original target audience,
3More
21More
Transformation via Online Learning - 4 views
-
-
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)
-
adult online students
-
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)
-
students who attend fully online
- ...8 more annotations...
-
traditional and non-traditional students i
-
This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
-
The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious. I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.
-
-
If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
-
in my experience this "undergrad" or age variable is not significant. : )
-
I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age.
-
-
Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
-
I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
-
-
Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
35More
East Asia in World History: A Resource for Teachers - 0 views
-
Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam
- ...24 more annotations...
-
Chinese civilization first developed along the major river systems of the Yellow River (Huang He) and then the Yangzi (Chang Jiang) in eastern China.
-
Over the course of Chinese history, nomadic peoples from China's border regions have often intruded upon the settled, agricultural civilization of "core" China
-
Japan has been able so consciously and deliberately to borrow and adapt innovations from other civilizations and to forge a strong cultural identity.
-
The Japanese islands lack most of the natural resources necessary to support an industrialized economy. These resources must be imported.
-
Introduction • The Geography of East Asia
-
Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
-
Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
-
China at the Time of Confucius After the displacement of the Western Zhou (c.1100-771) and the movement of the Zhou capital eastward, China was divided into a number of small states competing for power (771-221 BCE). Many philosophic schools of thought emerged during this period of political and social turmoil, a period known as that of the "100 Schools of Thought." Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
-
-
For their final project students will need to address the category of belief systems by taking an indept look at their civilizations religions and philosophies. Since this is a regents based course this will be important as the exam often addresses this topic, especially in relation to the three major philosophies of China
-
-
Warring States Period (475-221 BCE). Confucius was alive at the end of the Spring and Autumn Period and argued for a restoration of the social and political order of the earlier Western Zhou period. Essential components of Chinese civilization that are evident in the Zhou period include the Chinese notion of the ruler as the "Son of Heaven" who rules with the Mandate of Heaven.
-
The climate of East Asia is both similar to and different from that of Europe and the United States.
-
Since rice produces a much higher yield per acre than does a crop such as wheat, it can support a much greater population per acre than does wheat. Climate, agriculture, and population size are closely related in East Asia where large population densities have existed throughout history.*
-
Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam -- engendering dialogue and exchange among the four countries of the East Asian cultural sphere
-
The west and north of what is China today are dominated by mountains, steppe lands, plateaus, and deserts.
-
China's writing system (referred to as Chinese "characters") first appears in the Shang dynasty on tortoise shells and cattle bones (called "oracle bones") used for divination. Written language is a central determinant of the development of civilization; the Chinese writing system was the first developed in East Asia. Although there are many mutually unintelligible dialects in China, there is only one system of writing — a major unifying factor in Chinese history. (Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
-
Qin Shi Huangdi (Ch'in Shih Huang-ti), or the First Emperor of Qin, rules for a very short time (221-206 BCE) but lays the foundation for China's imperial structure and begins construction of the Great Wall for defense to the north. At his death, an army of life-sized terra cotta warriors is buried near his tomb. (These terra cotta warriors were first discovered in 1974 and have been the subject of exhibitions, magazine articles, and books since that time.
-
The Qin follows the Legalist proposals for state order and establishes a centralized bureaucracy and a finely detailed law code with specified punishments for each crime.
-
The Chinese and Roman empires trade through intermediates on the overland route through Central Asia, the "Silk Road." Chinese silk was an especially prized commodity in Rome, as silk production (sericulture) was known only to the Chinese.
-
Note the pattern of territorial pressure and incursions from China's north by nomadic groups, who are attracted by the wealth of the settled, agricultural civilization of China. The most illustrative examples are those of the Mongols, who conquer China and establish the Yuan dynasty (1279-1368 CE), and of the Manchus, who again conquer China and establish the last dynasty, the Qing, that rules for 300 years (1644-1911 CE). Each of these invaders rules through the Chinese bureaucracy, leading to the expression that China "sinicizes its conquerors."
-
This site is designed as a resource site for teachers of world history, world geography, and world cultures. It provides background information and curriculum materials, including primary source documents for students. The material is arranged in 14 topic sections. The topics and the historical periods into which they are divided follow the National Standards in World History and the Content Outline for the Advanced Placement Course in World History. Description by Merlot
1More
"Research on Adult Learners: Supporting the Needs of a Student Population that Is No Lo... - 1 views
www.aacu.org/...prwi11_RossGordon.cfm
adult learners adult learning theory adult education contextual needs
shared by Alicia Fernandez on 03 Jun 14
- No Cached
2More
Self-Regulation-Research - 0 views
-
Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.
3More
Excerpts from Manufacturing Consent, Noam Chomsky interviewed by various interviewers - 0 views
-
QUESTION: When we talk about manufacturing of consent, whose consent is being manufactured? CHOMSKY: To start with, there are two different groups, we can get into more detail, but at the first level of approximation, there's two targets for propaganda. One is what's sometimes called the political class. There's maybe twenty percent of the population which is relatively educated, more or less articulate, plays some kind of role in decision-making. They're supposed to sort of participate in social life -- either as managers, or cultural managers like teachers and writers and so on. They're supposed to vote, they're supposed to play some role in the way economic and political and cultural life goes on. Now their consent is crucial. So that's one group that has to be deeply indoctrinated. Then there's maybe eighty percent of the population whose main function is to follow orders and not think, and not to pay attention to anything -- and they're the ones who usually pay the costs.
-
Interestingly, the blogosphere, including microblogging like Twitter, has undermined this manufacture of consent in some ways but also trivialized areas of major concern because of the emphasis on popularity and "like" type responses in social media. But social media has definitely changed the landscape and big data has changed the relationships with the entities in a position to influence and control information and frame issues within the public eye.
-
61More
Authentic On-line Learning - 3 views
-
I suppose one of the assumptions that I have about my own on-line course is that if a certain percentage of my students are of the Generation Y population, they may very well know more about the technology than I do.
-
20 to 22
-
so I guess that will most likely be my audience.
- ...36 more annotations...
-
While I think the technology has to be embedded in instruction whenever possible, it can’t be left to teachers alone to solve this problem.
-
I feel teachers need much more support from administrators as well as the Education Department. I know that SED is currently addressing the problem of making technology accessible in our classrooms, but even as they are planning it, the technology is increasing exponentially. It's going to take major educational reform -- Our new commissioner has been personally involved with the Technology task force.
-
-
-
-
This is my struggle too. I am spending this weekend stopping in. I do like the post titles, it helps me to priortize what I want to read.
-
I think a lot of my difficulty is that my only comparison for online learning are the 2 courses I've taken prior to this. One was okay, the other not so good. So, I'm only realizing now that the online environment and experience can be a lot more robust that I had thought.
-
-
-
I had to question what the objectives were first, and then create an assessment that tied into the objectives.
-
This is probably one area that still scares me. I think I'm going to have to come up with a rubric for the forum in my course, and I don't have any experience creating a rubric. I've Googled it and there are many rubrics out there, but I don't know if I can just "borrow" a rubric and tweak it or is this plagarism?
-
-
what I need to do is think of these posts as mini research papers.
-
exactly!!! i actually say "Every post you make in this course is an exam. " in the interaction course info document for the course!! : )
-
Now that I realize this, I'm finding the workload a little easier. I had to adjust my schedule. I'm used to doing most of my online work on weekends, but that's not enough for this course, so I made changes. Now I come home from work and put aside about 2 hours each night specificallly for addressing posts.
-
-
I don’t feel like I can get to it all.
-
I’m doing my best.
-
I decided to give it a try.
-
1) Will it help you present content in a more effective or engaging manner, 2) will it facilitate collaboration or interaction between students in an more effective manner, and 3) will it help provide feedback or help assess students more effectively. I feel the blog will get students interacting in a more casual setting regarding the stories, and the Wiki will definitely facilitate collaboration.
-
-
Your assessment of the first 4 weeks is so correct, (in my opinion). I am into the end of the 4th week in an online course I am teaching now and my students are finally soaring, It is soooooo exciting for me to see the growth. The only problem is that my class is only 6 weeks summer....The course I am planning is a 4 week winter term course, so now how to I get my students to soar within one week? My dilemma.
-
Wow, 4 weeks is not very long. What kind of class will you be teaching in the winter session? I'm not sure you can push the timeframe of when they begin to soar...that happens when it happens. I guess if you can somehow get them interacting with each other right away, that might help promote discussions that lead to those 'aha' moments.a little quicker.
-
I decided not to do winter term...I will no less than 8 week courses...which as an adjunct is a $$$ decision that will hurt. However, I do not believe that 16 courses squeezed into 4 weeks is ethical.
-
-
My Avatar
-
off. Luckily, the course unfolded slowly and in a very specific order, and I had time to reflect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete
-
flect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
-
flect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
-
prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a g
-
Never in a million years did I ever think that I would go on to graduate school, but here I am on the cusp of that achievement. I am the first out of 6 siblings to earn a master’s degree.
-
I didn’t realize that I was in charge of my own learning.
-
any kind of learning... online or f2f is ONLY student-centered if that is how it is designed and if that is how the instructor facilitates it... now that you know that you are in charge of your own learning, i need your help : ) You can help me change the world by sharing that insight with anyone you have the opportunity to teach in the future. I have very high expectations of you Donna!!! : )
-
-
I came to realize that I didn’t have to give them all my knowledge — that in fact, I had to let them learn some of these things on their own.
-
I think it’s a situation where I don’t know what I need until somebody tells me that I need it. I’m certainly open to suggestions, but at this point I feel like I’ve done what I was supposed to do; however, I realize that this is VERY new to me and that I have probably made some mistakes that will be pointed out to me. That’s fine, and as I said, I welcome comments and suggestions.
1More
Designing Online Courses to Meet the Needs of a Diverse Student Population | Faculty Focus - 1 views
6More
What does it mean to be a digital native? - CNN.com - 0 views
-
As technology filters into every corner of the globe and tech cities spring up in some unlikely places from Bangalore to Tel Aviv, a new gulf is emerging to separate the digitally savvy from the disconnected: Poverty.
-
In India, over two-thirds of the population live on less than $2 a day, according to the World Bank. But a United Nations report still says that mobile phones are more common than toilets, with nearly half of India's 1.2 billion population armed with a handset.
-
hierarchies created by digital literacy and the class systems that will be shaped by access to digital technologies.
- ...3 more annotations...
-
By 2020, Prensky predicts people across the globe will be plugged into the "AORTA," -- Always On RealTime Access -
3More
Do You Know What's In Your Digital Dossier? | Humanizing Technology | Big Think - 0 views
-
digital natives” is having their digital dossier populated with data before they are born, and even after they will die.
-
Digital dossiers are an aspect of life online that is common to all, yet many users may not even realize the amount of data they are responsible for.
4More
http://esblogin.k12albemarle.org/attachments/7b8c23a2-1dd0-4aab-943f-d417df093124.pdf - 1 views
-
-
-
- ...1 more annotation...
-
-
Differentiation suggests that you can challenge all learners by providing materials and tasks on the standard at varied levels of difficulty, with varying degrees of scaffolding, through multiple instructional groups, and with time variations. Further, differentiation suggests that teachers can craft lessons in ways that tap into multiple student interests to promote heightened learner interest in the standard.
-
7More
How important is cultural diversity at your school? - 0 views
-
A 2007 study by Public Agenda and the National Comprehensive Center for Teacher Quality found that 76% of new teachers say they were trained to teach an ethnically diverse student body but fewer than 4 in 10 say their training helps them deal with the challenges they face.
-
Attending a school with a diverse student body can help prepare your child for citizenship in a multicultural democracy.
1More
Intelligent avatars populate museums, galleries and science centers | Chatbots.org, fac... - 0 views
16More
Reflections - 0 views
-
refreshing my understanding of multiple intelligences and learning styles.
-
do I need to again as I referred to them in my post?)
-
I am unsure about what my goals are for this blog, and a little unsure about the purpose of blogging here when I noticed we have a blog option on the same moodle site we post our discussions on. Would it be easier to have everything in one place?
-
i seem to recall writing a comment to respond to this. Have you seen this: http://etap640.edublogs.org/2012/03/11/why-do-i-have-to-blog/ Can you check to see if you need to moderate and approve any comments? You should set the blog to auto approve comments, or be sure to approve them asap.
-
- ...8 more annotations...
-
The only point this article I thought wasn’t accurate was the point that online learning is an intimate community. I think the opposite. I have not continued my friendship with anyone really from my previous classes, where I might have with traditional classes.
-
-
Well one thing I have learned is that to get students thinking you need an interesting prompt like this.
-
12th?
-
To really have learned something I think it means it will stay with you, you will use it. It will be in your thoughts after the class has concluded.
-
Coming into this class I thought I was a technology native. I thought I knew a lot about the internet, its uses for the classroom and ways I could utilize it. This class has pushed my limits showing me there is endless posiblities and things I will do even in my face to face class. For example, I was introduced to vociethread. This I will use to connect my classroom to another and make an authentic population for my students to present to. I would even use it to show student work at an open house.
-
The end of this class allows me one more thing, bring it on baby #3 I am finally ready to meet you and I only have a couple weeks until fall classes start so umm come tomorrow!?
11More
Social media - Wikipedia, the free encyclopedia - 0 views
-
The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups).
-
By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life). Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace.
-
he authors explain that each of the seven functional building blocks has important implications for how firms should engage with social media. By analyzing identity, conversations, sharing, presence, relationships, reputation, and groups, firms can monitor and understand how social media activities vary in terms of their function and impact, so as to develop a congruent social media strategy based on the appropriate balance of building blocks for their community.[2]
- ...6 more annotations...
-
one of the foundational concepts in social media has become that you cannot completely control your message through social media but rather you can simply begin to participate in the "conversation" expecting that you can achieve a significant influence in that conversation.[7]
-
Several colleges have even introduced classes on best social media practices, preparing students for potential careers as digital strategists.[
-
Out of this anarchy, it suddenly became clear that what was governing the infinite monkeys now inputting away on the Internet was the law of digital Darwinism, the survival of the loudest and most opinionated. Under these rules, the only way to intellectually prevail is by infinite filibustering."[34]
-
social media in the form of public diplomacy creates a patina of inclusiveness that covers traditional economic interests that are structured to ensure that wealth is pumped up to the top of the economic pyramid, perpetuating the digital divide and post Marxian class conflict.
-
He also speculates on the emergence of "anti-social media" used as "instruments of pure control".[36]
-
Social networking now accounts for 22% of all time spent online in the US.[15] A total of 234 million people age 13 and older in the U.S. used mobile devices in December 2009.[16] Twitter processed more than one billion tweets in December 2009 and averages almost 40 million tweets per day.[16] Over 25% of U.S. internet page views occurred at one of the top social networking sites in December 2009, up from 13.8% a year before.[16] Australia has some of the highest social media usage in the world. In usage of Facebook, Australia ranks highest, with over 9 million users spending almost 9 hours per month on the site.[17][18] The number of social media users age 65 and older grew 100 percent throughout 2010, so that one in four people in that age group are now part of a social networking site.[19] As of June 2011[update] Facebook has 750 Million users.[20] Facebook tops Google for weekly traffic in the U.S.[21] Social Media has overtaken pornography as the No. 1 activity on the web.[21] iPhone applications hit 1 billion in 9 months, and Facebook added 100 million users in less than 9 months.[21] If Facebook were a country it would be the world's 3rd largest in terms of population, that's above the US. U.S. Department of Education study revealed that online students out performed those receiving face-to-face instruction.[21] YouTube is the 2nd largest search engine in the world.[21] In four minutes and 26 seconds 100+ hours of video will be uploaded to YouTube.[21] 1 out of 8 couples married in the U.S. last year met via social media.[21] 1 in 6 higher education students are enrolled in online curriculum.[21]
3More
Fearless Writing (a book by Tom Romano) - 2 views
-
This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model?
-
Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
-
Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
3More
List of countries by GDP (PPP) per capita - Wikipedia, the free encyclopedia - 0 views
-
the value of all final goods and services produced within a nation in a given year divided by the average (or mid-year) population
-
Using a PPP basis is arguably more useful when comparing generalized differences in living standards on the whole between nations because PPP takes into account the relative cost of living and the inflation rates of the countries, rather than using just exchange rates which may distort the real differences in income