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Hedy Lowenheim

How Do I Invest? | Beginning Investing - 4 views

www.fool.com/...how-do-i-invest.aspx

Module 4 assignment

shared by Hedy Lowenheim on 31 Jul 13 - Cached
  • 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
      Hedy Lowenheim on 31 Jul 13
       
      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
      Hedy Lowenheim on 31 Jul 13
       
      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
      Hedy Lowenheim on 31 Jul 13
       
      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.
  • ...1 more annotation...
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      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
      alexandra m. pickett on 31 Jul 13
       
      how will you use this resource in your course, Hedy?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      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
      alexandra m. pickett on 31 Jul 13
       
      this looks great Hedy! thanks! not sure what you meant by the comment about pdfs. you should be able bookmark pdfs... : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      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
      alexandra m. pickett on 01 Aug 13
       
      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
      Hedy Lowenheim on 01 Aug 13
       
      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
      alexandra m. pickett on 01 Aug 13
       
      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
      Hedy Lowenheim on 01 Aug 13
       
      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
Joan McCabe

Social Networking - Create Online Identity - 0 views

socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity

social networking netiquette online identity

shared by Joan McCabe on 16 Jun 12 - No Cached
  • Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.

  • 3. Etiquette - Using Your Online Manners!


    Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.

    Consider the following etiquette tips when using social networking sites:

    • Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
    • Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
    • Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
    • Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
    • Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
    • Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
    • Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
    • Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
    • Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
    • Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.

    Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.

    Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
  • Joan McCabe on 16 Jun 12
     
    Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
Erin Fontaine

Media Use Statistics                                           Resources on m... - 0 views

www.frankwbaker.com/mediause.htm

shared by Erin Fontaine on 11 Aug 12 - Cached
  • ne out of ten 13- to 17-year-olds have used some form of social media
  • 68% of all teens say Facebook is their main social networking site
  • 51% visit social networking sites daily
  • ...12 more annotations...
  • 34% of teens visit their main social networking site several times a day
  • 23% of teens is a “heavy” social media user, meaning they use at least two different types of social media each and every day
  • A new study finds that 20 percent of third grade students have cell phones and 90 percent of them are online, while 83 percent of children in middle school have one.
  • 63% of all teens say they exchange text messages every day with people in their lives, including their parents
  • Half (52 percent) of all zero- to 8-year-olds have access to a new mobile device such as a smart phone, video iPod, or iPad/tablet
  • Fully 95 percent of all teens ages 12-17 are now online, and 80 percent of online teens are users of social media sites. Teens of all ages and backgrounds are witnessing these mean behaviors online and are reacting in a variety of ways:
  • Ninety percent of teen social media users say they have ignored the mean behavior they have witnessed on a social network site. Eighty percent say they have personally defended a victim of meanness and cruelty. Seventy-nine percent say they have told someone to stop their mean behavior on a social network site. Twenty-one percent say they have personally joined in on the harassment of others on a social network site. Source
  • Nearly 90% of older teens (aged 14-17) have a cell phone, while just under 60% of 12- to 13-year-olds have a cell phone
  • More than a third (38 percent) of children this age have used one of these devices, including 10 percent of zero-to 1-year-olds, 39 percent of 2- to 4-year-olds, and more than half (52 percent) of 5- to 8-year-olds.
  • In a typical day, one in 10 zero- to 8-year-olds uses a smart phone, video iPod, iPad, or similar device to play games, watch videos, or use other apps. Those who do such activities spend an average of 43 minutes a day doing so
  • Sixty-five percent of high school students use cell phones in school.
  • One-quarter of text messages sent by teens are sent during class.
Irene Watts-Politza

Social media - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Social_media

socialmedia social bookmarking

shared by Irene Watts-Politza on 21 Jun 12 - Cached
  • 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]
    • Irene Watts-Politza
      Irene Watts-Politza on 23 Jun 12
       
      These are stats in "Did You Know?"
  • Irene Watts-Politza on 21 Jun 12
     
    An impressive listing of social media sites with links
b malczyk

Nielsen: Social Media Report - 0 views

blog.nielsen.com/...social

soic social media

shared by b malczyk on 01 Jun 12 - No Cached
  • b malczyk on 01 Jun 12
     
    Interesting powerpoint like presentation on the "state of social media" it includes data on how much time is used on social medai sites, which sites are most popular etc.
Amy M

Designing for Mobile Devices in Higher Education Research « Researching Usabi... - 0 views

lorrainepaterson.wordpress.com/...s-in-higher-education-research

shared by Amy M on 20 Jun 12 - No Cached
  • Charging for it Creating a game Using specific locations (though some devices are able to detect location through browser applications) Using cameras Using accelerometers (to detect motion or rotation) Accessing file systems Offline users
  • Amy M on 20 Jun 12
     
    CDL Recommendations: Auto-detect mobile devices and automatically display mobile version of a site (though always provide obvious links back to the full version of the site). Create mobile websites rather than apps whenever possible so that users do not  need to download software in advance of using it. Advertise through a variety of channels, including campus or departmental emails, campus websites, library websites, and blogs. Overall CDL design recommendations: Set up testing practices and environments for the most heavily used device platforms (Apple iOS,  RIM Blackberry OS, and Android OS). Test with physical devices where possible rather than emulation environments. Support mobile web access as opposed to building standalone mobile applications. Adopt and maintain web analytical tools to accurate mobile device tracking and usage statistics for online services. Continue to survey constituents and end-users annually or bi-annually to capture rapidly changing behaviours.
kevin volo

Module 4 assignment - Color and Emotions - 6 views

www.merlot.org/...viewMaterial.htm

Module 4 assignment - Color and Emotions

shared by kevin volo on 18 Jul 13 - No Cached
  • This site discusses the effects of color on emotions and how we link colors to emotions.  For example red is often linked to anger while green creates a calming effect because of it resemblence to nature.  This site has several pages discussing different principles, such as how businesses use certain colors to encourage purchases.  Also, how certain colors in food make you want to eat more , etc.  Within each page are articles that cover the different principles and theorys.  Overall this site is well organized and easy to follow while containing a great deal of information.
    • kevin volo
      kevin volo on 18 Jul 13
       
      Module 4 assignment This seems to be a pretty good reference site for color theory and how color effects users.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      kevin: how will you use/incorporate this resource into your online course? where will it go, in which module? how will you direct students to use it?
    • kevin volo
      kevin volo on 31 Jul 13
       
      It will go in the Using Color to Tell a Story section and be a reference to show how color can be used affect peoples emotions.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 13
       
      ok. i see your annotation, but the tags are not right. You have to put tags that are multiple words in parenthesis, otherwise each word comes out as a separate tag. "module 4 assignment" vs. module. 4. assignment.
    • kevin volo
      kevin volo on 12 Aug 13
       
      Fixed the tag issue.
  • kevin volo on 18 Jul 13
     
    Used as a good color theory and emotion reference.
Jessica M

Literature.org - The Online Literature Library - 0 views

www.literature.org

Module 4 Assignment Online Literature

shared by Jessica M on 16 Jul 14 - Cached
Teresa Dobler liked it
  • This site is here to try to bring real books to people through the Internet.
  • On this site you will find the full and unabridged texts of classic works of English literature.
  • Jessica M on 16 Jul 14
     
    This site has many classic pieces of literature found online
Kelly Hermann

Ten Steps Toward Universal Design of Online Courses: Home Page - 0 views

ualr.edu/tenstepsud

Disability Technology Universal design for learning

shared by Kelly Hermann on 04 Jun 10 - Cached
  • Kelly Hermann on 04 Jun 10
     
    This site presents 10 steps to universally designing online courses. There are also links to other sites (such as WebAIM) to get more information on a particular way that technology can be made more accessible for students with disabilities. This is a good quick overview of the "basics" of accessible technology, especially for students with sensory impairments (hearing and vision).
Jarrod McEntarfer

East Asia in World History: A Resource for Teachers - 0 views

www.columbia.edu/...index.html

shared by Jarrod McEntarfer on 20 Jul 08 - Cached
  • The climate of East Asia is both similar to and different from that of Europe and the United States
  • Rice, the primary cereal crop grown in East Asia,
  • 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 is an island country composed of four main islands and thousands of smaller ones
  • 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.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      In what other ways do you think Japan's geography affected its economy and culture?
  • Introduction • The Geography of East Asia
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      This link has consise and standards based information on the geography of East Asia that will be valuable in the final project.
  • 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.
  • An Introductory Guide to Pronouncing Chinese.
  • 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.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      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.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Important terms to know for the class about ancient China The Warring States Period 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.*
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Students should be able to identify how food supply is related to population growth.
  • 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.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      How do you think the establishment of a uniform law code improved Chinese civilization? Remember Hammurabi's Code.
  • 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.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Look up "Monopoly". How did China's silk trade represent this term?
  • It is during this period that Buddhism is introduced into China from India, following trade routes.
  • the civil service examination system,
  • 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."
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      From what you gatherered from the reading can you put the expression: "China sinicizes its conquerors" in your own words?
  • "dynastic cycle."
  • Jarrod McEntarfer on 20 Jul 08
     
    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
Jennifer Boisvert

Resumes 1: Introduction to Resumes - The OWL at Purdue - 0 views

owl.english.purdue.edu/...01

Module 4 assignment. resume resume_components module_4_assignment

shared by Jennifer Boisvert on 18 Jul 09 - Cached
  • cell phone numbers
    • Jennifer Boisvert
      Jennifer Boisvert on 18 Jul 09
       
      Make sure your voicemail message is professional.
  • you may also want to include other optional sections to provide a more accurate idea of your skills, achievements, education, etc.
    • Jennifer Boisvert
      Jennifer Boisvert on 18 Jul 09
       
      I will refer students to this web site during the buidling a resume module. This web site has some great tips and exposes students to the criticial elements needed on a resume.
  • ...10 more annotations...
    • Jennifer Boisvert
      Jennifer Boisvert on 18 Jul 09
       
      Additional resources that maybe helpful throughout the design of the resume.
  • A résumé is a brief document that summarizes your education, employment history, and experiences that are relevant to your qualifications for a particular job for which you are applying
  • The purpose of a résumé (along with your cover letter) is to get an interview
  • no shorter than one full page and no more than three pages
  • collect information on the job position and its requirements
  • objective should be short and concise
  • state the highest degree you have earned
  • ry to connect your experience with your current job interest.
  • contact information section is where you detail how potential employers can get in touch with you
    • Jennifer Boisvert
      Jennifer Boisvert on 18 Jul 09
       
      This should be professional, not an e-mail address like princesshottie@aol.com or iamnotworking@yahoo.com. Create an account through yahoo, gmail, or aol for free and keep all of your career searching information together. It will be easier to search.
  • Jennifer Boisvert on 18 Jul 09
     
    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.
rhondamatrix

OER Commons/Id, Ego, and Superego in Dr. Seuss's "The Cat in the Hat" - 1 views

www.oercommons.org/...-dr-seuss-s-the-cat-in-the-hat

Module 4 Assignment dr seuss

shared by rhondamatrix on 20 Jul 14 - No Cached
Teresa Dobler liked it
  • rhondamatrix on 20 Jul 14
     
    This site, which appears on OER Commons and originated with the National Council of Teachers of English/ReadWriteThink site, is a series of lessons aimed at high school lessons which use The Cat in the Hat to learn and practice psychoanalytical literary criticism. This will be one of the major elements of Module 4 in my "Politics of Dr. Seuss" course. I will be drawing from several portions of this activity, which reviews theme, plot, indirect characterization, and then applies Freudian concepts of id, ego and superego to analyze various characters in The Cat in the Hat.
diane hamilton

Guided Reading Books, Guided Reading Leveled Books For Kids | Reading A - Z - 0 views

www.readinga-z.com/...index.html

book leveling reading

shared by diane hamilton on 31 Jul 12 - Cached
  • Leveled books are the key component in a leveled reading program. Reading A-Z leveled books are not selected from a collection of books and then leveled. Rather, Reading A-Z leveled books have been carefully written in accordance with standardized criteria for each level, then quality checked with custom software. Reading A-Z has specific leveling criteria for each of 27 reading levels. The books are graduated, meaning they get increasingly difficult with each succeeding level.
    • diane hamilton
      diane hamilton on 31 Jul 12
       
      great site! useful for choosing books!
  • diane hamilton on 31 Jul 12
     
    site for leveling children's books
diane hamilton

4.09: Go With The Flow - 0 views

www.wired.com/...czik_pr.html

flow Csikszentmihalyi interview

shared by diane hamilton on 04 Jun 12 - Cached
  • The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost
  • Being completely involved in an activity for its own sake
  • How can a Web site be designed to stimulate and sustain a flow experience?
  • ...3 more annotations...
  • A flow experience has got to be challenging
  • So goals are important?
  • Flow depends on the ability to engage in intense concentration
  • diane hamilton on 04 Jun 12
     
    interview with Csikszentmihalyi on flow and internet sites
Kelly Hermann

AbleData: Library - 0 views

www.abledata.com/abledata.cfm

module 4 assignment

shared by Kelly Hermann on 27 Jul 10 - Cached
  • AbleData's Publications include fact sheets and informed consumer guides to help you select various types of assistive products and to better use our services.
  • earchable listing of articles, books, papers and other paper and electronic publications about assistive technology
  • Kelly Hermann on 27 Jul 10
     
    The library is the part of the AbleData site that I will most likely use most in the course.  There is detailed information available in the consumer guides about particular assistive technology tools as well as a searchable database of articles and papers written about assistive technology.  
  • Kelly Hermann on 27 Jul 10
     
    Since the audience of my course is mainly faculty and staff, I thought the library section of this site would be a valuable resource for them.  The library includes a searchable listing of articles and papers (which I have highlighted here) that they may use to learn more about assistive technology and see some of the research that is out there.
Jeanne Cousineau

Guns Germs & Steel: The Show. Overview | PBS - 0 views

www.pbs.org/...index.html

history

shared by Jeanne Cousineau on 27 May 09 - Cached
  • Inspired by a question put to him on the island of Papua New Guinea more than thirty years ago, Diamond embarks on a world-wide quest to understand the roots of global inequality.
    • Jeanne Cousineau
      Jeanne Cousineau on 27 May 09
       
      These are some of the main questions Diamond answers in his book, Guns, Germs, and Steel. He theorizes that due to the east-west axis of Asia/ Europe (which would include its favorable climate, terrain, and ease of sharing and borrowing technology), the availability of domesticable plants and animals, to name a few, this area had all the right ingredients to be successful, as opposed to the Americas/Africa. The latter had few domesticable animals, a north-south axis, and a difficult terrain for "sharing", to name a few. We will all need to dive further into his book and these sites to uncover all of the necessities that helped some succeed over others.
  • Jeanne Cousineau on 27 May 09
     
    This is just a page from the other PBS bookmark - I've just highlighted text on this page and added a sticky note so you don't need to peruse the site to find it.
  • alexandra m. pickett on 27 May 09
     
    i see your bookmarks in diigo, nicely done! now incorporate the things you bookmarked into a post with links directly to the source urls, not to diigo. (Think of diigo as our shared library where we keep/organize all our links, tagged so we can find them later easily if we want.) in your post link to the source url, on which will be your diigo comments, highlights, and stickies making your post 100% richer. (view all bookmarks and then you can see the list of bookmark tags. Also, what do you thing of tagging things with "module 1" and so on so you can isolate all the resources you bookmark in the course by course module? Think about what will make the tool useful to you today and tomorrow, and what will make it useful to the rest of us in the course. I am very interested in exploring the potential of this tool with your help and in having you tests its features and functionality and push the limits as we kick its tires.
Jennifer Boisvert

My PathFinder Web Site - 0 views

www.albany.edu/...pathfinder.htm

interviewing resume cover_letter thank_you_letter

shared by Jennifer Boisvert on 05 Jun 09 - Cached
  • Jennifer Boisvert on 05 Jun 09
     
    A web site that I created on job searching and components of the interview (resume, cover letter, and thank you letter samples).
Barbara Recchio-Demmin

CVC. Lecturas paso a paso - 0 views

cvc.cervantes.es/lecturas

module 4 spanish audio culture

shared by Barbara Recchio-Demmin on 19 Jul 09 - Cached
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      I love this site! It presents reading material at three levels: beginner, intermediate and advanced Spanish readers. After you make your selection, you are brought to a page offering pre-reading activities, the story in text form, and post-reading activities. Students can't help but learn from this site. A balanced blend of grammar, vocabulary, culture and history makes this site interesting and engaging. A pop-up dictionary enables students to understand new vocabulary in context. Awesome!
  • Barbara Recchio-Demmin on 19 Jul 09
     
    Rich resource for Spanish immersion and cultural information
Kristina Lattanzio

Well-Tempered Clavier: analysis, scores, and digital sound - 0 views

jan.ucc.nau.edu/wtc.html

module 4 assignment

shared by Kristina Lattanzio on 20 Jul 09 - Cached
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      Hover over the keyboard to get a list of fuges by J.S. Bach. Click on one and an excerpt from that fugue will play. Move over to play movie and a new screen will come up. The entire fugue will play while scrolling through the music. A listening analysis map will also show and will move while the piece is playing.
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      Click on each of the titles to read a description of what each is: prelude, clavier, fugue, well-tempered, symbol, history.
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      The pieces in this site could be used during various discussion assignments for Music Theory and Analysis course. They can also be used to show examples of the concepts in many of the course module activities and how they are used in real music.
  • Kristina Lattanzio on 20 Jul 09
     
    This site includes all of the Fugues from the "Well-Tempered Clavier", a book of preludes and fuges by J.S. Bach. Each fugue is played and includes a movie of the music and a timeline of analysis to go along.
Catherine Strattner

Group items tagged module 4 assignment - ETAP640 | Diigo Groups - 2 views

groups.diigo.com/...%22module+4+assignment%22

Merlot Assignment- Strattner

shared by Catherine Strattner on 23 Jul 12 - No Cached
  • Teachers' Domain: Pizza Toppings - 1 views www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Victoria Keller liked it In order to organize the preferences, Bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram. Catherine Strattner on 21 Jul 12 - edit - delete  I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.   <div class="cArrow"> </div><div class="cContentInner">I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.</div> ... Cancel ... Cancel Add Sticky Note Victoria Keller on 21 Jul 12  This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.   <div class="cArrow"> </div><div class="cContentInner">This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.</div> ... Cancel
  • Pizza Toppings | OER Commons - 0 views www.oercommons.org/...view Module 4 Assignment Pizza Venn Diagram Video OER Cyberchase shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Catherine Strattner on 21 Jul 12 - edit - delete  Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.   <div class="cArrow"> </div><div class="cContentInner">Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.</div> ... Cancel ... Cancel
  • Catherine Strattner on 23 Jul 12
     
    Alex, I did complete this assignment as instructed. Not sure why you didn't see it as it is tagged appropriately... let me know if there is some issue on my end that needs to be fixed. Thanks- Catherine
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