The New York Times > Technology > When the Blogger Blogs, Can the Employer Intervene? - 0 views
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majority of states are considered "at will" states - meaning that employees can quit, and employers can fire them, at will - without evident reason (barring statutory exceptions like race or religion, where discrimination would have to be proved). "There really are no laws that protect you," Ms. Newitz said.
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"It depends on what the blog is," he said, "what the content is, a
Intergenerational communication in the classroom: recommendations for successful teache... - 0 views
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Traditionalists are often described as loyal, hardworking, conservative, and faithful to their employers. Many have worked faithfully for 30 years and have a very strong work ethic
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Baby Boomers are known to crave recognition, value respect, see education as a birthright, and favor personable communication to build rapport with peers and co-workers
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Xers tend to be skeptical, independent workers who highly value a balance between their work and their social life. They desire their time off more than extra pay or promotions and have little fear of changing jobs. In turn, they do not expect employer loyalty. This generation is shaped by a culture of instant results. They are comfortable with multitasking, are motivated to get the job done, value efficiency and directness, expect immediate responses, and look at education as a means to an end
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CDS - 0 views
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this is the corporate web site for where I work. Alex is an artist and I have piece of his pottery in my garden. He is an absolute hoot and has a fabulous sense of humor, which he demonstrates non-verbally. I work with him in the group: Handicapables. Kevin is a soft spoken gentleman who I enjoyed working with as his employment counselor. Duffy is a trickster and works very hard also. these are just some of the wonderful people we serve.
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hi jane, very nice job here in diigo so far. can't remember if i already commented on your bookmarks. But they look great. The only thing missing are the tags. Need them to categorize and organize the things you bookmark. You can add them to these reaources by editing your bookmark. Often diigo will give you some prompts or ideas on what/how to tag the resource. : ) me
Resumes 1: Introduction to Resumes - The OWL at Purdue - 0 views
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cell phone numbers
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you may also want to include other optional sections to provide a more accurate idea of your skills, achievements, education, etc.
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This web site serves as an excellent resource to learning about the different critical elements or components needed in producing a stellar resume. OWL at Perdue provides some excellent guidelines to follow when developing a resume. I have highlighted some important information and also added some sticky notes and free floating notes.
Experiential Learning - 0 views
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Students and employers in recent years have embraced development that will allow the learner to attain the practical skills that are necessary to perform in the workplace. Students wish to take on tasks featuring significant experiences with real outcomes that create concrete learning achievements through participation and reflection. This is what experiential learning is all about.
You Play World of Warcraft...You're Hired! - 0 views
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In late 2004, Stephen Gillett was in the running for a choice job at Yahoo! - a senior management position in engineering. He was a strong contender. Gillett had been responsible for CNET's backend, and he had helped launch a number of successful startups. But he had an additional qualification his prospective employer wasn't aware of, one that gave him a decisive edge: He was one of the top guild masters in the online role-playing game World of Warcraft (Brown).
Johnson v. Cleveland City School Dist., No. 10-3267 (6th Cir. Nov. 15, 2011) | Employme... - 0 views
Maintaining a Good (Online) Reputation - 0 views
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This may sound a little over the top, but a CareerBuilder.com survey found that 45 percent of employers use social networking sites to research job candidates (more than double from the year before). Industries that specialize in technology and sensitive information are most likely to screen job candidates via social networking sites or online search engines. If you’re indiscreet on Facebook, who’s to say you can hold your tongue about Top-Secret government programs?
Maslow's Hierarchy of Needs - 0 views
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Security Needs These include needs for safety and security. Security needs are important for survival, but they are not as demanding as the physiological needs. Examples of security needs include a desire for steady employment, health insurance, safe neighborhoods, and shelter from the environment.
How to do a job interview via Skype - CBS News - 0 views
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All the regular interview rule apply -- speak slowly and clearly, focus on your accomplishments, don't bad mouth your former employers, and wear proper interview clothing. Don't be tempted to wear jeans and a t-shirt because it's "just" a Skpe interview. (And even though it may be tempting to put on a button down shirt and tie on not bother with nice pants, you could get caught and wind up looking foolish, so dress properly from head to toe.)
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Skype, Google Hang Out, Go To Meeting
Tools for facilitating PBL? » Moving at the Speed of Creativity - 0 views
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The real world is full of groups working on project teams, and part of the solution to fixing the disconnect between 21st century skills which employers say they want, and the skills emphasized in our schools, is operationalizing a learning culture in our classrooms which regularly involves project-based learning.
Robotic Nation, by Marshall Brain - 0 views
Making the right choices 2 - 0 views
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some thought to how you will
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How to Design Effective Online Group Work Activities Faculty Focus | Faculty Focus - 0 views
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Online collaboration tools While Skype and other real-time collaboration tools make it easier for dispersed students to “get together,” Mandernach cautions against overusing synchronous tools. Instead, she says, you should encourage your students to take advantage of the many asynchronous collaborative tools inside your course management system or some of the new Web 2.0 tools. Some of her favorite Web 2.0 tools include: Tokbox, VoiceThread, Creately, Google Docs, and Teambox. These tools are relatively easy to use and help build a sense of community in the online classroom. They’re also another way to get students to buy into group work activities and using them makes the students more marketable upon graduation. “If you can use the collaborative environment to really bring them into your classroom and get connected to you and connected to their peers you’re going to see a lot of benefits besides increased test scores,” Mandernach says. “Many employers and graduate schools really view online learning as learning in isolation, and I think it’s important for students to show that they are capable of collaborative work — that they can work independently and with others.”
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In the recent online seminar Online Group Work: Making It Meaningful and Manageable, Mandernach provided tips for adapting proven face-to-face group work strategies to the online environment. The key is to design tasks that are truly collaborative, meaning the students will benefit more from doing the activity as a group than doing it alone. Effective online group activities often fall into one of three categories: There’s no right answer, such as debates, or research on controversial issues. There are multiple perspectives, such as analyzing current events, cultural comparisons, or case studies. There are too many resources for one person to evaluate, so a jigsaw puzzle approach is needed with each student responsible for one part.
Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views
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Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%, and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
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learners in employment bring a different set of needs, strategies and motivations to the learning process.
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frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
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Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
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The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
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Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
Transformation via Online Learning - 4 views
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original target audience,
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who is your target?
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Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population. Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64. Reference Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities. (Previously bookmarked in Diigo)
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adult online students
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what assumptions are you making about this population?
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I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom. The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience. Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow (Bookmarked in Diigo)
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students who attend fully online
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