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Using the keyboard, enter your answer in scientific format, with one non zero digit before the decimal point (for example 65.3 x 107 should be written as 6.53 x 108). Press the 'x' key, and the computer will recognize that you now wish to enter the exponent of a number in scientific format. If you make a mistake, you can correct it using the backspace key.

Defining Behavior - Podcast

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focuses on questions such as "what is a wiki?" "How does information get into Wikipedia in the first place?" and "Who creates it?"

The collection might look something like an interactive, online information literacy "text book" from which librarians or instructors anywhere can select and use pieces as they choose

Research has shown that online communication lends itself to self-disclosure (Joinson, 2001; McKenna & Bargh, 2000; Tidwell & Walther, 2002; Wallace, 1999). Because of the relative anonymity that online interactions may offer, the risks of self-disclosure may be greatly reduced, and disclosers should be much less fearful of potential condemnation or rejection (McKenna & Bargh, 1998, 2000).

serve the purpose of personal expression well and represent an ideal medium for self-disclosure.

Previous studies have shown that bloggers overall are fairly young.

I have observed at least three major phases that many teachers go through, or far too often, fail to go through. Phase I might be described by Harry Wong as "Doing what you have been doing, and getting what you have been getting". In other words, Phase I is simply the pre-reform effort phase. Of course, we as educators hope to move teachers to a new vision and this can result in Phase II.

    In Phase II, teachers are presented with a new teaching strategy, usually in the context of an afternoon or one day workshop. So armed with this new skill, but little else, they venture back to their classroom to try implementation or worse, write off the whole experience and tell colleagues seated near them that they already do that. What is immediately noticeable for those who at least think about possible implementation, is how these teachers internalize this new strategy and attempt to move it into practice.

Phase III is where teachers reflect on 1. what they were doing that worked, and 2. how they might integrate these new ideas into their pre-workshop repertoire of teaching tools.

Break assignments into smaller, more manageable parts that include structured directions for each part.

Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.

Establish stations for inquiry-based, independent learning activities.