The Internet of Things,Part 2

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I have spent time at NIST studying the Internet of Things since my last post on it. There are some new things to share including this video from the National Institute of Standards. NIST.

What is the Internet of Things (IoT) and how can we secure it?

Video https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/684682

So you may think well what has that got to do with me? I don’t care about IoT is what a lot of people say initially until they learn more.

Oh Yawn…some would still say!

How about this headline?

A company that sells “smart” teddy bears leaked 800,000 user account credentials—and then hackers locked it and held it for ransom.

https://motherboard.vice.com/en_us/article/pgwean/internet-of-things-teddy-bear-leaked-2-million-parent-and-kids-message-recordings

Internet of Things Examples

Mostly people care about personal uses:

These are a few of the examples on the link

Remember to take your meds

Monitor an aging family member

Check on the Baby

Stay Out of the Doctor’s Office

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YOUR CITY

Engage with the data exhaust produced from your city and neighborhood

Light streets more effectively

Monitoring flooding

There are many  examples to show how IoT can affect you personally.

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In the next century, planet earth will don an electronic skin.
It will use the Internet as a scaffold to support and transmit its sensations.” – Neil Gross 1999

 

IoT solutions can be built for large amount of application areas. In manufacturing industry sector even a new concept has been created to describe the new generation IoT enhanced manufacturing: Industry 4.0. IoT can essentially improve manufacturing process monitoring, analyzing, optimizing and managing. In healthcare sector wristbands connected with smartphones can tell heartbeat rate, steps taken and sleep pattern to encourage healthier behavior. Energy consumption of buildings can be controlled intelligent ways. There are even developed fridges which can send the content information to the user’s mobile phone.

In logistics IoT is widely in use and will spread to new logistics application areas in the future. Traffic infrastructure has lots of data collecting points. This data can be used to help traffic control centers and infrastructure users to have real-time information on congestions, weather conditions, accidents etc. Vehicles’ and vessels’ movements can be monitored by location technologies and forwarded as estimated time of arrivals for the waiting customers. Load space and cargo temperatures can be remote monitored and if exceptions arise, the drivers or other users will be notified.

One of the most advanced new logistics IoT solutions is for waste collect transportation. The garbage bins have sensors which measure the free capacities of the bins. The system calculates the predicted time when the bin should be emptied. This information is sent to the route optimization program which produces the schedules and routes for the garbage truck drives.

Maintenance needs and driving of vehicles, forklifts and cranes can be monitored by IoT. Measuring can produce information on economical driving, safety, failures, performance etc. Based on this information the amount and models of machines or vehicles can be optimized, safer driving can be enhanced, work tasks can be optimized and many other improvements can be reached. Also emissions reducing have a big role and there is a need to collect reporting for greener logistics. Congestions increase harmful emissions and waste time – the data collected from navigators can dynamically produce alternative route options for users to select less crowded roads.

There have been large tests to monitor sea containers using boxes which can send for example location, temperature, humidity, movement shocks and door opening data to the shipment controller. This data helps with operation scheduling and risk management. There have been also pilot application where food packages have had sensors to monitor possible contamination risks. The sensor communicates with the back-end system using radio waves (rfid tag) and RFID technology is one the key enabling technologies in logistics IoT solutions.

Sensor systems can produce data several times per second, thus cumulating data amounts can become very large. Sometimes it’s reasonable to use big data –methods to store, handle and analyze data. Also the role of artificial intelligence technologies can help to find relevant information from IoT data. For example heart health can be evaluated using ECG curve analysis and instead of doctor the interpretation of the curve is done by intelligent algorithms. IoT applications can be taken into use as cloud solutions where the users see reporting results using web or mobile applications. Different kind of technical IoT platforms, devices and ecosystems have also developed rapidly and building applications is now faster and easier than in the past. On the other hand security risks have become real challenges because many IoT solutions were originally thought to be used in closed network and not in open Internet. Source;

http://www.logistiikanmaailma.fi/en/logistics/digitalization/internet-of-things-iot/

Oh Boring…some would still say!

Look at Education for the Future. We need to be aware of the excellence of ideas but also help oarrents and caregivers monitor and manage the relationship that their families have with media.

IOT is already here.iho

NCTA  

Click the link above!!

 

 

 

 

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Indigenous People’s Curriculum Day and Teach-In

 

 

 

 

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It is almost the month and day when people celebrate Columbus Day. The D.C. Area Educators for Social Justice a Project of Teaching for Change ,offered a workshop that has resources that you can use.

We engaged with curriculum and strategies for teaching students about Indigenous People’s history and life today.

You can explore the collections and learn about the features of the  museum here.

 I chose to attend this topic, first.

Trail of Tears

                                    What Does it mean to Remove a People?

We learned about the US Government’s American Indian removal policies of the 19th century and their lasting  effects on Native nations. We used Native Knowledge 360 in a guided lesson using documents. map, and multimedia resources.

The case study is here.

                  Potawatomi Nation Case Study

How did members of the Potawatomi Nation, who originally lived in Michigan, end up living in Oklahoma? Sources allow you to further investigate this story of American Indian removal. There is an online  treaty, map, document , quotes, and an object to study and think about this case. You  don’t have to use technology to explore this but it is easier. You can request that the paper copies be mailed to you.

We used both paper and the online resources so the attending teachers could explore and examine both ways of teaching the lesson.

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The real history of the Americas has been lost by trivialization and by being omitted from the textbooks.

We have new tools to teach with and ways to access information. We have groups who want to tell the real story of the Indigenous . Who are the Indigenous ? Wikipedia says”Indigenous peoples, also known as first peoples, aboriginal peoples or native peoples, are ethnic groups who are the original inhabitants of a given region, in contrast to groups that have settled, occupied or colonized the area more recently. Groups are usually described as indigenous when they maintain traditions or other aspects of an early culture that is associated with a given region. Not all indigenous people share this characteristic, usually having adopted substantial elements of a colonising culture, such as dress, religion or language. Indigenous peoples may be settled in a given region (sedentary) or exhibit a nomadic lifestyle across a large territory, but they are generally historically associated with a specific territory on which they depend. Indigenous societies are found in every inhabited climate  zone and continent  of the world.[1][2]

 

https://mashable.com/article/indigenous-map-america/?utm_cid=mash-com-fb-main-link#V0V5kYZOYaqG

To teach about the Indigenous people of the Americas, we go to the National Museum of the American Indian. Or we learn with the people, visiting and listening to their stories.

To learn from the Smithsonian you can just log into the site. There are many resources.

                                     CARETAKERS OF THE EARTH

My second workshop of the eight offered was “Caretakers of the Earth: Continuin the Legacy in Elementary Classrooms.

We created a colorful collage book showing the life of the American Shad fish and the importance of shad to inland waterways and to local Native peoples such as the Pamunkey and Mattaponi. This activity provided the opportunity for showing students how we can each take action to improve our environment

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The newest one is the 360 site using it as a tool. Native Knowledge http://nmai.si.edu/nk360/, Here are new perspectives on Native Americans. From the site,

                        About Native Knowledge 360°

Native Knowledge 360° (NK360°) provides educators and students with new perspectives on Native American history and cultures. Most Americans have only been exposed to part of the story, as told from a single perspective through the lenses of popular media and textbooks. NK360° provides educational materials and teacher training that incorporate Native narratives, more comprehensive histories, and accurate information to enlighten and inform teaching and learning about Native America. NK360° challenges common assumptions about Native people—their cultures, their roles in United States and world history, and their contributions to the arts, sciences, and literature. NK360° offers a view that includes not only the past but also the richness and vibrancy of Native peoples and cultures today.

 

Lessons & Resources are here. 

Explore featured educational resources, below, or search all educational resources using the search tool. Many of these resources are also available in print. Use the teaching materials order formto order print versions.

The museum and the DC Area Educators for Social Justice sponsored this event.

Plains Nations' pipes and pipe bags

The museum offers professional development for educators.
history, cultures, and contemporary lives. It is a powerful tool.

                               The Campaign to Abolish Columbus Day

              https://www.zinnedproject.org/campaigns/abolish-columbus-day

Rethinking Columbus: The Next 500 Years (Teaching Guide) | Zinn Education Project: Teaching People's History

It is time to stop celebrating the crimes of Columbus and stand in solidarity with the Indigenous people who demand an end to Columbus Day. Instead of glorifying a person who enslaved and murdered people, destroyed cultures, and terrorized those who challenged his rule, we seek to honor these communities demanding sovereignty, recognition, and rights. We encourage schools to petition their administration and for communities to introduce legislation to rename Columbus Day to Indigenous Peoples Day. Below we provide information and resources to join the campaign to Abolish Columbus Day.

Resources here Abolish Columbus Day Packetimg_0797

Toward Responsiility: Social Studies Education that Respects and Affirms Indigenous Peoples and Nations. HERE  A Position Statement of National Council for the Social Studies
Approved March 2018

 Commit to responsible representations. The rampant misrepresentation of Indigenous peoples in the media and popular culture contributes to continued settler colonization and racism toward Indigenous Peoples . Social studies education specifically needs to address how the presence of stereotypes in school settings  ( e.g.Native mascots), teaching materials ( e.g. Hollywood movies) and the wearing of costumes during the school  day ( e.g. Halloween parties, Thanksgiving lessons)reinforce overgeneralization and false understandings of Indigenous peoples. Such misrepresentations harm Indigenous peoples. Such misrepresentations harm Indigenous students,  negatively impacting their self-esteem, while at the same time giving non-Indigenous students a “psychological boost” and false sense of superiority. Responsible representation first requires that educators that educators counter racist stereotypes , misrepresentations and caricatures of Indigenous lief. ( e.g. that all Indigenous people live in tipis or go to pow wows, that Native communities are “stage/uncivilized” or “lazy). Following this, educators must also emphasize the diversity of of Indigenous peoples and nations, utilize diverse representations of Indigenous life ( e.g. Indigenous leaders, athletes, authors, artists) , use specific names of Indigenous People and Nations ( e.g. Indigenous leaders, Navajo or Dine: Iroquis or Haudenosaunee Confederace : Seminole Nation of Oklahoma, Nottawaseppi Huron Band of the Potawatomi) and focus on the contemporary people and issues.

Teach Current events and movements. The growing movement by the Standing Rock Sioux Nation and hundreds of other Indigenous Nations to protect their homelands and resources from destruction presents teachers an opportunity to introduce students to lessons based on the environment, government, history, economic, cultural studies and civics.

 

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