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Stephen Mark

CBSE Exam 2012 Offers Tricky Accountancy Question Paper - 0 views

www.cbse-india.com/...cky-accountancy-question-paper

cbse exam 2012 12th accountancy paper india

shared by Stephen Mark on 20 Mar 12 - No Cached
  • Stephen Mark on 20 Mar 12
     
    On taking reviews after the examination hour, a student said "It was a lengthy paper and the questions were tricky. We had no time to crosscheck answers. There was some noticeable change in the question paper pattern".
Stephen Mark

Education Have Fun by Playing Social Games in Social Networking Websites - Amazines.com Article Search Engine - 0 views

www.amazines.com/...3656571

education online cbse classes extraminds lecture free

shared by Stephen Mark on 28 Dec 11 - No Cached
  • Stephen Mark on 28 Dec 11
     
    play online games with your friends as you network, learn, and prepare for the examination. A few social networking websites makes networking more purposeful and learning more a fun online. The edu social portals provides all applications as any other social networking site including online education resources and e learning tools with motivating games. You can play all kind of games from single player to multiplayer such as Ultima Online, Lineage, EverQuest, and World of Warcraft etc.
Arin Basu

Social media increasingly used to gauge public health - amednews.com - 0 views

www.ama-assn.org/...prsa1107.htm

social media

shared by Arin Basu on 31 Jul 12 - No Cached
  • When Marcel Salathé, PhD, and his colleagues wanted to know the public's thoughts about the influenza A(H1N1) vaccine in 2009, they turned to Twitter.
  • The researchers examined more than 300,000 tweets that mentioned the H1N1 immunization and projected vaccine rates based on Twitter sentiments.
  • Their findings were similar to data the Centers for Disease Control and Prevention gathered through the more traditional approach of phone surveys.
  • ...4 more annotations...
  • growing trend among researchers and health officials to use social media to examine public health and improve it.
  • e when people are happiest -- in the morning and on weekends. A study that appeared online Oct. 3 in Archives of Pediatrics & Adolescent Medicine looked at Facebook messages to help identify college students with drinking problems.
  • using social media for research offers real-time information on a large group of people across the globe. Social networking sites also enable the medical community to distribute health information quickly and inexpensively to the public.
  • During the 2009 H1N1 pandemic, the CDC turned to its Facebook page to educate the public about the virus and the importance of getting vaccinated against it. CDC experts monitored social media chatter on H1N1, which allowed them to quickly correct misinformation. One such rumor the CDC squashed was that people could develop the illness by eating pork.
Angela Christopher

Picture This: Visual Literacy Activities - 0 views

www.museumca.org/...visual.html

visual_literacy

shared by Angela Christopher on 26 Jul 08 - Cached
  • Angela Christopher on 26 Jul 08
     
    It is important that students learn to recognize and understand the often-complex messages of photographic images. Consistent with this goal, this website provides students with tools needed to critically examine their visual world.
Barbara Lindsey

Dissertation Couros FINAL 06 WebVersion - 0 views

www.scribd.com/...ion-Couros-FINAL-06-WebVersion

web2.0 dissertation opensource socialnetworks Education Teaching Couros

shared by Barbara Lindsey on 06 Feb 09 - Cached
  • Barbara Lindsey on 06 Feb 09
     
    PhD Dissertation - Examining the Open Movement: Possibilities and Implications for Education
Dennis OConnor

What Do Students Learn Through Discussion? | Faculty Focus - 0 views

www.facultyfocus.com/...dents-learn-through-discussion

discussion e-learning E-Learning best practices

shared by Dennis OConnor on 20 Jan 11 - No Cached
  • Dennis OConnor on 20 Jan 11
     
    A thoughtful look at why we use discussions in online classes. It's a good thing to examine our assumptions and return to first principals.  Enormously useful. 
io_cicero

Hobart v. Hobart Estate Co., 26 Cal. 2d 412 - Cal: Supreme Court 1945 - Google Scholar - 0 views

scholar.google.com/scholar_case

discovery fiduciary

shared by io_cicero on 24 Apr 17 - No Cached
  • Another pertinent factor is that there was a fiduciary relationship 440*440 between the parties at the time of the fraudulent representations. [16] Although the general rules relating to pleading and proof of facts excusing a late discovery of fraud remain applicable, it is recognized that in cases involving such a relationship facts which would ordinarily require investigation may not excite suspicion, and that the same degree of diligence is not required. In Rutherford v. Rideout Bank, 11 Cal.2d 479, 486 [80 P.2d 978, 117 A.L.R. 383], it was said that because of such a relationship plaintiff could not be charged with lack of diligence even though an inquiry would have disclosed the true value of the property involved. (See, also, Bainbridge v. Stoner, 16 Cal.2d 423, 430 [106
  • Defendants argue that the fiduciary relationship terminated when the sale was completed and that plaintiff was no longer entitled to the benefit of the rule. [17] The relationship, nevertheless, did exist at the time of the asserted fraud, and plaintiff was under no duty to make a complete search and re-examination of the entire transaction immediately after it took place merely because the fiduciary relationship between the parties was terminated thereby. Under these circumstances, it was for the jury to determine whether it was negligence for plaintiff, after completion of the transaction, to continue to rely upon the representations that were made while he was a stockholder.
  • 15b] Defendants contend, however, that certain facts indisputably known to plaintiff were sufficient to put him on inquiry. These contentions must be examined in the light of the rule announced in Northwestern P. C. Co. v. Atlantic P. C. Co., 174 Cal. 308, 312 [163
  • ...1 more annotation...
  • The court there said that when the facts are susceptible to opposing inferences, whether "a party has notice of 'circumstances sufficient to put a prudent man upon inquiry as to a particular fact,' and whether 'by prosecuting such inquiry, he might have learned such fact' (Civ. Code, 19), are themselves questions of fact to be determined by the jury or the trial court." (See, also, West v. Great Western Power Co., 36 Cal.App.2d
diggiweb

Top 10 apps for IELTS Exam presentation - DiggiWeb - 0 views

diggiweb.com/ps-for-ielts-exam-presentation

Top 10 Apps Exam Presentation IELTS

shared by diggiweb on 09 Dec 20 - No Cached
  • diggiweb on 09 Dec 20
     
    Do you want to give your career a new horizon by studying abroad? Then prepare for the IELTS Examination is a must for you. IELTS tests can change your life by giving you ample opportunities in a new country.
Barbara Lindsey

Technology in the Middle » Blog Archive » In the Classroom: Global Collaboration - 11 views

pwoessner.com/...classroom-global-collaboration

globallyconnectedproj global collaboration students education2.0

shared by Barbara Lindsey on 07 May 09 - Cached
  • Technology also determined how the project would end. Considering I was using the internet for overseas contact, I decided to look domestically for the conclusion. As a result of just a few minutes effort using emails I found three US museums (see below) who agreed to take our class interview projects for safe keeping in their archives. I was overwhelmed by the interest in our work and was amazed when the US National WWII Museum in New Orleans asked to have us provide links and information for their website. In conclusion, some simple email and wiki-site contact with a handful of schools brought the WWII period to life for Midwestern students in the US like nothing else could have.
  • Poland offered vivid stories and images of invasion, concentration camps, and families torn apart, and my students were able examine perspectives that were not to be found in our text book.
  • After blanketing the world with polite requests for collaboration things began shaping up. My 6th graders were set to work with schools in Turkey, Lebanon, and Morocco. My 7th graders were set to work with schools in Germany, Denmark, Japan, the Philippines, and most importantly Junior High #4 in Poland.
  • ...1 more annotation...
  • My students were involved in two projects. One was collecting and discussing input from around the world on WWII, and the other was interviewing someone in their own life who had a connection to the war. The combination of the two projects proved powerful. The process connected them with friends and family who told amazing stories of their youth, they were able to social network with other students on the other side of the world, and we managed to slip in a good deal of history when they were not looking.
Dianne Rees

Transliteracy Research Group - 0 views

nlabnetworks.typepad.com/transliteracy

digital_literacy socialmedia transliteracy

shared by Dianne Rees on 25 Aug 10 - Cached
  • Dillon's main point was that library and information science research should be separated into two strands: research examining the technology of organising and presenting, and research studying the ways in which humans deal with information.
  • I also found it interesting that Dillon discussed the current obsession with information retrieval, pointing out that this has resulted in too little emphasis on longitudinal outcomes of reading. He expressed concern over the emergence of a new literacy that emphasises search over comprehension, and leads to a loss of “deep” reading skills. The internet is dominated by link-based systems, so it is inevitable that people will be reading in this way and he observed that this in itself this is not a bad thing. However, we need to move beyond the instant and study the longer tale of information use – particularly the process of adjustment to new technology
  • there is then little study of how the information is then used and interpreted
  • ...1 more annotation...
  • , or how the human interacting with the new technology adapts to it over time.
Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
Dianne Rees liked it
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
  • ...18 more annotations...
  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
Kiran Reddy

CJA 354 CRIMINAL LAW - 0 views

cja-354-criminal-law.blogspot.in/...k-2-criminal-defense-case.html

shared by Kiran Reddy on 29 Mar 14 - No Cached
  • Kiran Reddy on 29 Mar 14
     
    Locate two cases that discuss various types of criminal defenses. Write a 700- to 1,050-word case analysis in which you identify and examine the types of criminal defenses used in each case that include the following: * Explanation of the nature and types of defenses used in each case and what evidence was used to support each defense.
teachlearnweb1

NCERT Solutions - 0 views

www.teachlearnweb.com/NCERTSolutions

learning education ncert solutions

shared by teachlearnweb1 on 27 Oct 15 - No Cached
  • teachlearnweb1 on 27 Oct 15
     
    NCERT solutions are prepared by teachers and subject experts at Teach Learn Web. Solutions are prepared detailed, step by step for all questions in an NCERT text book for quick understanding and easy access. NCERT Solutions are very helpful for students in home works, when preparing for examination or tests.
harry deasy

How to Identify a Valentino Shoes - 0 views

image

Valentino Shoes

started by harry deasy on 10 Apr 16 no follow-up yet
theprayasindia5

Top IAS Coaching in Andheri - 1 views

theprayasindia.com/op-10-upsc-coaching-in-andheri

BestIASCoachinginAndheri TopIASCoachinginAndheri

shared by theprayasindia5 on 20 May 23 - No Cached
  • theprayasindia5 on 20 May 23
     
    If you have decided to join IAS coaching to prepare for the IAS examination, then you must choose the right coaching for you very carefully. Join with The Prayas India Top IAS coaching Centers in Andheri.
elliswhite5

Buy Etsy Accounts - 100% Verified ,Real Account - 0 views

realserviceit.com/...buy-etsy-accounts

Education Web2.0 tools technology learning resources teaching immigration visa 2.0

shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    Buy Etsy Accounts Introduction Online stores can sell handmade, antique, and one-of-a-kind things on Etsy. It is a well-liked platform for artisans, crafters, and creators of one-of-a-kind gifts. Having an Etsy account might help you market and sell your goods. Why You Should Buy Etsy Accounts ? Online stores can sell handmade, antique, and one-of-a-kind things on Etsy. It is a well-liked platform for artisans, crafters, and creators of one-of-a-kind gifts. Having an Etsy account might help you market and sell your goods. Here are various justifications for purchasing Etsy accounts: Buy Etsy Accounts You receive a free Etsy account when you launch an Etsy shop. This is a fantastic approach to begin advertising and selling your goods on Etsy. You can set up your shop, list your products, and start taking orders using your free Etsy account. How does Etsy Accounts work? The e-commerce site Etsy specializes in distinctive factory-made products as well as handcrafted or vintage goods and supplies. You may manage your shop and transactions on the Etsy website using an Etsy account. You may build up your shop, post things for sale, and handle orders using your account. Through your account, you can also communicate with Etsy's administrators and purchasers. Buy Etsy Accounts You must provide your email address and generate a password when creating an Etsy account. The username you select will serve as your online persona on Etsy. Your username, which will be used to generate your Etsy store website, can be your real name, a nickname, or the name of your company. For instance, if "knitwit" is your username and Your store's URL would be www.etsy.com/shop/theknittingwitch if you decide to start a store called "The Knitting Witch." Buy Etsy Accounts What are the benefits of using Etsy Accounts? Many people are looking for strategies to maximize their Etsy accounts because the marketplace has grown to be one of the most well-liked locations to buy and sell han
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