Monday, December 18, 2006

Meetings: Week 18 - 22 December 2006

During this week I will be having the following meetings for University of Malta, Junior College students:

Wednesday 20 December: 9.00 am
Thursday 21 December: 10.00 am
Friday 22 December: 9.00 am


All meetings will be held in my office (room 250).

For a full list of meetings during December 2006 please consult my Google Calendar.

Those who cannot make it please do contact me via e-mail and indicate your free lessons.

Saturday, December 09, 2006

Meetings: Week 11 - 15 December 2006

During the next week I will be having the following meetings for University of Malta, Junior College students:

Monday 11 December: 11.00 am
Thursday 14 December: 10.00 am
Friday 15 December: 9.00 am

All meetings will be held in my office (room 250).

For a full list of meetings during December 2006 please consult my Google Calendar.

Those who cannot make it please do contact me via e-mail and indicate your free lessons.

Monday, December 04, 2006

Meetings

This week, I will be holding two meetings for Junior College students as follows:

Wednesday: 9.00 a.m.
Thursday: 10.00 a.m.

Both meetings will be held in my office (room 250).

Those who cannot make it please do contact me via e-mail and indicate your free lessons.

Sunday, November 19, 2006

Saturday, November 18, 2006

A Student's Questions

A student wrote to me and asked some very interesting and pertinent questions. In this post I am sharing some of these questions and the respective answers. For reasons of confidentiality the name of the student and the subject of the project are not being revealed.

Please write to me if you have any queries about your project.

Student wrote: When I read the booklet I found it difficult from where to start my project.

My answer: Yes, it may be difficult, even for enterprising students to understand the booklet, because the booklet does not give ready made answers, and it was never intended to give ready made answers. The booklet, and the project, allows the students to find their own path and methodology in dealing with their own project, in other words you are free to choose your own way of doing the project. However, there are certain guidelines you must follow. These guidelines will at the end help you structure the presentation of your analysis and work. These guidelines will also facilitate the assessment process.

Student wrote: I think that by this diary I will cover the first part (project) but my problem is how I am going to cover the journal?

My answer: The diary is different from the journal. In the diary you simply jot down notes on events that you were involved in. For example, 'I had a meeting with a resident who complained about youth facilities in the Hal Farrug neighbourhood ...'. In the journal you must also analyse, perhaps scientifically, this event, in the sense, e.g. ... 'During this meeting I should have jotted down notes to record the salient points of the resident's complaints. I would then file this complaint and use it in the annual report'.

Student wrote: I know that I have to include photographs, signatures and other proofs in the project but I am seeing no difference between the project and the journal.

My answer: The wording used in the booklet is a bit ambiguous. The word 'project' in the booklet refers to the physical activities (painting, singing, social work, ... etc). But the words SOK project = activity/ies (ie. 'project' in booklet) + journal + booklet + essay (1000 words). Therefore, the journal is part of the SOK project.

SOK project = activity/ies ('project' in booklet) + journal + booklet + essay.


The question here is how to construct and present your journal. What about creating your own blog which I can consult daily or weekly? The blog, website or whatever can also go public and you will be open to comments and critique from friends and the general public. Now ... if you choose this option you would really be exploring both science and technology (the blog) and responsible citizenship (or aesthetics, or environment). Bingo ... a first class project! :)




Friday, November 17, 2006

An example for an Aesthetic Project

This video provides a good example of a project which shows the relationship between science and technology (the life and work of a great scientist) and aesthetics (the production of the video).

Wednesday, November 08, 2006

The Systems of Knowledge Project Portfolio

Page 2 of the MATSEC SOK Project Booklet describes in detail the requirements of the SOK Project Portfolio:
  • The SOK Project Portfolio should reflect the knowledge, attitudes, values and skills as identified in the Syllabus.
  • The SOK Project Portfolio has to illustrate the relationship of Science and Technology with one or more of the following modules; i.e. Experiencing Responsible Citizenship, Experiencing Aesthetics or Responsibility towards the Environment.
  • The SOK Project Portfolio should include the following four components:
  • The project. This may take the form of an artefact or an activity (please consult previous post). The process of the project has to be corroborated by evidence such as photographs, designs, articles, documents, interviews, models or any other form of evidence depending on the nature of the project;
  • The Journal. It must include "an entry for each activity", which must be developed in an analytic, descriptive and reflective manner;
  • The Project Booklet. It must include:
  • Part I: student profile form (in triplicate)
  • Part II: introductory meeting and action plan sheets
  • Part III: review meeting sheet
  • Part IV: final meeting sheet
  • Part V: assessment sheet
  • The essay (around 1000 words). The candidate must bring "together, in a refective manner, the experience he/she has been through". Concurrently, candidates must "demonstrate that they have a comprehensive understanding of the themes as identified in each module."
  • Students can present their work in either Maltese or English, according to their preference. In either case, grammatical accuracy and language fluency are expected.
  • Students working on the SOK Project Portfolio should have at least three meetings with an assigned tutor from their School, Centre or College who supervises the compilation of the Project Portfolio and the progress being registered by the student.
  • A record of three of these meetings should be kept in the project booklet. During the first recorded meeting, which should take place during the 1st Year, the student discusses his/her intentions and ideas with the tutor and sets out a plan of action. The second meeting is of a review nature to check progress and iron out diffifulties. It is advisable that this meeting takes place at the very beginning of the 2nd Year. The final meeting in which the student presents his/her finished Project should take place before the end of February of the 2nd Year.

Sunday, November 05, 2006

Systems of Knowledge Project

The Systems of Knowledge Syllabus (2008) states:


"Throughout the course candidates are to present a project.

The project has to illustrate the relationship of Science and Technology with the other three modules, these being ‘Responsible Citizenship’, ‘Aesthetics’, and ‘The Environment’. The emphasis of the project is to ‘experience’ what being a good citizen is, what it means to appreciate and/or create objects of aesthetic value, as well as what it means to be responsible towards the environment. Candidates are expected to perceive the role of science and technology within these areas."


It is highly recommended that a student (or group of students) chooses one focus, for example, 'Responsible Citizenship' and then develop a project through which s/he also experiences 'aesthetic' and 'environmental' values, and particularly, 'scientific and technological' values.


An example

PAINTING OF GRAFFITI TO EMBELISH A SECONDARY SCHOOL PLAYGROUND


STEP 1: Go to your assigned lecturer and discuss idea and approach.


STEP 2: Fill in the MATSEC booklet with all the details of the proposed project. It is strongly suggested that a rough copy of the proposal will be first checked and approved by the tutor before it is written on the booklet.


STEP 3: Start a journal and/or diary and write down each step you take. It is important to write down your reflections as well as difficulties encountered.


STEP 4: Establish a contact (also known as the 'gate keeper') within the establishment (in this example the secondary school) who will eventually give you his/her permission to work within the establishment.


STEP 5: Through your contact choose a person who can follow and report on your progress: the mentor (e.g. the headmaster or an art teacher at the same school). Please note that the lecturer might find difficulties in visiting the school you are working in.


STEP 6: Start your project and report your progress to your lecturer.



Some Examples
(compiled by the SOK Department, Junior College, University of Malta)



RESPONSIBLE CITIZENSHIP


Work on projects with local Councils (students must write about their experience):
i.e. surveys, assistance to the elderly, cultural activities, activities related to the environment (clean up the World program), road safety surveys, Europe’s Day (Jum il-Wirt Ewropew), conservation of neglected historical sites, competitions for the Primary Schools of the locality.

Social work: President’s Award, helping children’s homes (orphanages) Crèches, Missionary work (e.g. Palermo Project), Community radio station programs (programs related to youths, the elderly, people with special needs and other social conditions), Sedqa and other supporting groups.

Malta Government Trade services (i.e. starting a business), consumers rights project, local manufacturing establishments, Hotels and Catering establishments, How they work: Central Bank, Chamber of Commerce, Federation of Industries, Customs department, Malta International Airport, Air Malta, Malta Maritime Authority, Inland revenue, VAT department, Treasury Department, Euro department, Malta Stock Exchange, Customs department, Malta Enterprise, National statistic Office, Employment and Training Corporation, Hospital Services, Fisheries, Agriculture, Transport Authority, Theatres, and Mediterranean Conference Centre, National Orchestra, Malta Tourism Authority, Malta Shipyards etc..

Supporting evidence: Interviews, photographs, questionnaires (when possible), articles in newspapers, or other material related to the place or experience. Meeting people involved in the specialization or workers in the establishment will help students to identify their work in the project.



AESTHETICS


Painting: Any work related to painting is acceptable under the condition that the student should identify the technological aspect of the work It is highly recommended that a visit to a known artist would be part of the project and that the student is expected to take note in his journal of the problems encountered in the process of making a work of art.

Sculpture: Any work related to sculpture is acceptable under the condition that the student should identify the technological aspect of the work (It is highly recommended that a visit to a known sculptor or artist would be part of the project and that the student is expected to take note in his journal of the problems encountered in this field and explain the process of making a work of art).

Pottery: Any work related to pottery is acceptable under the condition that the student should identify the technological aspect of the work (recent technology of firing pottery, mass produced ceramic products, glazing materials, etc...It is highly suggested that the student should visit a local pottery factory and make a journal on the process of manufactured ceramic products, e.g. Bristow Potters, Alka ceramics, Potterware, Peter the Potter, etc. There are also many individual Potters/artists who would be willing to help.).

Craft: (i.e. ganutell, embroidery, tapestry, fret work, filigree –silver/gold, etc..) Any work related to craft is acceptable under the condition that the student should identify the technological aspect of the work.

Music: Any work related to music is acceptable under the condition that the student should identify the technological aspect of the work (i.e. how instruments are made, technology of sound, history of the development of the instrument, etc…).

Drama: Any work related to drama is acceptable under the condition that the student should identify the technological aspect of the work (i.e. modern design of theatres, props, lighting, scenery etc...) Any dramatic company (Manoel Theatre Group, etc.)

Dance: Any work related to dance is acceptable under the condition that the student should identify a link with technology (i.e. contemporary designs for theatre, lighting, music, scenery etc..).

Cookery: Any work related to Gastronomy (cookery) is acceptable under the condition that the student should identify the technological aspect of the work (food technology, new methods of cooking using recent technological equipment or devices, etc..).

Work in a Museum, historical site or any other artistic heritage place, or representation of object: Research work with the assistance of people in charge of the place or object (societies {archaeology society, historical society, Wirt Artna, Din l-Art Helwa, etc..} curators, guides, historians or other persons involved).

Supporting evidence: the work of art (model, painting, object), photographs, video, interviews, articles, pictures, books, or any other material related to the work.



THE ENVIRONMENT


Research work on how students could demonstrate how environmental problems could be solved by suggesting alternatives and how to minimize the effect of the heavily industrialized areas (urban or non-urban places) (Meeting with specialized people i.e. engineers, officers etc..is recommended).

The following places could be visited: Reverse Osmosis Plants, Power Stations, Recycling plants, Waste Management (Wasteserve Ltd.), engineered landfills etc..

Subjects which could be tackled: Alternative Energy, Sea, land and air pollution, Agricultural activities and alternatives, Fisheries, Waste management, industrial waste, coastal zones like beaches, sand dunes, garigue, Ghadira natural reserve etc..

Wied Incita PPP embellishment projects.

Supporting evidence: interviews, photographs, models, questionnaires and surveys when possible, magazines and newspaper articles, or any other material depending on the nature of the project.

Tourism: How tourism affects the natural environment (beaches, countryside), when new hotel sites and beach concessions are approved by the Planning Authority.


Planning Authority: The workings of the Planning Authority. The Fisheries: The impact of fish-farming on the seabed.

Environmental hazards: Why the establishment of a cement factory might not be suitable for Malta (or Gozo for that matter).


Waste Management: How to boost the philosophy of the three Rs (reduce, re-use and recycle) so as to reduce the further production of waste.


Renewable Resources:
The building of a device that exploits renewable sources of energy (e.g. solar waterheater) and how it works.


Renewable Energy:
How renewable energy might help reduce our dependence on fossil fuels, and hence reduce pollution.


New Technologies:
How the Ministry of the Environment works, and whether the various Government offices and departments use environment-friendly technologies.