Blogs: Vitacora y Edgeek

Guild Wars on my Macbook pro (2nd attempt), success!

When I bought my Mac I made sure I could run Guild Wars, the one online game I play. I booted into Windows every time I wanted to play and it wasn't too much of a hassle. It wasn't ideal either. Then parallels came up with DivX support for Intel Macs and I bought it. I posted something about it a while back. It was painfully  slow. Unplayable.

Yesterday I searched for another solution (don't really know why or what I was originally looking for) and found Crossover, another virtual machine software (that doesn't actually install Windows so it doesn't need a license for it). I downloaded the trial version and installed GW. Then I copied the data file from the Windows partition into the folder in Crossover where the game resided  and ran the game. The process took a while to figure out, I have to say. Graphics were bad. But in the process I had found a page with advice: Compatibility Tips. It worked.

It works great. Graphics aren't as nice as in native Windows on the Macbook pro, but they are as good as they are on my old PC, a Thinkpad T40. It runs pretty smoothly. I now have Guild Wars on my Mac, running Leopard and Crossover. I tried making a video with iShowU, but it lagged the [game] video and didn't make justice to Crossover.

I just say... it's the best solution I've found for running GW on a Mac. I've successfully played Random Arenas a few times.

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Con qué desparpajo

Como algunos de los lectores saben, mi familia está vendiendo la casa que fue de mi abuelo. Ahora tenemos un inquilino que no se quiere ir y estamos en todo un proceso judicial para que se vaya. Eso ha tomado, como es de esperarse con la justicia en este país, más o menos año y medio y todavía no ha terminado. Esperamos que cuando acabe el paro judicial haya una Sentencia en dos o tres semanas. Luego viene el proceso de apelaciones, que el abusivo inquilino obviamente usará para seguirse quedando ahí mucho tiempo más.

Ayer estuve con mi tía en casa de unos vecinos de mi abuelo que nos tenían una propuesta de compra. Ya tenemos otra, pero nada perdemos con oir. Luego de contarle al que quiere comprar la casa cuál es la situación actual (proceso judicial, inquilino descarado, etc.) ese señor, sin ninguna vergüenza y con la tranquilidad de esas personas que me hacen dar vergüenza de ser colombiano dijo: "ese proceso se puede agilizar". Yo esperaba que hablara de un mejor abogado u otras instancias judiciales que desconocemos. Pero el patán fue diciendo, con todo desparpajo, "se pasa una plata por aquí y una plata por allá par agilizar los trámites". Semajente propuesta de sobornos y corrupción (sobornar funcionarios judiciales), me sacó de casillas. Le dije que su propuesta era inmoral e ilegal y nosotros no haríamos nada por el estilo. Si la justicia se demora, esperamos, pero haremos las cosas al derecho, según la ley y nuestros preceptos morales.

El señor no entendía por qué yo estaba molesto. Insistía en que no era cuestión de sobornar a nadie, sino de agilizar el proceso. La reunión, por supuesto, se acabó ahí.

Pero, ¿qué podemos esperar en este país, donde la justicia se mueve con sobornos para "agilizar" y cretinos como ese, inmorales y descarados, creen que el eufemismo, como "agilizar", hace que se menos ilegal o inmoral? No haremos negocios con ese señor, de eso estoy convencido.

Como dice el tango, "los inmorales nos han igualado".

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Woz pwns!

From iPhone Dev Team's blog:

Woz likes his iPhoned pwned! Free your iPhone!

 

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Laughing at Microsoft's design flaws. "When it comes to tech, simplicity sells"

Yesterday, the blue-haired-girl came back from Tunja. She was invited to be keynote speaker at the Colombian History Conference (Congreso Colombiano de Historia). She presented the Bicentennial project and had awesome responses. The saddest of all: your project is awesome, wonderful, amazing... pitty it comes from the (this) government. Sigh.

 

Anyway... she listened to a few Ted Talks on the bus on the way back and pointed me to one I hadn't seen: David Pogue, When it comes to tech, simplicity sells. If you get through the lousy song he opened with, you'll laugh like crazy. A few gems:

  1. Someone called tech support at Apple and said the mouse was squeaking. It squeaks when I move it across the screen. Why are you moving it across the screen? Well, it said click here?
  2. More tech. support: I can't turn off the computer. I got an error and I can't restart even if I type 11. Why are you typing 11? It says "Error type 11".
  3. Why do you shut down a Windows PC by clicking a button called "Start"?
  4. Why do you have to scroll down a menu at the shutdown screen when there are only four options?
  5. PalmOne has empoyees in charge of "tap counting". No task on the Palm Pilot can be more than 3 taps away.

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History Today: Learning with the Bicentennial of the Independence

The Ministry launched the Bicentennial project the blue-haired girl has been working on for a while now. She is in charge of the whole gigantic project and has done an awsome job so far. Thursday there was a 1 hour TV show about the project on almost every channel. All thanks to her! The project is amazing. I love it. How could I not when it started with a few drawings on my living room window and now the woman I love is leading it!

Here's what it is about, in a nutshell <--Translated from Colombia Aprende-->:

[The project aims for students] write and learn histories...

  • that develop scientific thinking and competencies in social studies, language, citizenship...
  • in which they are, along with their teachers, the protagonists of the research process and the project...
  • in which, acting as historians, they follow all the steps of research in the social sciences...
  • in which they describe processes, instead of focusing exclusively on dates, people and memorization of contents...
  • that bring history, as it is produced in academic research, to the history taught in schools...
  • that makes boys and girls identify with and appropriate their past...
  • that don't stay in classrooms and books, but remain in different kinds of places of memory...
  • that are coherent with new paradigms in pedagogy and historiography...
  • that are democratic, diverse, created from multiple experiences and from diverse points of view...

The project will run until 2010, the Bicentennial celebration:

Stage 1: Students Ask

  • Students from all over the country will send questions (via web and snail mail) in all official languages --(that's about 68, last I heard in my linguist days ;-)-- about the period between 1774 and 1830 (the Independence). University students and experts will pick the best 200 and publish them: so, we'll have "200 years and 200 questions".

Stage 2: Constructing Answers

  • Students (1-12) from all around the country will try to answer the questions, initially, using only history and social studies textbooks from today and the past made available online. They will learn to what extent the knowledge that schools have traditionally provided, can answer their generation's questions. Meanwhile, university students will research and digitize primary and secondary source from around the country to enrich the upcoming research.
  • Students research using primary and secondary sources made available through public libraries, school libraries and online, and will submit answers to the 200 questions. They will send them via web and snail mail for the expert commitee to choose the best and publish them.

Stage 3: Local histories, Diverse Memory

  • Students (1-12) research about the histories of their towns and regions in the Independence, using the skills and competencies they have developed during the project.
  • Studentes read the local histories written by other students in other regions and create a diptic monument (a poem, song, mutlimedia, movie, dance, sculpture...) in their town to celebrate the history of an OTHER, hopefully from a town that has traditionally been considered an opposite or rival.

 I will post a video about the project as soon as it is available online...

Outr school will, of course, be a part of this project. I hope one of our students comes up with a wonderful question that gets selected and answered by thousands of other students around the country. We will approach it as a Knowledge Building project, using Knowledge Forum for all the research.

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¿Semanas de 80 horas?

Terminó la primera semana de trabajo de los profesores en el colegio, no con pocos pocos problemas de parte de mi Departamento... los sistemas no estuvieron listos a tiempo para la planeación (y aún no lo están) y todavía hay muchas cosas pendientes.

Me cayó de sorpresa, aunque venía fraguándose hace tiempo, darme cuenta de que pocos trabajan como lo hago yo, la mayoría de mis amigos y los directivos del colegio. En el Ministerio era normal trabajar 80 ó 90 horas a la semana (sólo los funcionarios se limitan generalmente a las ocho horas), llegar a la casa a seguir trabajando hasta media noche todos los días y trabajar más los fines de semana. Para mí, este ritmo ha sido normal hace muchos años.

Quienes trabajan conmigo y dependen de mí no tienen esta costumbre. Trabajan sus ocho horas y se van. Rara vez lo hacen en horario extra o los fines de semana. Nunca había pensado mucho en esto, pero ahora que lo "sufro" (y Laura también en el Ministerio con su equipo), empiezo a generar hipótesis sobre los logros en el trabajo, similares a las que formuló en algún momento Larry Summers (ex-economista en jefe del Banco Mundia y expresidente de Harvard) cuando habló de por qué creía que las mujeres no podían triunfar en ciencia. Según Summers, una de las razones es que para ser un científico (ganador de Nobel, etc.) hay que trabajar mucho más de ocho horas diarias y las mujeres suelen tener otras prioridades: la familia, los hijos... Yo no lo ato al género, pero estoy cada vez más convencido de que quienes logran los mejores resultados (y por lo mismo los cargos más altos en empresas públicas y privadas) son quienes no tienen esos límites y trabajan lo necesario para tener el trabajo listo, no lo que el horario indica. No puedo pedirle a mi equipo que trabaje tanto como yo sin pedir horas extra... en parte por eso el trabajo no rinde. Hay mucho y poca gente.

Alguna vez, en la Secretaría de Educación de Cartagena, hicimos, con el Secretario y el equipo de asesores cubanos que trabaja con el Ministerio, una evaluación informal del trabajo de sus funcionarios. Una medidad que utilizó el Secretario fue esa: quienes trabajan más de lo que el horario obliga. Quienes no lo hacían eran calificados como funcionarios poco comprometidos. En el momento me pareció descarado medir así el trabajo de la gente... ahora no sé... es una medida interesante, tal vez no de la calidad del trabajo o la habilidad, pero sí del compromiso.

Me pregunto... ¿debemos trabajar lo que el horario indica o lo que la cantidad de trabajo obliga? Yo, overachiever y workoholic que soy, opino lo segundo y así ha sido toda mi vida: como estudiante universitario, leía todo y más y trasnochaba estudiando la literatura opcional; como profesor trasnochaba preparando materiales para mis clases, calificando, escribiendo guías y exámenes; como consultor, me encerraba en jornadas de 12-18 horas todos los días (con Camilo, quien me empujaba a trabajar más cuando estaba pensando en jugar Tactics Arena -¿todavía existirá?- sacando solicitudes de financiación de proyectos y propuestas para grants; como estudiante de posgrado, estudiaba 80-90 horas semanales y hasta más solo tratando de alcanzar a leer lo que era obligatorio y responder a todas las tareas (insisto en tratando pues nunca logré leer todo lo que asignaban Fernando Reimers y James Honan en sus clases)... Quienes estudiaban conmigo tenían hábitos similares, aunque algunos, especialmente mujeres, eran más juiciosos para empezar a trabajar temprano y así tener tiempo libre en la noche. Overachiever y workoholic... viene desde el colegio, ¿no?

Image taken from Doug Belshaw's blog.

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Let children do dangerous things

A short while ago I listened to a Ted Talk called "Five dangerous things you should let your children do." It was fun. Today I read a post on Open Education on the same topic and got thinking about that again. I watched the Talk again.

Gever Tulley, who runs a summer school where fourth graders play with power tools and "come back pretty bloody and scraped" suggests children should learn to manage dangerous and unsafe things by actually getting to experience them. How else do you learn, someone could say?

Here's his list:

  1. Play with fire: I did it. I was allowed to light the fireplace on my own, taught to do it by my father and did it in bonfires in friends' farms. I learned how to "control fire" and feel proud of doing it. Check. Thanks, mom and dad!
  2. Own a pocket knife: I was given my first pocket knife by my mom. It was actually just a blade. I was allowed to play with it all the time. Even throwing it at stuff in the back yard (stuff... never people, plants or animals). My parents, cousins and uncles always taught me to cut away from my body and be careful with knifes. They let me play with it and tended my cuts when I made a mistake and cut myself. I know how to use a knife. Thanks, mom and dad!
  3. Throw a spear: I don't remember throwing spears except javelins in phys. ed. class in middle school. However I was allowed  to own and play with a sling, throw rocks and participate in the greatest "guerras de bodoques"  with my neighboorhood friends. I don't have good aim, but this was all a lot of fun. It sometimes hurt and I got bruises, but it was great fun! Thanks, mom and dad!
  4. Deconstruct appliances: I was never a big fan of breaking things appart. I actually do it more now than before. But I did my share of damage. My cousin has always been awesome at it and always had projects: a home-built remote control car, radios, etc. I slept over and played with his deconstructed appliances. I also learned how to use power tools with my dad, not putting things appart but fixing them. He taught me how to use a drill, a hammer, a saw, an electric saw. I still enjoy "bricolage" and do some things. I am proud of my toolbox and recently bought my own drill. I also played with the old car, the Renault 6, since I was about 12, seeing how they fixed it and eventually fixing simple things in it myself. Later, when I owned my own motorcycle, I had to learn how to fix the carburator, the clutch and many other things, mostly by tinkering with it and breaking it. Thanks, mom and dad!
  5. Break the DMCA (Digital Millenium Copyright Act): No comment.
  6. Which is the second part of 5: Drive a car: My mom took me out driving since I was about twelve. The city was smaller and there were very empty streets close to home. On weekends we went out and I drove around. When I was even younger, my mom let me shift the gears in her car while she drove. I think I'm a pretty good driver and attribute part of it to being allowed to drive since I was young. Thanks, mom! And thanks dad, who always let me drive his car, even when I crashed it (driving without a license at age 15, remember, Jaime?) and got it stolen (at age 17).

I do agree that doing these dangerous things helped learn my limits and how to cope with some level of danger. I don't break easily and feel I'm still quite tough even though I never exercise. All this helped me grow up.

I sometimes feel children are nowadays way too overprotected by their parents and supervising adults. I don't have kids... but it seems I'm not the only one who thinks that. Writing about an English organization that promotes play in children (including "dangerous" play), Open education says:

PlayEngland’s focus this year has been on one of the most traditional of child behavior’s, climbing a tree. The group found that half of children aged 7-12 years reported they were not allowed to climb a tree without adult supervision while the other half reported they had been stopped from climbing trees because it was considered to be too dangerous.

I remember being in the third or fourth grade and having lots of fun climbing a tree behind the art classrom. Me and my friends (I don't remember who were my friends back then) had about a month of fun before Alice de Cuervo, the primary school director found out we were up there and made us climb down. Years later, when I was a teacher back in the same school, the tree had been felled. I missed it. It was a beatuful evergreen with sort of a roof top where we used play when we climbed. I also used to climb lots of trees around my parent's house with my neighborhood friends. It was also great fun and nobody ever told me to climb down. When I went to the park with my mom she even helped me climb trees that were to high for me to reach on my own. Wasn't she awesome?

 

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Students blogging

Just a snippet of the post in Spanish below...

Today I met with Camilo, the student who has been helping me with the school website. By the end of the meeting he asked me if he could have a blog in the school website. I didn't doubt. Yes! Of course! I said. I immediately granted permissions for him to blog. He posted his first entry tonight... and some unforeseen problems came through... Today I also told him about the Sites teachers will be making, some changes in the school curriculum and the laptops we're getting for students. He blogged about that, of course, and some of it, especially the curriculum change is something the Principal and Academic Director should inform the students of, not a blog post froma peer that still has some incomplete information... possibly confusing. News fly in the blogosphere, doesn't it? The post was up for about two and half hours before I read it, and I could see some people got the chance to read it... some 15 visitors to the site. The decision wasn't easy, but I put it in the moderation queue and modified the settings so blog posts submitted by students will always be moderated before publication. Teachers and administrators will be able to override this setting, but students' posts won't be immediately publised. I feel like somewhat of a fascist, but can't see a way out. I don't think I'll have to censor students (only extreme cases would merit this), but this taught me something I should have known... I won't be able to predict or control what is published in student blogs (or any other for that matter)... sure, that is the point... I'll have to be more careful with the things I tell students before they are "officially released" and think a little more about how to manage student blogs. I don't like the hypercontrolling scheme I put up with every post requiring moderation. It think I'll have to discuss this with the principal. Students should have blogs. That's my standing. They should be allowed to talk about whatever they want... they should be able to leak information (as "real" journalists do)... but just for now, before school begins, I can't priviledge one student, however hard he has been working to get the website up and running. I guess I'm saying I'll allow unmoderated blog posts once school starts. I feel really fascist by unpublishing Camilo's post.

 

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Blogs y más en el colegio

Esta semana empezó como una carrera. Así suelen ser las primeras semanas en los colegios. En dos días he corrido como hacía tiempo no lo hacía (literalmente, corrido de un lado para otro). Profesores nuevos necesitan que sus usuarios para la Intranet y el correo electrónico funcionen y algunos de ellos son bastante novatos en el uso de computadores. Además, hemos tenido algunos problemas preparando los sistemas que deben usar para la planeación anual y esto ha complicado las agendas. Hoy tuvimos que mover toda la agenda de dos días por esas demoras, en parte culpa mía (del mi departamento) y en parte de procesos que no están funcionando bien entre distintas áreas. Espero que mañana a primera hora pueda estar listo, pero estoy temiendo que no lo esté, pues no me han llamdo a confirmar y todavía no puedo entrar al sistema... cruzo los dedos.

Entre los cambios a las agendas, hoy hice la presentación del Plan de Tecnología que estaba preparando para mañana. Le faltaban detalles, pero estaba casi lista y pude hacerla. No funcionó perfectamente, más que nada porque el video beam no tiene demasiada luz ni el salón donde se presentó demasiada oscuridad, pero funcionó bastante bien. Recibí unos cuantos buenos comentarios. Los profesores quedaron muy contentos con la idea de que les paguemos alguiler por los portátiles personales que usan para su trabajo y con poder comprar un computador a través del proveedor que nos venda los que compraremos para los estudiantes. Creo que así les podemos conseguir muy buenos precios.

FInalmente... el tema del título... hoy estuve reunido con Camilo, el estudiante que me ha estado ayudando con la página web del colegio y me preguntó si le podía dar permiso de crear su blog en la página del colegio. No lo pensé dos veces y le di permisos de crear entradas de blog. Hace un rato vi su primera entrada, ¡qué pilera! Aunque excelente, me generó algunos problemas... en su post cuenta chismes que aún no queremos divulgar a los estudiantes sobre cambios en el colegio y algunas de las nuevas consas tecnológicas. Son noticias que deben oir de la rectora y directora académica y no como un chisme... Las maravillas del mundo de los blogs. Las noticias vuelan en la bogosfera. Para evitar problemas puse su blog en la cola de moderación mientras empieza todo y puede soltar las "chivas"... no fue una decisión fácil y me siente un poco facho.

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Blogging at GLM

One of the strategies I am putting together as part of the schools ed. tech. plan, is to have a few people blog. I am sure this will improve communication with parents and students, and withing the staff. The bloggers will initially be the principal, vice-principals and academic director. Aweome people to accept doing this in the first place. I will, of course, also keep a blog in the school website.

My first blog post welcomed the department heads last week and I have just posted my second entry. I used the chance to point everyone to Randy Pausch's last lecture. I just recently read he died two weeks ago. It is an awesome lecture if you haven't had the change to check it out. You can find it in my blog at the school website.

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