Daily Planet Gaming

Daily Planet Gaming

daily gaming

( ) Read more

Comfortable PS3 Ear Force P11 Amplified Stereo Gaming Headset

Customer Rating :

List Price : $59.99 Price : $42.88

Product Description

The Ear Force P11 integrates premium stereo game sound with crystal-clear communication on the PlayStation Network (PSN) and PC to create an immersive audio environment for playing popular game titles. The P11 is two headsets in one-a stereo USB headset for chat sound and an amplified stereo headset for game sound. That means you can independently control chat and game sound from a single control box whether you're playing PS3 or PC games. Large, comfortable ear cups with a lightweight, rugged design provide the ultimate in comfort during extended game play. The P11 gives you a significant advantage because you can hear sound cues others can't, so you'll react faster and take them out before they take you out. If you're serious about your PS3 gaming, then get serious about the sound. Move up to the Ear Force P11 and become a better player while experiencing your games as they were meant to be heard.

• USB powered amplified directional audio enhances game sounds for a more immersive experience and headphone amplifier stereo dc coupled 35mW/ch THD <1 percent frequency response DC ? 30kHz with bass boost fixed +6dB @ 50Hz
• Oversized 50mm diameter speakers with full bandwidth speaker drivers with speaker frequency response 20Hz to 20kHz >120dB SPL @ 1kHz
• Microphone Monitor feature lets you hear what you're saying while communicating with others and condensor microphone frequency response 50Hz to 15kHz & includes mic mute switch
• Inline independent volume controls allows personalized balancing of game and chat sounds with 12 foot cable length and 3.5 mm plug for line input
• Amplified Directional Audio Enhances Game Sounds
• Bass Boost
• Independent Volume Controls
• Microphone Monitor Let's Users Hear What They Are Saying
• Oversized 50Mm Speakers

( ) Read more

10 Ideas if You Can't Leave Resources Outside

10 Ideas if You Can't Leave Resources Outside

Recently I blogged about 12 Tough Resources for Outdoor Play and Learning. One of the criteria I used for my decisions about whether a resource was suitably tough was whether it could be left outside in all weathers. Now this is all fine and dandy if you can leave resources outside.

In some settings left out resources can go AWOL or end up being used in a highly inappropriate way such as part of a fire starting experiment or being chucked through windows. Given that it took three months of my pestering my husband to procure the stumps in the playground where I work, it would be very disheartening if they had disappeared overnight.

So there's an element of creative solution-focused thinking when it comes to outdoor play provision. Here's some suggestions and ideas:

1) Get a shed. This needs to be sited in a handy and convenient place. If it is the other side of the school to where the resources are needed then it's is a hindrance. Sadly the really tough sheds and containers rarely look aesthetically pleasing. If you go for painting them, make sure the design is simple, the children are involved in all aspects and that you can immediately remove and/or paint over graffiti should it happen. Check there are at least 2 keys for a shed and it can be easily opened and closed. Double doors work best on the horizontal side as in the photo below, for ease of access. Keep it tidy and accessible.

 Scrapstore Playpods come with large double doors on the length of the container rather than its width.

2) Organise your inside space to make it easier to move resources in and out. Liaise with cleaning staff what would work best for them in terms of cleaning. For example if you pile up a heap of resources on the floors, the cleaner may not be able to clean the room. Ideally the resources for outside need to be located near the door that is used for accessing the outdoor space. Remember the emergency exit regulations in your school and do not block these with resources.

3) Think about how resources are brought in and out and accessed when outside. Be mindful of ramps, steps and other surface hiccups.  The Smartsack pegbags are great for involving children. I've seen 3yr olds carry them up and down stairs independently. Little rucksacks work well. Suitcases can be helpful too. Be wary of trolleys which claim to be "outdoor trolleys." Consider:

• How accessible the resources are by children when outside - for example shopping trolleys and some types of PE trolleys are pretty useless for this purpose. 
• Whether the resources stay on the trolley during transit? Otherwise you may end up with a trail of items in your wake.
• The wheels - are they wimpy little wheels which will break within a couple of months or off-terrain toughies? Do they have easy to use yet effective locks so they don't run away when stationary?
• The weight balance and how easy a trolley is to manoeuvre when full. 
• Look for sharp corners and edges and consider the damage done to both parties if the trolley runs into something else or a child.
• The play value of the trolley itself. Can it be used by children in their play and in how many different ways?

4) Decide how much time is needed to set up and clear up in the outdoor space. Involve the children as much as possible in setting up as this is an opportunity for collective decision making about what needs to be taken outside and why. Tidying up and putting resources away is also a habit which can be developed. Encourage children to take photos of their creations so that the play can continue the following day on things which have been started but not yet finished. Have brief planning and review sessions which build upon this experience, for example through the Mosaic Approach or Talking and Thinking Floorbooks.

This was created by older children - you can attach the lattice so it is lower and wider.

5) Enjoy water play. If an outdoor tap is not available bring out a 10 litre can of water. There are ones with taps where the water trickles out and caps so that the water doesn't spill out if it is knocked over. Buy stretch willow lattice from a garden centre which can be attached to fences and strong drainpipes using decent velcro. This can be used to create simple water walls as shown in the photo. Tuff trays can be used for collecting water, artificial puddles and other shallow water experiences.

6) Create different surfaces. This can be done on a small scale. One advantage of this approach is that the surfaces or different play areas can be moved around the play area and gathered up after every session. For example, putting one bag of sand on a tarp can provide sand play at ground level. Shells, gravel, bark chips, soil and coffee beans can also be used in a similar way. Cosy stock square metre planks which can be slatted together to create a more structured area and to avoid spillage if needed.

7) Set up ropes lines for pulley work and transporting materials in a different way around parts of the outdoor space. Lines high up also work well for dangling hoops, bike tyres and other resources for clambering through. Another good example of putting rope up high is for creative mobiles such as this Building Down with PVC activity.

This washing line is quick to take up and down.

8) Make dens, nooks and crannies using tarps and other material. Attach to fences, windows (with care) or over a rope line. This can be a place to create a natural area with different surfaces. It is also easy to make tripods from guttering pipes, long sticks or broom handles.

9) Ensure there are sufficient open-ended portable resources. It is great for children to make decisions over what resources are needed outside. Ensure there are a good range which include outdoor dressing up props and accessories, music, art materials, various gym equipment, lots of natural materials, exploratory resources such as magnifying glasses and bits and pieces which can be used for spontaneous literacy and maths activities in children's play as well as for a structured activity. This does not all need to be outside every session, especially in small spaces. Rotating resources in line with children's interests works best.

10) Be prepared to experiment. When I work with such settings, I do encourage an element of experimentation around finding out what can stay outside. The reason for this is that there is a rarely a blanket approach to acts of vandalism which take place in different ways for different reasons. I'm also fascinated when I visit neighbourhoods where one school can leave resources out and the school which is a five-minute walk away cannot. I have also visited many schools where bedding plants are left to bloom and daffodils come up each year yet these schools have lots of out of hours visitors. Saying that don't spend lots of money on expensive items. Instead spend wisely on tough products and having them properly installed in the ground (er, this is also another blog post in itself)!

( Labels: Cosy, Cosy products, playgrounds, resources, sand, sheds, storage, tarmac, water ) Read more

Limited Stock : Sharkoon X-Tatic True 5.1 Dolby Digital Surround Sound Gaming Headset

Customer Rating :

List Price : $159.99 Price : $154.88

Product Description

Award wining X-Tatic Gaming Headset: the Dolby certified X-Tatic Digital. This high-quality headset features four speakers per earpiece a total of eight speakers and volume controls built into the cable. Through the included Sound Control Unit, the X-Tatic Digital can connect to the optical output of a game console (PS2, PS3, Xbox or Xbox 360), a PC, DVD player or other HiFi device and immediately delivers high-quality sound to listeners. The Sound Control Unit outputs analog Dolby Digital and Dolby ProLogic signals, and supports a second X-Tatic headset. With the newly developed microphone, the chat functions of the PS3 and the Xbox 360 are also supported. The ergonomic construction of the headset includes soft ear pieces and a plush headband, making the headset comfortable to wear even for long sessions. Sharkoon’s X-Tatic digital gaming headsets promises a high-quality sound that won't break the bank and will propel gamers into an immersive depth of Dolby Digital environment. Includes detachable in-line volume control cable for easy breakaway and installation. Allows two X-Tatic headsets and/or any headset with a standard G9 connection plug, so two can enjoy excellent sound.

• 5.1 channel headset; 8 speakers (4 in each earpiece); Digital, in-line volume control; High end amplifier; Independent, illuminated volume adjustment for each channel and master volume; Detachable microphone with QuickOn connection
• X-Tatic Sound Control Unit (SCU); Supports Dolby Digital 2.0, Dolby Digital 5.1 and Dolby Pro Logic; Supports the chat function of PS3, Xbox and Xbox 360; Dynamic Range Control. Includes detachable in-line volume control for easy breakaway and installation
• Center speaker: 2 x 27 mm; Front speaker: 2 x 30 mm; Rear speaker: 2 x 30 mm; Subwoofer: 2 x 40 mm; Impedance: 32 Ohm; Microphone: 6 x 5 mm (L x W) / unidirectional; Cable Length: 360 cm; Connection: 1 x 9-pin analogue plug
• Digital optical input (S/PDIF) 2 analogue audio outputs for the X-Tatic headset 3 analogue 3.5 mm audio outputs (front, rear, center / subwoofer) 1 microphone connector for PS3 (USB A > USB B) 1 power connector
• Compatibilty: X-Tatic Digital; PC / MAC / other sources: analogue input (via cable adapter); X-Tatic SCU; Xbox / Xbox 360: optical input ;PS2 / PS3: optical input / USB microphone connection PC / MAC: optical input / analogue

( ) Read more

Northumberlandia - From Landform to Landscapes

Northumberlandia - From Landform to Landscapes

Imagine an artwork that you can not only look at, but walk over, cycle round, stand on top of, admire from above, below and all sides.

I'm standing on The Lady's forehead, looking down her nose...

One that can be trodden down, gets muddy, smells, crunches and ripples. One that is so big, that you can only get the full feel of the work by spending time interacting with it in all these different ways. One that allows you to view the surrounding landscape yet at the same time, lets you feel connected to it.

This is the view from one of the two viewing mounds

Welcome to Northumberlandia, affectionately termed "The Lady of the North" at Cramlington, just north of Newcastle. It is the creation of Charles Jencks and was opened to the public in 2012. Jenck's calls his work "land forming". It is a welcome hybrid of sculpture, architecture, literature and gardening all rolled into one massive interactive artwork.

This is one of The Lady's hands...

Much of Jenck's is work is more manicured with mown grass than Northumberlandia. The Lady of the North is definitely rugged and at times quite muddy. You feel like it's a work in progress and all the imperfections are a welcome reminder than no human form is ever perfect. 

This feature greets you at the top of her forehead - the Eye of the Universe!

When you first approach The Lady of the North, you also get a reminder of the local Cheviot hills. The viewing platform provides this. It also helps you appreciate the scale of the landform. There's 4 miles of pathways and tracks and it is set within a 46 acre community park. That's a good introduction to hill running for any joggers!

For me, it was like a large-scale labyrinth. The sort of place you can walk for a long time simply contemplating, thinking and allowing me to have time in my space, my world. Most labyrinths are tidy affairs that have been squashed into a tight space. The expansiveness of Northumberlandia allows for expansive broad thoughts. I would love to take a class here and then simply record their feelings, comments and questions about the place afterwards. 

At the head, chest, hip and knee, there are viewpoints and resting places. I rather liked these sweeping forms which feel friendly. They match the curves and sweeps of the whole landform. Children will like climbing on them! 

There are lovely informative surprises in the stonework in various parts of the landform

To see how the landform has been created, it is best to have a look at the series of videos on the Education Scotland website about another of Jenck's current projects: Fife Earth. This is also a reclaimed open cast mine and so the process is similar. What is incredible is that from the top of Northumberlandia you can see the local Shotton Surface mine in operation. It's a somewhat unexpected feature. 

So what has this got to do with a school that isn't within travelling distance of this public work of art? 

Firstly, I think Northumberlandia shows how a space can become a landform. When developing school grounds, using design processes and taking the time to reflect upon a holistic approach can significantly add to the value and beauty of an outdoor space. Do not rush the design stage. Take time to be creative and innovative. Spend money working with a landscape designer or architect, especially one who will work with children, and take time to observe their use and behaviour in an outdoor space, may help. Jenck's is unusual for a designer and architect in that he spends a lot of time writing about his ideas beforehand and developing a narrative. He goes beyond traditional maps and diagrams.

One of Northumberlandia's eyes!

The sweeping curved pathways of this landform remind me of the importance of the layout and network of paths in any outdoors space. If you are deciding on a major revamp, then paying attention to the pathways helps. Remember to account for people's natural desire for shortcuts!

Quite a lot of the paths on The Lady have a gravel "interchange" at the sides of the path between the grit and the grass. I rather like this boundary feature. There's something very liminal about it. You may wish to have other types of path boundaries which add interest. A great example of interesting paths can be seen at the Kate Greenaway Nursery.

The landform highlights the value of creating height. So often school grounds are flat spaces. In my experience children love height - even tellytubby hills, ripples or undulations. When digging down to create a pond or when building work is being done, request that the material is re-used on-site to create little landforms. 

Finally all of Jenck's work has attention to content. He is particularly creative at representing scientific processes and ideas through landforms. When developing outdoor spaces, how can we take this idea too? Even the mounds at their simplest can represent snails and snakes! Jenck's also takes time to consult and involve a wide range of specialists who can advise him on different aspects of his projects. So they are very much collaborations of many minds.

Northumberlandia is intended to be a rugged, living landform. It will be fascinating to see how it "grows" and develops through time as plant species and  animal life migrate here, people adding wear and tear, life in the little lakes, etc. When thinking about school grounds, we need to think of them as living places which will change and grow. Planning which takes account of this, matters. Places need to grow in people's imaginations too...

(Postscript: Yesterday, the Lady of the North wore the biggest red nose in the UK to show support for Comic Relief. I just liked the idea of this).

( Labels: architecture, Charles Jencks, Lady of the North, landform, landforming, Northumberlandia, public art, sculpture ) Read more

The Art of Plant Study Outside

The Art of Plant Study Outside

One of the beautiful aspects of undertaking learning activities outside, is that interdisciplinary learning becomes the norm rather than the exception. It's hard not to acquire more information and understanding about nature or our local environment when we spend time there. I also appreciate the  interruptions which can often be a positive aspect of learning outdoors rather than the negative frustrations when stuck inside a classroom.

Anyway, as I have been spending a fair bit of time at Inverallochy School recently, I was rather struck by this series of photos of an outdoor activity that was intended to be both art and science combined.

According to Fallon Anderson, the P4/5 class teacher, the activity was completed spontaneously. It just struck her that this could happen outside. I like this kind of thinking. We need this sort of spontaneity as it can often be the start of something good.

In groups the children were challenged to recreate diagrams of plants. Not just any old quick put-together bit of work either. They had to make sure that each part of a plant was clearly represented. 

And that the final product did indeed look like a plant. But more than this - it had to also function as a piece of art work too.

It is actually a very good way of getting children to learn about the different parts of a plant.

Is it possible to represent stigmas, ovaries, sepals, anthers, petals, styles, and filaments?

What about primary and lateral roots? How can these be given an artistic interpretation?

The additional challenge is deciding which loose parts can be used to represent the different parts of the plant.

Whilst the results may not be scientifically accurate, the learning accrued could be quite significant.

After all, with much knowledge-based activities, there is little opportunity to make it hands on.

I have to say, this activity beats a worksheet hands down every day!

It's a more open-ended approach but with the same objective in mind.

It is a good example of how to use the outdoors in a creative way to learn knowledge.

For those of you who have copies of Joseph Cornell's books, there is a lovely activity in one of them about dramatising the the functions of different parts of a tree. This could easily be adapted as a suitable follow on to this lesson, as the children would easily come up with suitable ideas and actions for the parts of the plant.

Many thanks to Inverallochy School for sharing the photos. Another great idea well worth sharing! Leonardo Da Vinci would have been delighted, I'm sure! 

( Labels: art, creativity, diagrams, learning outdoors, plants, science ) Read more

Is Free Play a Legitimate Learning Experience?

Is Free Play a Legitimate Learning Experience?

For once I'm posting a brief blog. I would very much appreciate your hopping over to the Scottish Government's Engage for Education blog. To my amazement and delight, a blog post I submitted has been published there today: Is Free Play a Legitimate Learning Experience?

This is an unashamed guerrilla tactic. I want the profile of play raised at a national level across all sectors. The more people who click on the post, the better. It shows there is a high level of interest. The more people who comment, the better. You do not need to be an expert on play. Everyone was once a child. Most people in the UK have been through the education system. If you live outwith the UK, please comment too. It's great to have an international perspective which help stimulate discussion on play and to help us reflect upon provision within Scotland.

Will this effort work? Maybe. Perhaps. The blurb in the About section of the blog suggests "Yes".

Here's what it says:

"Engage is the Scottish Government’s ground-breaking online project that enables the public and practitioners to discuss education, learning, youth employment and early years policy directly with the Ministers and teams responsible for them.

Participants have the chance to influence and inform the decisions of the Scottish Government in these key areas and we aim to provide timely responses and updates, including answers directly from the Ministers involved with Engage:

- Cabinet Secretary for Education and Lifelong Learning, Michael Russell.
- Minister for Children and Young People, Aileen Campbell.
- Minister for Science, Learning and Scotland’s Languages, Dr Alasdair Allan.
- Minister for Youth Employment, Angela Constance.

Through our mix of discussions, news and blogs, social media channels and the events we organise or that the Government attends, the focus is on listening to the views and needs of those with an interest in these areas and acting – then communicating those actions to you through our You Said, We Did section."

So I think it is worth an experiment to see if, over the coming months we do see more national talk about play, and better still, action! Thank you very much in advance. Here's the link again to save you scrolling up: 

Is Free Play a Legitimate Learning Experience?

( Labels: Engage for Education, free play, play, Scottish, Scottish Government ) Read more