Skip to main content

Home/ Diigo In Education/ Group items tagged nothing

Rss Feed Group items tagged

Michael Ritter

Online Literacy Is a Lesser Kind - ChronicleReview.com - 0 views

  • National School Boards Association measures social networking at nine hours per week, much of it spent on homework help
    • Bill Genereux
       
      This is the first year I have ever had students contact me via Facebook for help with assignments.
  • I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire
  • Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off.
  • ...1 more annotation...
    • Michael Ritter
       
      And just how do pencils and blackboards form intellegence? I find the the whole "sitting around a flickering campfire" nonsense. Article seems to be written by one who wants to ignore the cultural changes taking place in how information is created and distributed. The linear, author-driven narrative is nothing more than an attempt to keep authortarian control over information and the learning process. Much of science cannot be approached in a linear fashion but has to recognize a web of relationships and interactions.
Karen Field

Ch. 2, The Scarlet Letter, Nathaniel Hawthorne, 1850 - 0 views

  • The grass-plot before the jail, in Prison Lane, on a certain summer morning, not less than two centuries ago, was occupied by a pretty large number of the inhabitants of Boston; all with their eyes intently fastened on the iron-clamped oaken door. Amongst any other population, or at a later period in the history of New England, the grim rigidity that petrified the bearded physiognomies of these good people would have augured some awful business in hand. It could have betokened nothing short of the anticipated execution of some noted culprit, on whom the sentence of a legal tribunal had but confirmed the verdict of public sentiment. But, in that early severity of the Puritan character, an inference of this kind could not so indubitably be drawn. It might be that a sluggish bond-servant, or an undutiful child, whom his parents had given over to the civil authority, was to be corrected at the whipping-post. It might be, that an Antinomian, a Quaker, or other heterodox religionist, was to be scourged out of the town, or an idle or vagrant Indian, whom the white man's fire-water had made riotous about the streets, was to be driven with stripes into the shadow of the forest. It might be, too, that a witch, like old Mistress Hibbins, the bitter-tempered widow of the magistrate, was to die upon the gallows.
    • Karen Field
       
      This iron-clamped oaken door is a parallel to the harshness of the Puritans.
Virginia Meadow

Frames - Animation and Digital Storytelling Software | Tech4Learning - 6 views

  • Introducing Frames 4! Frames is educational software for stop-motion animation, claymation, and digital storytelling. Creating illustrated animations, movies and digital stories engages students in the curriculum, encourages problem-solving, promotes creativity, and helps students develop 21st-century communication skills. Students can use Frames to create movies, animated GIF files, and Flash animations to share with the world.
  • dents more than creating clay animation. With Frames as the foundation in the Clay Animation Kit, this motivating process transforms your classroom into an active learning
  • Clay Animation Nothing engages stu
  • ...2 more annotations...
  • Communicating visually is an essential 21st-century skill. With Frames integrated drawing tools, students can illustrate their own animated diagrams, graphs, procedures, and more, helping them understand concepts that are difficult to explain using text alone. (L
  • ents more than creating clay animation! Use Frames to transform your classroom into an active learning environment and begin having your student develop exciting cross-curricular group projects that incorporate writing and technology skills. (Learn More)
  •  
    Frames is educational software for stop-motion animation, claymation, and digital storytelling. Frames helps students develop 21st-century communication skills.
David Hilton

Constructivism - 0 views

  •  
    Constructivist theories grew out of the work of a couple of Russians around the time of the Russian Revolution. It is radical subjectivism dressed up as science, and has no scientific credibility whatsoever. It is used by radical educators to push their barrow that nothing the teacher knows is worth the student learning and that all knowledge is innate. It's bullsh*t. Theories like this rot are part of the reason that the bottom has dropped out of Western education and we have a generation who can't write. This should be resisted by any educator with an interest in educational excellence.
Bill Genereux

FRONTLINE: digital nation: our latest: giving digital natives their due | PBS - 49 views

  • statistics showed kids posing a greater danger to themselves and each other online than any outside threat
    • Bill Genereux
       
      I have long held this belief but had nothing to back it up. Would love to see the statistics mentioned.
Diana Irene Saldana

Tagxedo - Word Cloud with Styles - 111 views

  • Welcome to Tagxedo, word cloud with styles Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text.
  •  
    word clouds with style. Create shapes with word clouds
  • ...11 more comments...
  •  
    "Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning tag cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text."
  •  
    Imagine a site like "Wordle" but on steroids - Tagxedo allows you to make word clouds with images. Really cool possibilities as an ice breaker to the new school year.
  •  
    "Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning tag cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text."
  •  
    Does it only work on PCs...I tried to run this on my mac but can't get past the home page; when I go to create, I am asked to download Microsoft SilverLight, which I do. Then, nothing else happens.
  •  
    The site allows you to choose or upload an image to go along with the tag cloud generated.
  •  
    Similar to Wordle but now you can make them into images!
  •  
    Tag Clouds
  •  
    I genuinely want to ask: what is the educational point of 'word clouds'? To me there are useful as 'word searches' which have to be the almost useless. How have I got this so wrong?
  •  
    The site for creating text shapes.
  •  
    I genuinely want to ask: what is the educational point of 'word clouds'? To me there are useful as 'word searches' which have to be the almost useless. How have I got this so wrong? Totally agree!
  •  
    Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning word cloud
  •  
    To Gerald Carey - As an English teacher, word clouds are a great tool. Taking text from literature or even from your own students' writing and placing it in a word cloud builder allows students to find theme words because the words used the most often are bigger than the others. I've used my students' quickwrite entries about a chosen piece of text and shown them that they are all thinking through the literature the same way. It's pretty eye opening for an English class!
  •  
    Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text.
anonymous

Virtual Communities and Embodied Realities: "he was SPYING ON ME....do they see nothing... - 8 views

  •  
    The fate of privacy in the 2.0 world: students spying on students.
Javier E

Barry Sanders, Matt Biondi, and the Tiger Mom - James Fallows - Culture - The Atlantic - 36 views

  • What Chinese parents understand is that nothing is fun until you're good at it.'"An interesting idea, but is it true? Are activities only fun when we get good at them? And, conversely, does that mean that if we're good at something, it must also be fun--at least at some level?
  • research by Mihaily Csikszentmihalyi (of "Flow" fame) regarding what makes an activity fun. "The place where people are most engaged in an activity," McCann says, "and where they're having the most optimal experience, is where the challenge is about equal to your ability." 
  • "People are motivated by different things," explains Dr. David B. Coppel, a clinical and sport psychologist at the University of Washington. "There are some individuals who are process oriented, and some who are outcome-oriented. Individuals who are absorbed in the experience of being active or competing can have a great experience even if they don't win. But for those who derive their success and pleasure from successful outcomes, winning is more important."
  • ...1 more annotation...
  • The best results, McCann says, have to come from an internally motivated sense of fun and love of what you're doing.
Jim Connolly

Obama to push for new ed-tech agency | Featured Funding News | eSchoolNews.com - 44 views

  •  
    Another federal agency with powers of the purse over education. Yeah, that's what we need.
  •  
    The very next entry in Diigo, (after this one about a new ed-tech agency) was an article about Victoria, Australia providing iPads for every student. Some of the classrooms in my school haven't even a single computer for the 27 students to use. Somebody needs to provide the leadership to help the U.S. keep up with the rest of the world. If it is a fed agency, so be it. Iit's better than what we have now (at least in my state) which is nothing.
Javier E

The Decline of Final Exams - NYTimes.com - 52 views

  • Keith O’Brien surveys a national decline in final exams, reflected at Harvard, where fewer than a quarter of the undergraduate courses scheduled the tests in the spring term last year.
  • There’s nothing magical about finals, Bangert-Drowns added. They can be arbitrary and abstract — an inauthentic gauge of what someone knows.
  • many still find value in the final exam. It might be stressful, even terrifying, but it has the singular power to force students to go back over material, think critically about what they have read, review hard-to-grasp-topics once more, and even talk about the subject matter with classmates and instructors — all of which enhance learning.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
       
      SO true!
    • Terie Engelbrecht
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
       
      I wonder how the MAP test is set?
  •  
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  •  
    Excellent summary!
Keith Rowley

Harvard Working Knowledge: Why Leaders Lose Their Way - Bill George - 1 views

  • Leaders who lose their way are not bad people; rather, they lose their moral bearings
  • we all have the capacity for actions we deeply regret unless we stay grounded.
  • Self-reflection: a path to leadership development
  • ...16 more annotations...
  • narcissistic wounds from childhood.
    • Keith Rowley
       
      Their "crucibles." Or, as Eckhard Tolle calls it, "pain bodies".
  • What's the purpose of my leadership?
  • Why do I want to lead?
  • Often they reject the honest critic who speaks truth to power.
  • these problems are neither their fault nor their responsibility. Or they look for scapegoats to blame for their problems. Using their power, charisma, and communications skills, they force people to accept these distortions, causing entire organizations to lose touch with reality. At this stage leaders are vulnerable to making big mistakes, such as violating the law or putting their organizations' existence at risk. Their distortions convince them they are doing nothing wrong, or they rationalize that their deviations are acceptable to achieve a greater good.
    • Keith Rowley
       
      George W Bush!
  • Values-centered leadership
  • Leaders can avoid these pitfalls by devoting themselves to personal development that cultivates their inner compass, or True North. This requires reframing their leadership from being heroes to beingservants of the people they lead.
  • reframing their leadership from being heroes to beingservants of the people they lead.
    • Keith Rowley
       
      Values-centerd leaders are "Go-Givers"
  • Leaders can avoid these pitfalls by devoting themselves to personal development that cultivates their inner compass, or True North.
  • discipline
    • Keith Rowley
       
      Meditation is a good discipline to practice.
  • meditation
  • A system to support values-centered leadership The reality is that people cannot stay grounded by themselves. Leaders depend on people closest to them to stay centered. They should seek out people who influence them in profound ways and stay connected to them. Often their spouse or partner knows them best.
  • heir choices don't matter, as long as they relieve stress and enable them to think clearly about work and personal issues.
  • Spouses and partners can't carry this entire burden though. We need mentors
  • rue North Groups
    • Keith Rowley
       
      What is this???
  • Surround yourselves with people who will be honest with you about how you really are and what you are becoming, and then make them promise to not hold back… from telling you the truth."
  •  
    Values-centered leadership. Bill George is great!
Aly Kenee

Days Like This… | alytapp - 132 views

  • Instead of scribbling marks in the margins of printed papers, I opened each student’s paper in Google Docs, highlighted text and inserted comments to clarify my thoughts, and then turned on the screen recorder (Jing) to record my voice as I scrolled through the paper and pointed to items with my mouse. Right after recording, I uploaded the finished recording to Jing’s companion hosting site, and then I simply copied and pasted the link to the recording directly into the Google Doc.
    • brianhammel
       
      Adding value in context rather than providing repetitive written comments in the summation.
  • After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.
  • As I watched them, I couldn’t help but remember the way that I used to provide feedback. Students would receive their graded papers, flip past the comments I had scribbled in the margin, glance at the final grade, and then forget all about it.
  • ...7 more annotations...
  • I always knew there was more I wanted to convey to them about their writing, about how they had or had not created meaning for the reader.
  • It took me about 10 minutes per paper, times 68 papers, so the last week and a half have been intense. If you’re doing the math, that’s over 11 hours of paper grading. If I am going to put in that kind of time for grading, I must see my students growing as writers. Period.
    • brianhammel
       
      Technology tool is NOT a time saver. The main goal for using the tool is not increased productivity by the teacher, but instead increased understanding by the student.
    • Aly Kenee
       
      Yes! You state that so eloquently. We often think of tech as nothing more than a tool for expediency.
  •  I liked knowing that my essay got individual attention, individual feedback, and I feel like you cared about what I wrote.
  • A small number of students (actually, fewer than 5) said that they didn’t feel that the verbal comments were all that helpful.
  • hurtful to hear me say out loud what was wrong with their papers
  • Writing is personal, and feedback can feel like an attack.
    • brianhammel
       
      On the flipside, writing is personal, and receiving impersonal and confusing written feedback can also be hurtful. The student spends so much time writing the assignment, but only receives a small amount of scribbled comments in the margin.
  • tried out a new way of assessing student work — screencasting
Mary Beth  Messner

eLearn: Opinions - Academic Honesty in the Online Environment - 33 views

  • There seems to be a common sentiment that online courses open up the door for students to become more mischievous and dishonest than they ever would dare in a more traditional classroom setting, but why is that the case?
  • Can he or she know for sure—even when students are in direct eyesight as they work through an exam—that nothing improper is happening? And what about the instructor who gives take-home exams? How are these any different from the kinds of exams that students in an online course might take?
  • Perhaps the key for all of us—regardless of where and how we teach our course—is to really rethink just what assessment means, because no matter where the class takes place, someone who wants to behave in a dishonest way will probably figure out how to do so.
Siri Anderson

Nothing is True. - 158 views

  •  
    Wow, this is crazy fun. Make music.
Beth Panitz

The Glue Blues on Vimeo - 79 views

shared by Beth Panitz on 17 Apr 11 - No Cached
  •  
    Nothing makes you more blue than a clogged up useless glue (bottle). We've all felt the frustration and disgust when glue bottles don't work right. But have we considered how this makes THEM feel? This original musical Fugleflick by Dryden 5th graders may change the way glue bottles are used everywhere!
  •  
    5th Graders give advice on using glue
D. S. Koelling

5 Myths About the 'Information Age' - The Chronicle Review - The Chronicle of Higher Ed... - 0 views

  • 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
  • 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
  • 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
  • ...7 more annotations...
  • 4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
  • 5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
  • I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
  • Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
  • Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
  • Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
  • One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
Gerald Carey

Three Trends That Will Shape the Future of Curriculum | MindShift - 85 views

  • Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large? Collaborating and customizing. Educators are learning to work together, with their students, and with other experts in creating content, and are able to tailor it to exactly what they need. Critical thinking. Students are learning how to effectively find content and to discern reliable sources. Democratizing education. With Internet access becoming more ubiquitous, the children of the poorest people are able to get access to the same quality education as the wealthiest. Changing the textbook industry. Textbook publishers are finding ways to make themselves relevant to their digital audience. Emphasizing skills over facts. Curriculum incorporates skill-building.
  •  
    Sorry forgot the three trends (the above are consequences of these trends) 1. Digital delivery "No longer shackled to books as their only source of content, educators and students are going online to find reliable, valuable, and up-to-the-minute information" 2. Interest driven curriculum "Though students typically have to wait until their third year of college to choose what they learn, the idea of K-12 education being tailored to students' own interests is becoming more commonplace" 3. Skills 2.0 " Instead of learning from others who have the credentials to 'teach' in this new networked world, we learn with others whom we seek (and who seek us) on our own and with whom we often share nothing more than a passion for knowing"
Tricia Hunt

The World's Best Print Ads, 2012-13 | Adweek - 124 views

  • Time, Wired and The New Yorker
    • Tricia Hunt
       
      Incredible! Such and example of trusted sources pushing certain products while at the same thing advertising themselves.
  • This campaign turned famous authors into headphones.
    • Tricia Hunt
       
      Genius!  I love the idea of audio books being Authors' voices speaking to us in an intimate way.
  • School portraits are turned on their heads to remind the viewer that every child gets education
    • Tricia Hunt
       
      Powerful message that appeals to statistics and helping people for a better cause
  • ...7 more annotations...
  • elp us provide quality education to thousands of children in Chile because if we can change their education we can change their destiny."
    • Tricia Hunt
       
      Such a powerful message!
  • old the page for comedy.
  • ou know it's funny
  • When you see the logo
  • The drawings from the famous "Real Beauty Sketches" campaign, which won the Titanium Grand Prix this year. At left, a woman as described to a sketch artist by the woman. At right, the woman as described by a stranger.
    • Tricia Hunt
       
      WOW! Even more powerful!  This shows the impact media has made on us.  The left is the woman describing herself and the right is a STRANGER describing her!!! INSANE!
  • Fake ads cleverly pushed for better literacy rates in France
  • thumbs-up means nothing in this brutal campaign pleading for more tangible charity support than a like on Facebook.
  •  
    "These iPad mini ads, released late last year, were placed on the back covers of several national magazines-including Time, Wired and The New Yorker."
« First ‹ Previous 81 - 100 of 111 Next ›
Showing 20 items per page