| Is religion a museum piece? - 583 sec
The video introduces St Mungo Museum of Religious Life and Art in Glasgow, which has been described as the first public museum of religion in the world. Do note, however, that the Museum of Religions at the University of Marburg, Germany was founded in 1927 by Rudolf Otto. It contains a considerable number of artefacts and iconographic materials drawn from religions across the world (information provided by Professor Michael Pye, University of Marburg). There is also the Lenin Museum of Religion and Atheism in Moscow, but that institution makes no attempt to present religion in either an objective or comparative fashion. Of course, no museum can be described as value-free; none are objective or exist outside their social, political and funding contexts. The St Mungo Museum was not a planned museum: the building was constructed as a visitor's centre for Glasgow Cathedral, with which it shares a site, but the Cathedral abandoned the project owing to financial difficulties. This left the city council with a functionless, half-completed building in an area of Glasgow visited by many tourists. Finally, it was decided to use the already existing resources in the Glasgow Museums' collections to open a specialist centre around the theme of religion.
The Museum is divided into three parts: one houses a collection of religious art from various traditions, another is devoted to the human lifecycle as it is understood/celebrated across a range of religious traditions, and the third concentrates on the history of religion in Scotland. While you may initially see the museum depicted in the video as a tranquil, typical and uncontested example of public education, in reality it has been the centre of heated debate since it opened. Especially soon after its opening, the Museum has generated considerable controversy, ranging from complaints about perceived unequal treatment of traditions, to actual physical attacks on exhibits.
Some members of particular traditions have complained about being included in a comparative display with other religions that they consider to be 'false', while other members of the same groups have felt that their traditions were under-represented in the displays. An interesting feature of each room is the bulletin boards, where visitors are actively encouraged to respond to the exhibits. The notes make it clear that religion and how it is represented is still capable of rousing passionate feelings in many. One offended visitor in 1993 wrote, 'St. Mungo's; where Satan is free to run rampant'. However, the majority of comments are positive.
As the senior curator of Glasgow Museums explained, the St Mungo Museum set out to do something different, something contentious:
If the aim was to communicate something of the meaning of the objects, we had to reverse the usual process in museums of draining them of their dangerous meanings to render them safely aesthetic, historical or anthropological. In the case of religion 'meaning' has an emotional and spiritual dimension that can be described much more powerfully by those who experience it than those who have simply studied it.
(O'Neill, 1994, p.28)
As a result of this approach, the Museum decided to interview 'ordinary' believers and incorporate their comments into the displays, rather than relying on the views of priests, religious professionals or scholars. The Museum wanted to portray the traditions sympathetically, yet retain the right to criticize: this has proved a difficult balance to achieve. For example, the owners of material that had once belonged to the missionary and explorer David Livingstone threatened to withdraw it unless the Museum altered the text of a caption that expressed the view that missionary work had damaged indigenous cultures. Others have shown offence at photographs of the face of a girl undergoing ritual circumcision; still others have physically attacked non-Christian artefacts, damaging an important bronze image of the Hindu god Shiva (Figure 3). Some cathedrals have signs reminding visitors that they are places of worship, not museums. In contrast, St Mungo's is a museum where, as with the Victoria and Albert example shown in Figure 1, some people interact with the exhibits in a devotional manner. The museum's stated goal, however, is a more neutral one (or is it?): 'to reflect the central importance of religion in human life' (Arthur, 1993, p.232).
Museum's website:
http://www.glasgowmuseums.com/venue/index.cfm?venueid=13
Source:
http://openlearn.open.ac.uk/mod/resource/view.php?id=153917
Creative Commons license:
Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales
http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Auteur : willmed
Tags:religions museum faith tolerance art world religious mungo life
 | | Vision Test - 340 sec
Who would you feel most comfortable with as CEO of a Fortune 500 company?
What begins as a routine eye exam turns into an examination of people's subconscious attitudes towards race, gender and power.
F.A.Q. about this video:
http://www.committee100.org/publications/survey/survey_faq.htm
Source:
http://www.mediathatmattersfest.org/3/vision_test/
Creative Commons license:
NoDerivs-NonCommercial 1.0
http://creativecommons.org/licenses/nd-nc/1.0/
Auteur : willmed
Tags:family society gay lesbian gender women religion freedom race power subconscious
| | Silicon Soul Robots - 318 sec
The Silicon Soul Show from Soho, New York City, featuring lots of robot footage, including some from TechToys.
Website:
http://somestrange.com
Creative Commons license:
Attribution-NonCommercial-ShareAlike 2.5
http://creativecommons.org/licenses/by-nc-sa/2.5/
Auteur : willmed
Tags:robot robots technology silicon artificial intelligence tech toys
| | THE NEXT BIG THING (only smaller) - 310 sec
Published for educational purposes only.
Please visit http://mrsec.wisc.edu/Edetc/ for further information.
Auteur : willmed
Tags:science nanotechnology nano education medical biology physics micro machines
| | Video Journey Into Nanotechnology - 200 sec
Published for educational purposes only.
Please visit http://nano.cancer.gov/ for further information.
Auteur : willmed
Tags:cancer science nanotechnology nano education medical biology
| | Indoctrination/Critical Thinking - 136 sec
More information:
http://www.noindoctrination.org/
http://www.criticalthinking.org/
http://www.badscience.net/
http://www.sciencedaily.com/
http://www.public.asu.edu/~sheilrod/
Auteur : willmed
Tags:quick description indoctrination critical thinking
| | Elephants Dream - 595 sec
Elephants Dream is a computer-generated short film made primarily using free software applications and premiered on March 24, 2006 after about 8 months of work. Beginning production in September, 2005, it was developed under the name Orange by a team of seven artists and animators from around the world. Its name was later changed from Machina and renamed to Elephants Dream (named after the way in which Dutch children's stories abruptly end).
The film was first announced in May, 2005 by Ton Roosendaal, the chairman of the Blender Foundation and the lead developer of the foundation's program, Blender. A 3D modelling, animating, and rendering application, Blender was the primary piece of software used in the creation of the film. The project was joint funded by the Blender Foundation and the Netherlands Media Art Institute. The Foundation raised much of their funds by selling pre-orders of the DVD. Everyone who preordered before September 1 has his or her name listed in the film's credits. The bulk of processing for rendering this film was donated by the BSU Xseed, a 2.1 TFLOPS Apple Xserve G5-based supercomputing cluster at Bowie State University. It reportedly took 125 days to render, consuming up to 2.8GB of memory for each frame. The completed film is 11 minutes long, including 1 minute and 30 seconds of credits.
More information:
http://en.wikipedia.org/wiki/Elephants_Dream
Source: http://www.elephantsdream.org/
Software: http://www.blender.org/
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:computer generated animation open source software creative commons
| | Constructively discuss science with a Creationist - 267 sec
Don't hate, debate!
Sources:
http://www.actionbioscience.org/evolution/nhmag.html
http://www.talkorigins.org/
http://www.wikihow.com/Constructively-Discuss-Science-With-a-Creationist
Auteur : willmed
Tags:debate science creationism discuss constructively do not hate patience
| | 10 interesting facts about sleeping - 204 sec
Yup.
Song:
A Dream in the Evening by Dj Saryon feat Sory.
http://www.jamendo.com/en/album/3910
Auteur : willmed
Tags: facts sleep sleeping science dream dreaming
| | Video Will - 327 sec
Source:
http://www.oldeenglish.org/podcast/video-will
Creative Commons license:
Attribution-NonCommercial-ShareAlike 2.5
http://creativecommons.org/licenses/by-nc-sa/2.5/
Auteur : willmed
Tags:olde english video will comedy sketch
| | Photobooth - 262 sec
Source:
http://www.oldeenglish.org/podcast/photobooth
Creative Commons license:
Attribution-NonCommercial-ShareAlike 2.5
http://creativecommons.org/licenses/by-nc-sa/2.5/
Auteur : willmed
Tags:olde english photobooth comedy sketch
| | Good Stress - Part 3 - 574 sec
NASA Connect video containing five segments as described in the following. First segment of Good Stress explains the three types of stress: physical, mental and emotional. The first segment next asks students a series of inquiry based question about data. The first segment continues with an explanation of how data is collected, organized, analyzed and why data analysis is important. The Good Stress segment explains what scatter plots are and how graphing these plots show different trends. The first segment contains an activity that asks students to determine the trend in a scatter plot. Second segment of Good Stress explains the types of muscles in the body, why astronauts muscles weaken in space and some ways of taking care of your muscles. The Muscles segment describes the difference between skeletal muscle, smooth muscle, and cardiac muscle. The Muscles segment also explains the rehabilitation of astronauts returning from space. Third segment contains a program hands on activity that explores the effect of stress on muscles in the hand. The program hands on activity reviews scatterplots, box and whisker plots and stem and leaf plots. Fourth segment of Good Stress reviews what we have learned up to this point in the program. Fifth segment of Good Stress describes the different types of bones in the body and explains the purpose of the skeletal system. The Bones segment describes what bones are made out of and how bones interact with muscles in the body. The Bones segment discusses what people should do to maintain healthy bones. The fifth segment ends with a discussion of how much bone loss astronauts can expect when they spend time in space.
Source:
http://www.open-video.org/details.php?videoid=6538
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect good stress muscles bones jennifer pulley types data analysis graphs scatterplot
| | Good Stress - Part 2 - 566 sec
NASA Connect video containing five segments as described in the following. First segment of Good Stress explains the three types of stress: physical, mental and emotional. The first segment next asks students a series of inquiry based question about data. The first segment continues with an explanation of how data is collected, organized, analyzed and why data analysis is important. The Good Stress segment explains what scatter plots are and how graphing these plots show different trends. The first segment contains an activity that asks students to determine the trend in a scatter plot. Second segment of Good Stress explains the types of muscles in the body, why astronauts muscles weaken in space and some ways of taking care of your muscles. The Muscles segment describes the difference between skeletal muscle, smooth muscle, and cardiac muscle. The Muscles segment also explains the rehabilitation of astronauts returning from space. Third segment contains a program hands on activity that explores the effect of stress on muscles in the hand. The program hands on activity reviews scatterplots, box and whisker plots and stem and leaf plots. Fourth segment of Good Stress reviews what we have learned up to this point in the program. Fifth segment of Good Stress describes the different types of bones in the body and explains the purpose of the skeletal system. The Bones segment describes what bones are made out of and how bones interact with muscles in the body. The Bones segment discusses what people should do to maintain healthy bones. The fifth segment ends with a discussion of how much bone loss astronauts can expect when they spend time in space.
Source:
http://www.open-video.org/details.php?videoid=6538
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect good stress muscles bones jennifer pulley types data analysis graphs scatterplot
| | Good Stress - Part 1 - 567 sec
NASA Connect video containing five segments as described in the following. First segment of Good Stress explains the three types of stress: physical, mental and emotional. The first segment next asks students a series of inquiry based question about data. The first segment continues with an explanation of how data is collected, organized, analyzed and why data analysis is important. The Good Stress segment explains what scatter plots are and how graphing these plots show different trends. The first segment contains an activity that asks students to determine the trend in a scatter plot. Second segment of Good Stress explains the types of muscles in the body, why astronauts muscles weaken in space and some ways of taking care of your muscles. The Muscles segment describes the difference between skeletal muscle, smooth muscle, and cardiac muscle. The Muscles segment also explains the rehabilitation of astronauts returning from space. Third segment contains a program hands on activity that explores the effect of stress on muscles in the hand. The program hands on activity reviews scatterplots, box and whisker plots and stem and leaf plots. Fourth segment of Good Stress reviews what we have learned up to this point in the program. Fifth segment of Good Stress describes the different types of bones in the body and explains the purpose of the skeletal system. The Bones segment describes what bones are made out of and how bones interact with muscles in the body. The Bones segment discusses what people should do to maintain healthy bones. The fifth segment ends with a discussion of how much bone loss astronauts can expect when they spend time in space.
Source:
http://www.open-video.org/details.php?videoid=6538
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect good stress muscles bones jennifer pulley types data analysis graphs scatterplot
| | Who Added the Micro To Gravity - Part 3 - 579 sec
NASA Connect Video containing six segments as described below. NASA Connect segment involving students in a web activity to understand apparent weight. The activity also involves an elevator design project. NASA Connect segment exploring microgravity and how the concepts of measurement, ratios, and graphing help scientists study all aspects of microgravity. NASA Connect segment explaining microgravity and how the concepts of measurement and graphing help understand microgravity. NASA Connect segment explaining how fires in space act differently than on earth. The segment also explores flamelets and the idea of slope on a position versus time graph. NASA Connect segment exploring how NASA is working with students to develop new applications for microgravity research. The segment explains buoyancy-induced convection and the relationship between density and volume.
Source:
http://www.open-video.org/details.php?videoid=6070
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect web activity apparent weight elevator project astronauts outerspace design accelerate velocity motion
| | Who Added the Micro To Gravity - Part 2 - 562 sec
NASA Connect Video containing six segments as described below. NASA Connect segment involving students in a web activity to understand apparent weight. The activity also involves an elevator design project. NASA Connect segment exploring microgravity and how the concepts of measurement, ratios, and graphing help scientists study all aspects of microgravity. NASA Connect segment explaining microgravity and how the concepts of measurement and graphing help understand microgravity. NASA Connect segment explaining how fires in space act differently than on earth. The segment also explores flamelets and the idea of slope on a position versus time graph. NASA Connect segment exploring how NASA is working with students to develop new applications for microgravity research. The segment explains buoyancy-induced convection and the relationship between density and volume.
Source:
http://www.open-video.org/details.php?videoid=6070
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect web activity apparent weight elevator project astronauts outerspace design accelerate velocity motion
| | Who Added the Micro To Gravity - Part 1 - 567 sec
NASA Connect Video containing six segments as described below. NASA Connect segment involving students in a web activity to understand apparent weight. The activity also involves an elevator design project. NASA Connect segment exploring microgravity and how the concepts of measurement, ratios, and graphing help scientists study all aspects of microgravity. NASA Connect segment explaining microgravity and how the concepts of measurement and graphing help understand microgravity. NASA Connect segment explaining how fires in space act differently than on earth. The segment also explores flamelets and the idea of slope on a position versus time graph. NASA Connect segment exploring how NASA is working with students to develop new applications for microgravity research. The segment explains buoyancy-induced convection and the relationship between density and volume.
Source:
http://www.open-video.org/details.php?videoid=6070
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect web activity apparent weight elevator project astronauts outerspace design accelerate velocity motion
| | Ancient Observatories: Timeless Knowledge - Part 3 - 566 sec
NASA Connect video containing four segments as described below. NASA Connect segment explaining the foundations of astronomy and the how the Earth moves relative to the sun. This segment explains how the Earth's tilt creates the 4 seasons. NASA Connect segment explaining how the height of the sun relates to the growing seasons and the length of daylight. This segment describes how Ancient Egyptian and Greek cultures used astronomy in their lives. The segment also contains an activity for exploring how a gnomon works. In the activity students must track the shadows made by a gnomon in 30 minute intervals. The activity will teach students how the length of the shadows and the angles created by the gnomon are related to the position of the sun. NASA Connect segment that shows two examples of how the Navajo used used structures to track progress of the sun in the sky. NASA Connect segment describing the Ancient Mayan civilization and their accomplishments. This segment compares the Mayan counting system to the Roman counting system and has a brief exercise for students to add the numbers 21 and 33 using both systems.
Source:
http://www.open-video.org/details.php?videoid=6505
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect archaeoastronomy geometry angles obtuse acute right sun earth four seasons summers fall winter
| | Ancient Observatories: Timeless Knowledge - Part 2 - 573 sec
NASA Connect video containing four segments as described below. NASA Connect segment explaining the foundations of astronomy and the how the Earth moves relative to the sun. This segment explains how the Earth's tilt creates the 4 seasons. NASA Connect segment explaining how the height of the sun relates to the growing seasons and the length of daylight. This segment describes how Ancient Egyptian and Greek cultures used astronomy in their lives. The segment also contains an activity for exploring how a gnomon works. In the activity students must track the shadows made by a gnomon in 30 minute intervals. The activity will teach students how the length of the shadows and the angles created by the gnomon are related to the position of the sun. NASA Connect segment that shows two examples of how the Navajo used used structures to track progress of the sun in the sky. NASA Connect segment describing the Ancient Mayan civilization and their accomplishments. This segment compares the Mayan counting system to the Roman counting system and has a brief exercise for students to add the numbers 21 and 33 using both systems.
Source:
http://www.open-video.org/details.php?videoid=6505
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect archaeoastronomy geometry angles obtuse acute right sun earth four seasons summers fall winter
| | Ancient Observatories: Timeless Knowledge - Part 1 - 570 sec
NASA Connect video containing four segments as described below. NASA Connect segment explaining the foundations of astronomy and the how the Earth moves relative to the sun. This segment explains how the Earth's tilt creates the 4 seasons. NASA Connect segment explaining how the height of the sun relates to the growing seasons and the length of daylight. This segment describes how Ancient Egyptian and Greek cultures used astronomy in their lives. The segment also contains an activity for exploring how a gnomon works. In the activity students must track the shadows made by a gnomon in 30 minute intervals. The activity will teach students how the length of the shadows and the angles created by the gnomon are related to the position of the sun. NASA Connect segment that shows two examples of how the Navajo used used structures to track progress of the sun in the sky. NASA Connect segment describing the Ancient Mayan civilization and their accomplishments. This segment compares the Mayan counting system to the Roman counting system and has a brief exercise for students to add the numbers 21 and 33 using both systems.
Source:
http://www.open-video.org/details.php?videoid=6505
Creative Commons license:
Attribution 2.5
http://creativecommons.org/licenses/by/2.5/
Auteur : willmed
Tags:nasa connect archaeoastronomy geometry angles obtuse acute right sun earth four seasons summers fall winter
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