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alexandra m. pickett

Kenan Institute for Ethics » Institutions in Crisis - 0 views

  • reed, Negligence, or System Failure? Credit Rating Agencies and the Financial Crisis (2011) Download Case Study (pdf) Download Teaching Notes (pdf) Credit rating agencies are responsible for rating the credit-worthiness of a wide variety of investment opportunities. While the agencies’ failure (out of greed or negligence) to properly assess the risk of these instruments leading up to the 2008 financial crisis is well-known, this case explores more encompassing systemic factors, including shifts in corporate culture, that led both to agency failures and the global financial crisis. Keywords: credit rating agencies, Moody’s, Standard and Poors, financial crisis, derivatives, subprime mortgaged, conflicts of interest, corporate culture, regulatory oversight, market competition
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    "reed, Negligence, or System Failure? Credit Rating Agencies and the Financial Crisis (2011) Download Case Study (pdf) Download Teaching Notes (pdf) Credit rating agencies are responsible for rating the credit-worthiness of a wide variety of investment opportunities. While the agencies' failure (out of greed or negligence) to properly assess the risk of these instruments leading up to the 2008 financial crisis is well-known, this case explores more encompassing systemic factors, including shifts in corporate culture, that led both to agency failures and the global financial crisis. Keywords: credit rating agencies, Moody's, Standard and Poors, financial crisis, derivatives, subprime mortgaged, conflicts of interest, corporate culture, regulatory oversight, market competition"
Bill Hooper

AP Central - The AP Macroeconomics Exam - 0 views

  • Questions
  • All Questions
  • Questions
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  • Questions
    • Bill Hooper
       
      Each year, the free response questions from that years A.P. exam are posted. For example, by clicking on the link below, students will be able to view the 2008 questions. These questions have become an integral part of my course as practice and assessment tools.
  • Scoring GuidelinesStudent Performance Q&AScoring Statistics
  • Sample Responses Q1Sample Responses Q2Sample Responses Q3
    • Bill Hooper
       
      I frequently use the sample responses and give them to students as a way to assess their understanding. I have them grade the student papers and then compare their answers to the actual rubric.
  • 2008: Free-Response Questions
    • Bill Hooper
       
      The Free-Response questions are posted every year and are a integral part of my course. I use them as practice and assessment tools on a regular basis. I strongly recommend that all AP teachers make use of them.
    • Bill Hooper
       
      This page contain practice questions and answers for the AP Macroeconomics Exam. However, every AP course available on this site by clicking on the green link in the left hand sidebar entitled "AP Course and Exams" I strongly recommend it!!!!
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    Webpage containing every free response question asked on the A.P. Macroeconomics exam for the past 20 years. The questions and their associated detailed solutions are made available.
lkryder

Sloan-C Free Downloads | The Sloan Consortium - 0 views

  • Relationships Between Interactions and Learning In Online Environments provides a concise summary of research about interaction online and its implications for practitioners. It was created by Karen Swan, Kent State University, the Sloan-C Editor for Effective Practices in Learning Effectiveness. Download the free Relationships Between Interactions and Learning In Online Environments (PDF 486KB).
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    scroll down to Relatinships Between Interactions and Learning in Online Environments
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    The Interactions pdf free download is available if you scroll way down
Barbara Recchio-Demmin

CutePDF - Create PDF for free, Free PDF Utilities, Edit PDF easily;. - 0 views

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    A free PDF conversion program
Diana Cary

The foundations and assumptions of technology-enhanced student-centered learning enviro... - 0 views

  • Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking
  • With the emergence of technology, many barriers to implementing innovative alternatives may be overcom
  • Student-centered learning environments have been touted as a means to support such processes.
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  • With the emergence of technology, many barriers to implementing innovative alternatives may be overcome
  • Close Plain text Page 1
Catherine Strattner

Schoolwide Enrichment Model - 0 views

  • The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2). Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media. Figure 2. The enrichment triad model. [Click on the figure to see it as a PDF file.] Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes. Some Type II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of. (1) creative thinking and problem solving, critical thinking, and affective processes; (2) a wide variety of specific learning how-to-learn skills; (3) skills in the appropriate use of advanced-level reference materials; and (4) written, oral, and visual communication skills. Other Type II enrichment is specific, as it cannot be planned in advance and usually involves advanced methodological instruction in an interest area selected by the student. For example, students who become interested in botany after a Type I experience might pursue additional training in this area by doing advanced reading in botany; compiling, planning and carrying out plant experiments; and seeking more advanced methods training if they want to go further. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer. The goals of Type III enrichment include: providing opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study, acquiring advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies, developing authentic products that are primarily directed toward bringing about a desired impact upon a specified audience, developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making and self-evaluation, developing task commitment, self-confidence, and feelings of creative accomplishment.
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    This is an executive summary of Joseph Renzulli's Schoolwide Enrichment Model.
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    If you are interested in gifted and talented education and/or teaching higher order thinking skills, this is a great model to explore.
Maria Guadron

Health Communicator's Social Media Toolkit - 0 views

  • Second Edition Now Available! The Enhanced and improved second edition of the Health Communicator's Social Media Toolkit  [PDF - 2.42MB] now available.
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    See the social media toolkit from the Centers for Disease Control and Prevention (CDC) for health education.
Hedy Lowenheim

How Do I Invest? | Beginning Investing - 4 views

  • What is investing?Any time you invest, you're devoting your own time, resources, or effort to achieve a greater goal. You can invest your weekends in a good cause, invest your intelligence in your job, or invest your time in a relationship. Just as you undertake each of these expecting good results, you invest your money in a stock, bond, or mutual fund because you think its value will appreciate over time.
    • Hedy Lowenheim
       
      Very useful site for my course in personal finance. The site explains personal finance in very simple terms. Most anyone should be able to relate to how the information on investing is presented. Great information on topics such as investing, goal setting, active and passive management, etc., that correspond to many of my course's learning objectives.
  • Planning and setting goalsInvesting is like a long car trip: A lot of planning goes into it. Before you start, you've got to ask yourself: Where are you going? (What are your financial goals?) How long is the trip? (What is your investing "time horizon"?) What should you pack? (What type of investments will you make?) How much gas will you need? (How much money will you need to reach your goals? How much can you devote to a regular investing plan?) Will you need to stop along the way? (Do you have short-term financial needs?) How long do you plan on staying? (Will you need to live off the investment in later years?
    • Hedy Lowenheim
       
      The car trip analogy that the authors use in this article for planning & setting personal financial goals, is something everyone can relate to. This gave me some excellent ideas that will definitely be of use to me in my course since financial goal planning is another one of my learning objectives. I felt that the car trip analogy used on the site will assist with understanding the planning that goes into creating medium and short term goals was brilliant, and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example what to bring on the trip, how long it will take, how many stops there will be along the way, etc.
    • Hedy Lowenheim
       
      Another one of my learning objectives is understanding cash management and cash flow and having the students understand how important it is to save, and put that money to work. Site has some very useful examples on how to save and put away money automatically in a disciplined fashion.
  • Active and passive strategiesThe two main methods of investing in stocks are called active and passive management, and the difference between them has nothing to do with how much time you spend on the couch (or the exercise bike). Active investors (or their brokers or fund managers) pick their own stocks, bonds, and other investments. Passive investors let their holdings follow an index created by some third party.
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    • Hedy Lowenheim
       
      Another one of my learning objectives is understanding the difference between active and passive management. This site will definitely be helpful in refining some of the learning objectives in my course. It might also be a good site to post a link to for more information on specific person investing topics.
    • alexandra m. pickett
       
      how will you use this resource in your course, Hedy?
    • Hedy Lowenheim
       
      Alex I plan on using this Motley Fools web site which focuses on investment basics since the personal investing terms and strategies are presented very clearly, simply and with humor and relate directly to learning objectives in my modules; such as active and passive strategies in relation to investing (module 6), cash management/cash flow (module 2), and short and medium goal planning (module 3). The site will be an excellent resource for the students. This will also introduce them to the Motley Fool web site which should be helpful to them throughout the course and afterward. I felt that the car trip analogy used on the site to help understand the planning that goes into creating medium and short term goals was brilliant and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example things like what to take on the trip, how long it will take, how many stops there will be along the way, etc. I added some comments under the highlighted areas in Diigo with sticky notes (you should also be able to view them on the site) that reference a few of my learning objectives. By the way, I did find some useful sites on Merlot & OER, but many of linked to PDF files. A link on Merlot led me to the Motley Fools web site. I hope this helps! Hedy
    • alexandra m. pickett
       
      this looks great Hedy! thanks! not sure what you meant by the comment about pdfs. you should be able bookmark pdfs... : )
    • Hedy Lowenheim
       
      I am under the impression that you cannot highlight text & create sticky notes in PDFs (just tested again), that was why I was having a hard time finding an acceptable site for the assignment in Merlot, most were PDF files. I guess I could have bookmarked them in Diigo and entered my comments write on the Diigo site instead of on the actual URL. I was thrilled once the Merlot site linked to the Motley Fool site!
    • alexandra m. pickett
       
      ahhh. yes, that is true, put you can bookmark the resource, and annotate it on the diigo site - exactly as you describe! just wanted to be sure you knew that : )
    • Hedy Lowenheim
       
      I thought you might have wanted us to do highlighting and sticky notes for the assignment and right from the actual URL site. I must say that in the past 24 hours I have became much more familiar with Diigo, sink or swim, but I still need to work with it. Love the tool! Will we have access to Diigo after the course? Thanks and get some rest!!
    • alexandra m. pickett
       
      yes. i want to be sure you can use this tool, so i am glad you persisted!! and i am really glad you love the tool. me too! yes you will have access to this group and this tool beyond the end of the term. that is one of the reasons i use the tool!
    • Hedy Lowenheim
       
      Excellent!! Be great if students continue to use it. Looks like these messages b/t us are not for public viewing. Is that a setting you turned on? I know there is public/pvt setting for sticky notes when you first create one (that's what was giving a bunch of students issues), but I do not see that setting on these notes. Hope this makes sense. Thanks& hope swimming is going well! Hedy
cpcampbell88

Problem Based Learning PDF - 0 views

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    PDF presentation about problem based learning
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    PDF presentation about problem based learning
Kelly Gorcica

http://www.lc.unsw.edu.au/onlib/pdf/reflective.pdf - 0 views

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    reflective writing
Gary Bedenharn

7.3.3.pdf (application/pdf Object) - 0 views

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    Fostering Self-Efficacy through Time Management in an Online Learning Environment. Research on factors, such as time management for self-efficacy in an online environment.
Maria Guadron

http://www.kidsconsortium.org/m_hs_language_000.pdf.pdf - 0 views

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    "examples of service learning projects at the middle and high school level"
Gary Bedenharn

distancelearning.pdf (application/pdf Object) - 0 views

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    Emphasizing the advantages to implementing some form of distance education into elementary and secondary schools.
diane hamilton

grammar.pdf (application/pdf Object) - 0 views

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    descriptive information on visual grammar referencing Kress and vanLeeuwen
diane hamilton

Teaching Presence.pdf (application/pdf Object) - 0 views

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    this article discusses teaching presence very similarly to the course materials provided by Alex, but highlighted for me, the importance of capturing the non-verbal and paralinguistic aspects of classroom interaction and feedback that are missing online.
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