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Matthew Ragan

The 2011 Statistical Abstract - 0 views

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    The Statistical Abstract of the United States, published since 1878, is the authoritative and comprehensive summary of statistics on the social, political, and economic organization of the United States. Use the Abstract as a convenient volume for statistical reference, and as a guide to sources of more information both in print and on the Web. Sources of data include the Census Bureau, Bureau of Labor Statistics, Bureau of Economic Analysis, and many other Federal agencies and private organizations.
Matthew Ragan

OECD Better Life Initiative - 0 views

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    There is more to life than the cold numbers of GDP and economic statistics - This Index allows you to compare well-being across countries, based on 11 topics the OECD has identified as essential, in the areas of material living conditions and quality of life.
Jenny Darrow

http://kmi.open.ac.uk/publications/pdf/kmi-12-01.pdf - 1 views

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    Abstract: Learning!analytics!is!a!significant!area!of!technologyHenhanced!learning!that!has! emerged!during!the!last!decade. This!review!of!the!field!begins!with!an!examination!of!the! technological,!educational!and!political!factors!that!have!driven!the!development!of analytics!in!educational!settings.!It!goes!on!to!chart!the!emergence!of!learning!analytics,! including!their origins!in!the!20 th century,!the!development!of!dataHdriven!analytics,!the!rise! of!learningHfocused!perspectives!and!the!influence!of!national!economic!concerns.!It!next! focuses!on!the!relationships between!learning!analytics,!educational!data!mining!and! academic!analytics.!Finally,!it!sets!out!the!current!state!of!learning!analytics!research,!and! identifies!a!series!of future!challenges.
Judy Brophy

Anthropology Ethics - Online Resources | Ethics Center | University of Nebraska-Lincoln - 0 views

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    Studying humankind can give us great insight into the complexities of society and culture. However, any research involving human subjects comes with a thorny set of ethical considerations. The University of Nebraska-Lincoln's Ethics Center has curated this collection of online resources related to ethical dilemmas and situations in anthropology. The materials are divided into four areas: Case Studies, About, Additional Teaching Resources, and Codes of Ethics. The Case Studies area is quite well-developed, containing 20 rigorously vetted case studies from SUNY-Buffalo, the Society for Economic Botany, and the Smithsonian Institution. For those just entering the field, the Codes of Ethics area might be quite useful. It offers up professional codes from organizations like the American Anthropological Association, the American Association of Museums, and the American Folklore Society
Jenny Darrow

GE: Our Aging World - 1 views

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    According to the United Nations, the elderly population of the world is growing at its fastest rate ever. By 2050, there will be more than 2 billion people aged 60 or over. The age of a country's population can reveal insights about that country's history, and can provide a glimpse towards the economic and healthcare trends that will challenge their societies in the future. Explore the visualization below to learn more about how the populations of eight countries will grow and change over time.
Judy Brophy

Instructional Strategies Online - Think, Pair, Share - 0 views

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    Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg
Matthew Ragan

Barry Sampson | Open Source LMS - 10 Alternatives to Moodle - 1 views

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    Since the economic downturn began I've noticed much more interest in open source Learning Management Systems (LMS), and it's no surprise that when people ask what the options are, the answer is usually Moodle. Now, there's nothing wrong with Moodle, but it certainly isn't the only open source LMS out there. Because there is no licensing cost involved with open source solutions, its easy for organisations to just jump in and set up the first solution that comes along. There is however a cost to installation and support, either financial or time related. Anyone setting up an LMS has a responsibility to research and choose the solution that is right for the learners and the organisation.
Matthew Ragan

What Is It About 20-Somethings? - NYTimes.com - 0 views

  • A cover of The New Yorker last spring picked up on the zeitgeist: a young man hangs up his new Ph.D. in his boyhood bedroom, the cardboard box at his feet signaling his plans to move back home now that he’s officially overqualified for a job. In the doorway stand his parents, their expressions a mix of resignation, worry, annoyance and perplexity: how exactly did this happen?
  • The traditional cycle seems to have gone off course, as young people remain un­tethered to romantic partners or to permanent homes, going back to school for lack of better options, traveling, avoiding commitments, competing ferociously for unpaid internships or temporary (and often grueling) Teach for America jobs, forestalling the beginning of adult life.
  • JEFFREY JENSEN ARNETT, a psychology professor at Clark University in Worcester, Mass., is leading the movement to view the 20s as a distinct life stage, which he calls “emerging adulthood.” He says what is happening now is analogous to what happened a century ago, when social and economic changes helped create adolescence — a stage we take for granted but one that had to be recognized by psychologists, accepted by society and accommodated by institutions that served the young. Similar changes at the turn of the 21st century have laid the groundwork for another new stage, Arnett says, between the age of 18 and the late 20s. Among the cultural changes he points to that have led to “emerging adulthood” are the need for more education to survive in an information-based economy; fewer entry-level jobs even after all that schooling; young people feeling less rush to marry because of the general acceptance of premarital sex, cohabitation and birth control; and young women feeling less rush to have babies given their wide range of career options and their access to assisted reproductive technology if they delay pregnancy beyond their most fertile years.
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    Why are so many people in their 20s taking so long to grow up?
Judy Brophy

Online video and audio: programmes and multimedia | The Economist - 0 views

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    Videos from the Economist
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