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Dallas McPheeters

Collaboration Rubric - 140 views

edweb.sdsu.edu/...collrubric.html

collaboration rubric rubrics assessment web2.0 delicious

shared by Dallas McPheeters on 31 Dec 10 - Cached
Mr. Hubbard liked it
  • Dallas McPheeters on 31 Dec 10
     
    Grading team work can be made simpler by having team members grade themselves and their team members using this rubric. Teams can take turns grading a weekly discussion throughout the semester and save the instructor time while helping students develop critical thinking skills.
  • Steve Ransom on 01 Jan 11
     
    One has to be very critical with such rubrics. This one implies that argument is a negative trait and that to earn maximum points, one must always agree. The rubric communicates that this is what cooperation is all about. Agreement. Argument or constructive criticism is essential to the collaborative problem-solving process. This category needs to be redesigned or removed altogether. The "makes fair decisions" attribute is much more appropriate.
Sheri Stahler

Should College Gossip Websites be Banned? « OPPapers Blog - 15 views

www.oppapers.com/...lege-gossip-websites-be-banned

Dennis Lynch collegeacb.com juicycampus.com collegeacb

shared by Sheri Stahler on 03 Feb 11 - No Cached
  • Should College Gossip Websites be Banned?
  • The Chronicle on Higher Education reports on College ACB: Millsaps blocked access to the site a month ago after student leaders suggested a review of the site contents, said Brit Katz, vice president for student life and dean of students, in an e-mail to The Chronicle. Millsaps had also banned JuicyCampus. Dawn Watkins, vice president for student affairs and dean of students at Washington and Lee University, said administrators there pulled the plug late last year after their numerous requests to Mr. Frank to remove most content mentioning the university were denied. Ms. Watkins said a number of reported cases of cyberbullying among first-year female students prompted those requests. When asked whether restricting access to the site was a freedom-of-speech issue, Ms. Watkins and Mr. Katz both said their primary responsibilities were to prevent anonymous postings that name individuals
  • Sheri Stahler on 03 Feb 11
     
    Review Chronicle article - some schools are banning collegeacb
Angela Hagan

Aspirin stimulates insulin - 6 views

www.diabetesdaily.com/...271-aspirin-stimulates-insulin

shared by Angela Hagan on 11 Mar 11 - No Cached
  • AbstractNormal subjects and patients with adult-onset diabetes received 10 gm. of aspirin in four days. On the fourth day, the fasting serum glucose and the glucose response to oral glucose were decreased in both groups. These changes were associated with increased levels of serum insulin and pancreatic glucagon, although the glucagon responses to oral glucose were unchanged. In the diabetic patients, aspirin therapy was followed by a decreased glucose response to I.V. glucose and by the appearance of an early insulin peak, which could not be demonstrated before treatment. Aspirin did not affect the I.V. glucose tolerance in normal subjects, although it did enhance the early insulin peak. A decrease in the fasting levels of free fatty acids was noted in both groups, whereas the fasting level of triglycerides decreased only in the diabetic patients. Cholesterolemia did not change in either group. A few preliminary observations indicate that, in normal subjects, ibuprofen and ketoprofen, two other presumed prostaglandin inhibitors, did not affect fasting glycemia, glucose tolerance, or the insulin response to glucose. No changes were noted after the administration of placebo. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #2 trinitarian3n1 D.D. Family Moderator Join Date November 2007 Location In the mitten, USA Age 41 Posts > 100 About T2 dx 3/07, tx w/very lo carb D&E Met, bolus R Blog Entries 127 That's a hefty dose of aspirin. John C.A clean house is the sign of a broken computer.Last HgbA1c - 5.5% 2/2011 Reply With Quote 11-08-2010 #3 MCS D.D. Family Join Date August 2010 Posts > 100 About T2, trying to live a healthy life Yes it is, 650mg 4 times a day. I wonder if they did that to make sure they had a response and if there is a break point of some lower dose. I am on 325 once a day now. Been that high in the past for other things, lots of ringing in the ears when you get that high of a dose. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #4 furball64801 D.D. Family Join Date December 2009 Posts > 100 About type 2 25 yrs mother aunt type 2 thin 50 yrs Blog Entr
  • The therory is that it helps to regenerate the once turned off Beta cells, not over working the exiting ones. This is just one article I found, they are many, most of them concern Salsalate a drug used for arthritis. It works by lowering the inflammation of the liver and pancreas. Lowers IR, its a pretty interesting concept based largerly on inflammation of one muscles and organs. Originally Posted by jeanne wagner i know for heart health they recommend the baby 81 mg a day. I would think you wouldn't have a stomach lining left if you took that on a daily basis. Also just because it stimulates insulin doesn't mean it is a good thing. Sulfonyureas also overstimulate insulin and there is some thought they lead to beta cell burnout. I think it is better to find things like metformin that make you more sensitive to the insulin you naturally make. Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote 11-08-2010 #7 MCS D.D. Family Join Date August 2010 Posts > 100 About T2, trying to live a healthy life Here is a few more articles concerning NSAID's and insulin if you are interested.http://www.annals.org/content/152/6/346.abstracthttp://onlinelibrary.wiley.com/doi/1...026.x/abstracthttp://www.theannals.com/cgi/content/abstract/44/7/1207 Last A1C 4.8No Rx, Diet modification, exercise, Supps and HerbalsI am a retired HYPOGLYCEMIC Reply With Quote MCS was thanked for this post by: Nan-OH 11-08-2010 #8 CalgaryDiabetic D.D. Family Join Date June 2009 Location Calgary,Canada Posts > 100 About diabetic since 1997, on insulin 2000 Guarantied tummy ulcer with so much aspirin. Reply With Quote 11-09-2010 #9 MCS
Josh Flores

Amazon Kindle: Most Highlighted Passages of All Time 1 - 25 - 62 views

kindle.amazon.com/most_popular

shared by Josh Flores on 03 Jun 11 - No Cached
    • Josh Flores
      Josh Flores on 03 Jun 11
       
      Hey English teachers! Use a few of these passages for Sentence strips activities!  Sentence combining and sentence imitation. Remove the adjectives and create a great diction activity too!
Michelle Morgan

Tagxedo - Creator - 63 views

www.tagxedo.com/app.html

wordle wordcloud udl resources tagxedo visualization word_cloud

shared by Michelle Morgan on 16 May 11 - Cached
  • Colin Wolf on 16 May 11
     
    ave Bookmark Remove
  • Michelle Morgan on 21 May 12
     
    Better than wordle!!
  • Michelle Morgan on 21 May 12
     
    Word cloud creator that you can customize shape, font, theme, color...
Jac Londe

Bank of Canada - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Bank_of_Canada

canada bank finance banking money banques

shared by Jac Londe on 31 Jul 11 - No Cached
  • Bank of Canada
  • The bank began operations on March 11, 1935, after the passage of the Bank of Canada Act. Initially the bank was founded as a privately owned corporation in order to ensure it was free from political influence. In 1938, under Prime Minister William Lyon Mackenzie King, it became " a special type of " Crown corporation, fully owned by the government; thus, in effect, by the Canadian taxpayers; with the governor appointed by Cabinet. The responsibility for creating small bills was transferred from the finance department and the private banks were ordered to remove their currency from circulation by 1949.[
psaunders

www.AllAboutGermany.NET | Moving to Germany | Visiting Germany | Living and W... - 19 views

www.allaboutgermany.net/...gentrification-berlin

shared by psaunders on 03 Apr 11 - No Cached
    • psaunders
      psaunders on 03 Apr 11
       
      Wouldn't it be better to start with this anecdote. It's got real impact. As it is, it's buried too far down and there's too much tame scene setting to start with. 
  • There’s a sort of proletarian parochialism to be found in Berlin
  • the parochial attitude of many western Berliners towards eastern Berlin
  • ...6 more annotations...
  • I’ve been to parties and social gatherings there many times where one set of people stay at one end of the room and another -- the newcomers -- at the other end.
  • Gentrification in Berlin has now started to make itself felt in staunchly working class and immigrant Neukoelln
  • A video has recently appeared on YouTube about the phenomena of gentrification in Neukoelln
  • t that time I also had the pleasure of viewing a tiny, squalid, almost windowless one roomed apartment that had just become free for letting in Neukoelln. It had until very recently been previously occupied by a mentally disturbed alcoholic whom the police had found dead drunk on the street a few blocks further down. When the police entered his apartment they found a large collection of knives, hammers, baseball bats, knuckle-dusters, axes and other weapons scattered around the flat. When I visited the now empty apartment, these items were all still laid out on the kitchen table awaiting their removal by the police. Apparently the apartment had also by necessity just been fumigated. Needless to say, I declined to take up a rental contract with the agent for that particular property.
  • can understand some of the points he makes about the superficiality of the hipsters with their “Starbucks standards and expectations” and how they just want to party for a few years before moving on again somewhere else. But I don’t entirely agree with his point of view. Berlin needs newcomers, it needs new creativity and new enterprise. It can’t afford to stagnate and just remain a working class city in a city with little for the working class to do anymore. I find this hostility towards “Aerzte, Architekten und Anwaelte” rather parochial and narrow-minded. Why be against these people? Because they are doing well for themselves? What are they supposed to do? Sweep the streets or draw Stuetze (unemployment benefit)?
  • funny rant, critical of the newcomers and their standardized Latte Macchiato attitudes.  The video was also featured on Dutch TV recently.
Erin DeBell

Indirect Object Pronouns - 1 views

www.studyspanish.com/...iopro1.htm

shared by Erin DeBell on 17 Jul 11 - Cached
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      Important!  The Direct Object might be understood but not stated.   Example: "I tell him" would be "Yo le digo" since what I tell him (the direct object) is WORDS or a SECRET or SOMETHING that it is implied but not stated in the sentence.  FYI.
  • the book
  • the book
  • ...14 more annotations...
  • Where is the book going?
  • Where is the book going?
  • The indirect object answers the question "To whom?" or "For whom?" the action of the verb is performed
  • María
  • To identify the indirect object use our two guidelines: The IO tells us where the DO is going. The IO answers the question "to whom?" or "for whom" the action of the verb is performed.
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      Important!  You need to understand Direct Objects before Indirect Objects.
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      PLACEMENT.  This section tells you WHERE TO PUT THE Indirect Object.
  • me (me) te (you-familiar) le (him, her, you-formal) nos (us) os (you-all-familiar) les (them, you-all-formal)
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      WHAT ARE THE PRONOUNS?  Some students get confused because the I.O. pronouns look VERY SIMILIAR to the D.O. pronouns.  Notice the I.O. pronouns use LE/LES instead of LO/LA/LOS/LAS.
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      Very helpful!  Does this section make sense?
  • You must learn to think in phrases, not words.
  • me compra he buys me me compran they buy me me compras you buy me
  • The IO pronouns le and les present a special problem because they are ambiguous. That is, they can stand for different things. leto (for) him to (for) herto (for) you-formal lesto (for) them to (for) you-all-formal
  • Since le and les can mean more than one thing, a prepositional phrase is often added to remove the ambiguity
Kathy Malsbenden

Free Technology for Teachers: 10 US History Google Earth Tours - 146 views

www.freetech4teachers.com/...istory-google-earth-tours.html

history google education resource

shared by Kathy Malsbenden on 29 Sep 10 - No Cached
  • ten Google Earth tours. These tours include major themes and events in US History. The list includes the Revolutionary War, the path to the Civil War, WWII, the Vietnam War, the Civil Rights Movement, Lewis & Clark's expedition, the Indian Removal Act, Pre-Columbian North America, the national parks system, and the 20th Century power grid. All of the tours include multiple images and references. Some of the tours also have "tour questions" for students to answer.
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Sharin Tebo

New Blog Series: Promising Policies for Personalized Learning - iNACOL - 15 views

www.inacol.org/...cies-for-personalized-learning

shared by Sharin Tebo on 10 Feb 16 - No Cached
  • How might policymakers remove barriers and support enabling conditions for optimizing learning for each student’s unique needs — both inside and outside of classroom walls?
    • Sharin Tebo
      Sharin Tebo on 10 Feb 16
       
      That is the KEY question, as teachers don't have control over systems' barriers and policies. 
  • Personalized learning is tailoring learning for each student’s strengths, needs and interests — including enabling student voice and choice in what, how, when and where they learn — to provide flexibility and supports to ensure mastery of the highest standards possible.
  • According to this RAND study, students attending schools using breakthrough, personalized learning models “made gains in mathematics and reading over the past two years that were significantly greater than a comparison group made up of similar students selected from comparable schools.”
  • ...2 more annotations...
  • Redefine courses and Carnegie units into competencies.
  • Build educator capacity and professional judgement in calibration on assessing evidence on common performance tasks
meldar

Strategies for online reading comprehension - 92 views

www.learnnc.org/...6958

comprehension

shared by meldar on 01 Dec 10 - No Cached
  • We traditionally think of reading in terms of sounding out words, understanding the meaning of those words, and putting those words into some contextual understanding.
  • If the kind of text our students are encountering in these online travels is embedded with so many links and media, and if those texts are connected to other associated pages (with even more links and media), hosted by who-knows-whom, the act of reading online quickly becomes an act of hunting for treasure, with red herrings all over the place that can easily divert one’s attention.
  • As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.
  • ...8 more annotations...
  • How is traditional, in-class reading different from online reading?
  • to begin addressing the hyper-reading of young people might start with the process of elimination, by helping readers remove the clutter on the web pages they encounter.
  • Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom.
  • Synthesize online reading into meaningful chunks of information.
  • Use a reader’s ability to effectively scan a page, as opposed to reading every word.
  • Avoid distractions as much as necessary.
  • Understand the value of a hyperlink before you click the link.
  • Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation
Martin Leicht

How Google Interferes With Its Search Algorithms and Changes Your Results - WSJ - 17 views

www.wsj.com/...anges-your-results-11573823753

google internet algorithms searching digital life online

shared by Martin Leicht on 15 Nov 19 - No Cached
  • a shift from its founding philosophy of “organizing the world’s information,” to one that is far more active in deciding how that information should appear.
  • Google keeps blacklists to remove certain sites or prevent others from surfacing in certain types of results. These moves are separate from those that block sites as required by U.S. or foreign law,
  • Far from being autonomous computer programs oblivious to outside pressure, Google’s algorithms are subject to regular tinkering from executives and engineers who are trying to deliver relevant search results, while also pleasing a wide variety of powerful interests and driving its parent company’s more than $30 billion in annual profit.
  • ...4 more annotations...
  • Google made more than 3,200 changes to its algorithms in 2018, up from more than 2,400 in 2017 and from about 500 in 2010
  • testing showed wide discrepancies in how Google handled auto-complete queries and some of what Google calls organic search results
    • Martin Leicht
      Martin Leicht on 15 Nov 19
       
      Alternatives - Microsoft's BING - DuckDuckGo and Yahoo. check them out when you get time
  • Google said 15% of queries today are for words, or combinations of words, that the company has never seen before, putting more demands on engineers to make sure the algorithms deliver useful results.
    • Martin Leicht
      Martin Leicht on 15 Nov 19
       
      How do you connect your post/content to future searches? Tagging only gets you so far. Thus, Google "tinkers" with the algorithm to product "the best" results. Interesting & concerning!
  • ALGORITHMS ARE effectively recipes in code form, providing step-by-step instructions for how computers should solve certain problems. They drive not just the internet, but the apps that populate phones and tablets.
    • Martin Leicht
      Martin Leicht on 15 Nov 19
       
      Yet, we never (almost never) eat the same thing (recipe) twice in a day. We indulge ourselves with comfort food, yes. And we seek out new taste sensations.
Rafael Morales_Gamboa

The Evolving MOOC (EDUCAUSE Review) | EDUCAUSE.edu - 13 views

www.educause.edu/...evolving-mooc

shared by Rafael Morales_Gamboa on 08 Apr 14 - No Cached
  • All content can be learned directly through the online courseware, but learning by students benefits from guidance by a teacher and conversations with peers
  • we aim to bring a valuable curricular resource to more students without removing the important role of face-to-face engagement.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 08 Apr 14
       
      It is important to mention here that there is evidence that many people who takes MOOCs arrange meetings with others in the course that live near enough, in order to discuss the matter, help each other, and generally improve their learning experience. Face to face interaction does not have to be preestablished by the MOOC designer/provider, nor it have to take place in classrooms.
  • we decided to create curricula for teachers to bring to their classrooms using MOOC technology
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