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Randolph Hollingsworth

Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views

servicelearning.asu.edu/...10

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Martin Burrett

Lose Your Excuse - 95 views

www.loseyourexcuse.gov/index.html

eco environment energy

shared by Martin Burrett on 06 Dec 11 - No Cached
  • Martin Burrett on 06 Dec 11
     
    A good environmental site with posters, activities, lesson ideas and more. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Randolph Hollingsworth

ASU - Service Learning USL210 - 5 views

servicelearning.asu.edu/...11

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Martin Burrett

Evolution Flash Activity - 97 views

sciencenetlinks.com/...evolution.swf

Science evolution prey predator environment natural selection

shared by Martin Burrett on 02 Nov 11 - No Cached
  • Martin Burrett on 02 Nov 11
     
    Interactive activity about environmental selective evolution. The birds eat the non-camouflaged bugs and the camouflaged bugs' numbers increase. http://ictmagic.wikispaces.com/Science
Martin Burrett

Flooding - 61 views

ees.as.uky.edu/...module12swf.swf

flooding Geography science water nature flash

shared by Martin Burrett on 05 Jun 12 - No Cached
  • Martin Burrett on 05 Jun 12
     
    A great interactive presentation and activity about flooding and what can cause it. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Martin Burrett

Mission:Explore - 2 views

www.missionexplore.net

Geography outdoors missions

shared by Martin Burrett on 11 Jun 12 - No Cached
  • Martin Burrett on 11 Jun 12
     
    A UK site which encourages exploration and outdoor activities by setting missions ranging from finding or photographing things from nature to going pond dipping to write reports about a location. Earn points for each mission completed. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Martin Burrett

Evolution - 8 views

www.sciencenetlinks.com/...Evolution.swf

Science evolution prey predator environment natural selection

shared by Martin Burrett on 16 Oct 11 - No Cached
  • Martin Burrett on 16 Oct 11
     
    Interactive activity about environmental selective evolution. The birds eat the non-camouflaged bugs and the camouflaged bugs' numbers increase. http://ictmagic.wikispaces.com/Science
Martin Burrett

Lessons from Africa | Free Lesson Plans and Games for kids | Africa resources for KS1 K... - 39 views

www.sendacow.org.uk/lessonsfromafrica

Africa art crafts lesson games

shared by Martin Burrett on 08 Jan 14 - No Cached
  • Martin Burrett on 08 Jan 14
     
    This is a wonderful site which has a large set of lesson ideas that will bring Africa into your school. The activities range from KS1-4 and are spread across the curriculum. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Gerald Carey

The Habitable Planet: A Systems Approach to Environmental Science - 74 views

learner.org/...index.html

shared by Gerald Carey on 11 Sep 11 - No Cached
  • The Habitable Planet is a multimedia course for high school teachers and adult learners interested in studying environmental science. The Web site provides access to course content and activities developed by leading scientists and researchers in the field.
Brandie Hayes

Institute for Global Environmental Strategies >> Carbon City - 19 views

esseacourses.strategies.org/module.php

student activity reduction of greenhouse gases

shared by Brandie Hayes on 24 Apr 13 - No Cached
  • Brandie Hayes on 24 Apr 13
     
    Great activity to help students use NASA data in order to develop a community-based strategy to reduce greenhouse gas emission. Includes additional resources (articles, websites, NASA instruments) to help students learn about CO2 emissions, what is being done around the world, to decrease CO2 emissions, and what they can do. 
Phil Higgins

TakingITGlobal - Inspire. Inform. Involve. - 40 views

www.tigweb.org

global collaboration activism education youth web2.0

shared by Phil Higgins on 12 Aug 10 - Cached
    • Phil Higgins
      Phil Higgins on 12 Aug 10
       
      This seems like it can be a great way to harness the youth's appetite for Web 2.0. I am seeking a collaboration project with another school in some other part of the world other than the United States. I would like to group my students on Diigo with student at another school to work on something together. Anyone interested?
  • Ryan Kinnett on 13 Aug 10
     
    Hi Phil, Not sure if you want to use the environment or sustainability as theme, but Caretakers of the Environment International (CEI) partners are often seeking ongoing collaboration with environmental projects that students can share. It might take some digging, but I suggest going to http://www.caretakers4all.org, click on some of the national branch links and try connecting with people. I coordinate a group from Salem, OR and we have partners in Chicago and NY. Good luck!
James Spagnoletti

Göbekli Tepe - Pictures, More From National Geographic Magazine - 67 views

ngm.nationalgeographic.com/...1

religion history anthropology WHAP

shared by James Spagnoletti on 17 Sep 11 - No Cached
Ruth Howard liked it
  • The Birth of ReligionWe used to think agriculture gave rise to cities and later to writing, art, and religion. Now the world’s oldest temple suggests the urge to worship sparked civilization.
  • Before them are dozens of massive stone pillars arranged into a set of rings, one mashed up against the next. Known as Göbekli Tepe (pronounced Guh-behk-LEE TEH-peh), the site is vaguely reminiscent of Stonehenge, except that Göbekli Tepe was built much earlier and is made not from roughly hewn blocks but from cleanly carved limestone pillars splashed with bas-reliefs of animals—a cavalcade of gazelles, snakes, foxes, scorpions, and ferocious wild boars. The assemblage was built some 11,600 years ago, seven millennia before the Great Pyramid of Giza. It contains the oldest known temple. Indeed, Göbekli Tepe is the oldest known example of monumental architecture—the first structure human beings put together that was bigger and more complicated than a hut. When these pillars were erected, so far as we know, nothing of comparable scale existed in the world.
  • At the time of Göbekli Tepe's construction much of the human race lived in small nomadic bands that survived by foraging for plants and hunting wild animals. Construction of the site would have required more people coming together in one place than had likely occurred before. Amazingly, the temple's builders were able to cut, shape, and transport 16-ton stones hundreds of feet despite having no wheels or beasts of burden. The pilgrims who came to Göbekli Tepe lived in a world without writing, metal, or pottery; to those approaching the temple from below, its pillars must have loomed overhead like rigid giants, the animals on the stones shivering in the firelight—emissaries from a spiritual world that the human mind may have only begun to envision.
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  • Archaeologists are still excavating Göbekli Tepe and debating its meaning. What they do know is that the site is the most significant in a volley of unexpected findings that have overturned earlier ideas about our species' deep past. Just 20 years ago most researchers believed they knew the time, place, and rough sequence of the Neolithic Revolution—the critical transition that resulted in the birth of agriculture, taking Homo sapiens from scattered groups of hunter-gatherers to farming villages and from there to technologically sophisticated societies with great temples and towers and kings and priests who directed the labor of their subjects and recorded their feats in written form. But in recent years multiple new discoveries, Göbekli Tepe preeminent among them, have begun forcing archaeologists to reconsider. At first the Neolithic Revolution was viewed as a single event—a sudden flash of genius—that occurred in a single location, Mesopotamia, between the Tigris and Euphrates Rivers in what is now southern Iraq, then spread to India, Europe, and beyond. Most archaeologists believed this sudden blossoming of civilization was driven largely by environmental changes: a gradual warming as the Ice Age ended that allowed some people to begin cultivating plants and herding animals in abundance. The new research suggests that the "revolution" was actually carried out by many hands across a huge area and over thousands of years. And it may have been driven not by the environment but by something else entirely.
  • Most of the world's great religious centers, past and present, have been destinations for pilgrimages
  • Göbekli Tepe may be the first of all of them, the beginning of a pattern. What it suggests, at least to the archaeologists working there, is that the human sense of the sacred—and the human love of a good spectacle—may have given rise to civilization itself.
  • n the 1960s archaeologists from the University of Chicago had surveyed the region and concluded that Göbekli Tepe was of little interest. Disturbance was evident at the top of the hill, but they attributed it to the activities of a Byzantine-era military outpo
  • To Schmidt, the T-shaped pillars are stylized human beings, an idea bolstered by the carved arms that angle from the "shoulders" of some pillars, hands reaching toward their loincloth-draped bellies. The stones face the center of the circle—as at "a meeting or dance," Schmidt says—a representation, perhaps, of a religious ritual. As for the prancing, leaping animals on the figures, he noted that they are mostly deadly creatures: stinging scorpions, charging boars, ferocious lions. The figures represented by the pillars may be guarded by them, or appeasing them, or incorporating them as totems.
  • nches below the surface the team struck an elaborately fashioned stone. Then another, and another—a ring of standing pillars.
  • Geomagnetic surveys in 2003 revealed at least 20 rings piled together, higgledy-piggledy, under the earth.
  • he pillars were big—the tallest are 18 feet in height and weigh 16 tons. Swarming over their surfaces was a menagerie of animal bas-reliefs, each in a different style, some roughly rendered, a few as refined and symbolic as Byzantine art.
  • The circles follow a common design. All are made from limestone pillars shaped like giant spikes or capital T's.
  • They hadn't yet mastered engineering." Knoll speculated that the pillars may have been propped up, perhaps by wooden posts.
  • Within minutes of getting there," Schmidt says, he realized that he was looking at a place where scores or even hundreds of people had worked in millennia past.
  • Puzzle piled upon puzzle as the excavation continued. For reasons yet unknown, the rings at Göbekli Tepe seem to have regularly lost their power, or at least their charm. Every few decades people buried the pillars and put up new stones—a second, smaller ring, inside the first.
  • he site may have been built, filled in, and built again for centuries.
  • Bewilderingly, the people at Göbekli Tepe got steadily worse at temple building.
  • Finally the effort seems to have petered out altogether by 8200 B.C. Göbekli Tepe was all fall and no rise.
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