underwater Internet cables, within a week or so, could have the purpose to reroute information packets going in and out of Iran, by forcing them to use other cables, which could easier be spied on.

Jean-De-Brebeuf Again

This @rticle was cre@ted by Djeault, on Sunday, February 3rd, 2008 at 7:28 am
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HAVING FAITH IN MY FATE

§ 1. I haven’t written here for two weeks, thus I just had to, this early Sunday morning, before I jump into a day of correction of irregular verb tests and of questionnaires on Lost episodes.

§ 2. Tommorow, I start my third week at Jean-De-Brébeuf High School, this time replacing a teacheress, Sabrina, at the secondary III level, whereas, before and after Christmas, I replaced for three weeks another teacher, Fred, at the same school, but with secondary IV students; I likely will replace teacher Fred again the first three weeks of March and then, in April, I’ll likely take care of ESL Head Teacher Guy’s secondary V students.

§ 3. The difference, between secondary III or IV students, is quite noticeable: Ouf! Sec. IVs can be silenced within 5 min, even one; however, with most groups of sec. IIIs, 5 min seems minimal. Fortunately, I had prepared five efficient class plans for Sabrina’s five groups: 6 x 6 text zones, in an 8½” by 14″ sheet: each text zone contains the color photo and the first name of the student. Each Plan is coupled with an alphabetical list of the students Family names and nine cases for each student, on top of which, diagonal lines allow handwriting the nine columns’ titles. That way, you may easily address yourself to each student by her or his first name: that makes all the difference to silence students when needed and also to take note of their good deeds; yes, I’ll keep noting bad deeds, but I must not forget to positively evaluate each student’s forces…

§ 4. Since the plans are 6 x 6 text zones, each of these can be easily interchanged or reorganized: strategic creation of helping pairs, taking into consideration the students’ marks and affinities, thus can be pedago-logically created…

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On And Off

This @rticle was cre@ted by Djeault, on Sunday, January 20th, 2008 at 9:38 am
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Clap twice ot thrice?

§ 1. So, there’s a new, two years old, electronic gadget or program, that has the specialised capacity to shut off different televisions brands. Recentely, this January 2008, Gizmodo Confessed on their blog The Meanest Thing They Did, which was at the CES, an annual, American convention presenting new or redesigned electronic devices: so, Gizmodo had fun shutting off whole walls of television sets in display, or, even worse, TV sets, actually supporting ongoing presentations! Branchez-vous en p@rle ici : CES: Un blogueur sème le chaos (mise à jour) - Électronique - Téléviseurs HDTV

§ 2. It’s a wonder if three other pieces of News could relate to (adaptations of) that electronic gadget or program that has the simple power to turn off an ongoing electronic program, system, or TV? First, just this month, a passenger plane which had left from Victoria?, BC, Canada, heading East, suddenly dropped 5000 feet, as they were flying over the mighty Rocky Mountains: they had to urgently land in Calgary. Isn’t that what would happen if the plane’s engines were disrupted, even a few seconds. Maybe that gadget can switch off and on, but maybe, they also, see three § down, had to glide to Calgary, from the high altitude they had to have, being over the Rockies, but that, after plunging 5000 feet!

§ 3. The Medias TQS, TVA and CBC disrupted our attention, by suggesting it could have been caused by a furtive plane, even though everybody knows those planes don’t travel in civil corridors. Why couldn’t it have been simply caused by an electronic signal, maybe issued from a tiny device, that has the simple power to interrupt an ongoing electronic system, and that had been smuggled into the plane, by a passenger who could be part of a show of force, or else, simply in needs of strong emotions like plunging 5000 feet!.

§ 4. Otherwise, do they allow laptops on planes? If so, could a businessman, with the right program installed on his laptop computer, simply execute the interruption of the plane’s electronic system (s)? It could even be someone who hates TVs, especially on planes: he or she brings along his or her TV closing device, gadget, program and then, when he or she wants to take his or her nap, he or she verifies if he or she actually really can close the plane’s TVs, if any, but inadvertently, he or she shuts off the plane’s engine (s), or rather the electronic system (s) and program (s), which keep planes on their paths?

§ 5. Second, just last week, in England, UK, the engines of another passenger plane just went off: they thus had to land at the Heathrow Airport, after gliding from where they had been flying and they barely made it! Third, just yesterday, appeared on Google News that the CIA admits that some foreign, but allied, country has recently been threatened of a major Power disruption, in what seems to be an extortion scheme, lead exclusively in English: program codes are most often commented and in this case, the comments within the encoding of the malicious program (s) involved, are all in English.

§ 6. If the said gadget, used by Gizmodo, is two years old, just imagine the improved, adapted or specialised variants the human mind might have created, by now. For the least, Gizmodo’s feat informs us that shutting off ongoing electronic devices has never been easier: nowadays, on TV, are even sold systems, through which clapping (twice or thrice), shuts off lamps, TVs or what not? Next, you’re on a plane to a warm, hot beach and already thirsty: in order to order a tall glass of grape juice, you attract the hostess’ attention by clapping twice: the airplane’s engines stop. Would there be a link? Should you now clap twice or thrice?

¤ ¤ ¤

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Getting Ready for Week 07 & Day 30

This @rticle was cre@ted by Djeault, on Sunday, November 4th, 2007 at 12:42 pm

This is Sunday, 2007nov04. Thursday, 2007nov01, I finally got my first biweekly pay check: I cleared $252; I’m not yet sure if I’ll have anything on next pay check, since after my first two teaching days, there was a two-week hole, without any work. I was hired 2007sep21, a Friday. Since the following Monday, 2007sep24, except for Thanksgiving Monday, I have been ready every weekday, by 7 o’clock, to get to any of the 14 schools. Tomorrow morning, Monday 2007nov05, thus will be my 30th morning getting ready, without knowing if the phone will ring or not, and if it does, where to? What level? ESL? At what time? How long to get there? By bus or Communauto? Where to park??

Last week, I was called at 8h25, for a class starting at 9h10: a 25-minute drive, leaving 20 minutes to reserve a car on Communauto’s Website and to modify my @genda. The closest, available car was at a 10 minutes walk, walking fast: I got into the school’s parking at 9h10.

Then, there’s the more punctual discovery: the secretariat, the forms to fill, or not, the Substitute Teacher C@ller, the School, the Teacher’s desk in the teachers’ Office, for the course instructions, if any; then, there’s the local itself and most importantly, the students: how many? What cycle? Are they usually well disciplined or do they just babble and get up all the time, at any time?

In some cases, I have had time to read the class instructions, prepare a Menu on the blackboard, etc. But in others, like last week, I didn’t; however the instructions were simple and the course went well. First classes in the morning usually go fine; however, the first class after lunch or sports, on Friday afternoons, with a class of 32+ undisciplined, secondary I or II students, can be anything but pedagogical, unless you first calm them down, by reading in silence. That’s what they do at De La Rochebelle High school, after lunch.

La Réforme et les élèves

This @rticle was cre@ted by Djeault, on Monday, October 29th, 2007 at 3:17 pm

Ce matin, François Guité, dans son blogue Relief, a écrit cet @rticle : La réforme achoppe aussi auprès des élèves… Il y explore le fait que les élèves, les premiers concernés par la Réforme, n’y comprennent pas grand-chose, et que cela n’est pas nécessairement de leur faute. Je reproduis ici le commentaire que j’ai laissé dans le blogue de François, en attendant l’appel éventuel d’une école X, pour y faire de la suppléance ; comme il est maintenant 9h21, autant dire que je ne travaillerai pas aujourd’hui : win a few, lose a few!

Effectivement, j’ai vu passé des explications de la Réforme adressées aux enseignants, aux conseillers pédagogiques des CS, ou encore aux directions d’écoles, mais, malgré qu’un des buts de la Réforme est de mettre l’élève au centre de ses apprentissages, je n’ai toujours pas vu de communiqué, de brochure, ou autre, expliquant aux élèves, ce qu’est cette Réforme ; peut-être aussi que je l’ai manqué, s’il y en a eu… Peut-être aussi que quelqu’un devrait prêcher par l’exemple et mettre en oeuvre sa pensée créative, créatrice, afin de trouver un moyen de communiquer de façon appropriée, en fonction du destinataire, les concepts inhérents à la Réforme… Dans ce cas-ci, les destinataires seraient justement les élèves.

J’ai lu l’@rticle de hekai K et c’est bien sûr que si personne ne prend le temps d’expliquer la Réforme aux élèves, que ceux-ci risquent de se contenter de forger leurs opinions, en se basant sur le sensationalisme journalistique, dont nous avons eu l’agacé-ment d’une bonne, grosse pelletée, la semaine dernière… Par contre, il y ici lieu d’exercer son jugement critique et d’exploiter l’information pertinente, disponible sur le sujet de la Réforme…

Dans un commentaire laissé par François, dans le blogue de hekai K, François termine par : « On continuera la discussion en classe. Je suis content que tu aies soulevé la question. » À propos de cette discussion éventuelle, je fais noter à François que la documentation sur la Réforme, concernant le domaine de l’anglais, langue seconde, est justement, en anglais, ce qui ne peut qu’être excellent pour mener une discussion, ou une activité pédagogique, en anglais, sur la dite Réforme, dans le cadre d’un cours d’anglais…

La documentation sur l’anglais contient 50 pages si on exclue la bibliographie : p. 169 à 219 ; Programme de formation de l’école québécoise : Enseignement secondaire, premier cycle. ISBN : 2-550-41736-4. Il y aurait sûrement un scénario d’apprentissage, qui favoriserait l’intégration, le réinvestissement et l’évaluation des connaissances procédurales ou déclaratives propres à l’ESL ou à la Réforme en général…

Piste
1. Chaque élève lit ± deux pages.
2. Des paires sont formées.
3. L’élève A présente à l’élève B ce qu’il a lu et vice-versa.
4. A et B résument ce qu’ils ont saisi, en vue de le présenter au groupe classe.
5. Chaque paire présente au groupe classe.
6. Les élèves du groupe classe posent des questions, s’il y a lieu
7. Tous prennent des notes, bref, utilisent une méthode de travail efficace.
8. Chaque paire formule des questions, sur les pages qu’il a lus et présentés, question de pouvoir évaluer la compréhension des élèves du groupe classe.
9. Toutes les questions des paires sont regroupées, et servent à évaluer ce que chacun a compris, retenu sur la Réforme, du moins dans les domaines ESL, EESL ou ELA.

Bien sûr, tout ceci dit, comme pure suggestion… Je sais que François est bien assez grand et pro pour régler, résoudre ce problème !

ContacT JosephDeneault Djeault DjO

This @rticle was cre@ted by Djeault, on Wednesday, October 17th, 2007 at 5:11 pm

See bigger version of photoJoseph Deneault was active as an English, Second Language, substitute teacher for De La Capitale School Board’s 12 high schools and two adult centers, from 2007sep21 until 2008sep23; entre ces deux dates, Joseph est suppléant occasionnel en “ESL” pour la Commission scolaire de la Capitale, parmi ses 12 écoles secondaires et ses deux centres pour adultes.

Depuis le 2008sep22, et jusqu’à la fin de l’année scolaire 2008-2009, il enseigne à L’École secondaire Voyageur Memorial de Mistissini, une des neufs écoles cries de la Commission scolaire crie… Since 2008sep22 and until the end of school year 2008-2009, Joseph lives and teaches full-time in Mistissini, QC’s Voyageur Memorial High School, one of the nine Cree schools of the Cree School board.

Am I available? Suis-je disponible ?
See; voir ; my, mon @genda : http://djo.ca/z

To contact me, em@il @ Joseph : http://djo.ca/mailto.html

This blog’s URL de ce blogue : http://blog.djo.ca, /NO “www”!

Djools Bl@ck :: 9 Web Writing Tools

This @rticle was cre@ted by Djeault, on Thursday, October 11th, 2007 at 5:01 pm

Ce qui suit n’est pas ici :-) c’est plutôt un “iframe”, 455 px de large par 333 px de haut, contenant un tableau de 422 px de large, lui-même contenu dans la p@ge Wiki http://wiki.djo.ca/wikini/wakka.php?wiki=Djools2, que j’ai b@tie dans le but spécifique de l’insérer ici…

Fichu ou fiché on s en fiche

This @rticle was cre@ted by Djeault, on Wednesday, October 10th, 2007 at 11:01 am

Voici un comment@ire que je viens de laisser ici chez Sylvain.

Big Fat Brother is Watching US

Le § qui présente l’@rticle, Le titre de Google fracasse les records, indique que depuis son introduction, en août 2004, l’action Google s’est multipliée par sept. L’@rticle lui-même, entre autres, mentionne que le chiffre d’affaires de Google = ± 12 milliards de dollars par an ; Google = la douzième entreprise en importance aux États-Unis, dépassant des géants tels Wal-Mart, Coca-Cola ou IBM !

Or donc, Google r@masse de l’info sur ch@cun, afin de nous, le ¾ des intern@utes, g@rrocher des pubs @daptées, qui nous intéressent, selon notre profil, forgé par la, les, cookies stockées sur notre ordinateur, voire pour deux ans et ½, + la p@ge Web, Wiki ou Blog qu’on est en train de visiter…

Supprimer, quotidiennement et +, les cookies « filtrées, medium ou high », + l’historique + la cache, est dans mes h@bitudes: that, helps keeping my computer cle@n.

aide-enseignants-suppléants

This @rticle was cre@ted by Djeault, on Wednesday, September 26th, 2007 at 9:23 pm

MurakamiFlowerBall.jpg

(Image thématique : Flower Ball (3-D) Kindergarten, par Takashi Murakami)

En attendant que la journée passe, j’ai écrit ce commentaire, ici, dans le blogue de François Guité :

François, dans ta liste :

- diminuer le nombre d’élèves dans les classes ;
- accorder plus de ressources matérielles, dont les TIC ;
- accroître le nombre d’orthopédagogues et le soutien pédagogique ;
- augmenter la formation professionnelle ;
- alléger la tâche en vue d’une culture de réseau.

je séparerais les orthopédagoques du « soutien pédagogique », et rajouterais :

Accroître le soutien pédagogique, entre autres,
- en accordant un-e « aide-enseignant-e », à chaque (nouvel-le) enseignant-e …

Entre autres, dans un cadre où les TIC sont pleinement utilisés, ce serait tout à fait utile, et à l’enseignant-e, et aux élèves, et aux aides-enseignant-e-s, qui pourraient, de cette façon, prendre de l’expérience en enseignement ; ça pourrait être une mesure instaurée initialement pour aider les nouveaux enseignants, question de leur donner le temps de prendre de l’expérience, un peu comme ces mentors qui sont présentement mis disponibles dans les Commissions scolaires pour ces nouveaux enseignants. Sauf que le mentor n’étant pas sur place, mais plutôt une ressource avant et après « l’action », il ne pourrait donc pas aller avec Marie chez l’infirmière, ou répondre à Julien et Robert pendant que l’enseignant-e répond à Julie et Roberte…

Ces aide-enseignant-e-s pourraient être des étudiants en enseignement, qui pourraient ainsi prendre de l’expérience pratique dans leur futur milieu de travail, en plus des practica plus formels et de la théorie pédagogique ; je suis convaincu que multes étudiants, voire assistés sociaux assez éduqués, seraient heureux de prendre cette tâche pour 10-12 $ de l’heure : bref, ça ne coûterait pas si cher que ça et il me semble que les résultats seraient bénéfiques pour les élèves, les clients de cette grande entreprise.

Surtout en première année, un-e aide-enseignante serait un GROS +, mais également, au premier cycle du secondaire ; par ailleurs, en janvier 2007, on annonçait que des élèves d’une classe de quatrième année venait de « planter » leurs quatrième prof depuis septembre, ce qui suggère qu’un-e aide-enseignant-e serait parfois souhaitable, et ce, tout au long du primaire ? Ce modus operandi est appliqué par les Ménnonites et aussi en Scandinavie : un-e aide-enseignant-e par (nouvel) enseignant.

Par Joseph Deneault Djeault DjO. le septembre 26, 2007 03:01 PM

Voilà donc ce que j’ai écrit cet après-midi dans le blogue de François Guité, enseignant en ESL et EESL dans la CS des Découvreurs. Je rajoute ici une autre question : est-ce qu’un (nouvel) enseignant-suppléant devrait également avoir un « aide-enseignant-suppléant » ?

Pour l’instant, je ne sais pas si un enseignant-suppléant sur appel a droit à son mentor, s’il ou elle en veut un-e…