Statistiques de l'OCDE fréquemment demandées
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shared by Jac Londe on 07 Feb 14
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OCDE - Direction des Statistiques - Organisation de coopération et de dévelop... - 4 views
www.oecd.org/...elocdefrequemmentdemandees.htm
OCDE Direction Statistiques Organisation coopération développement économiques
shared by Jac Londe on 07 Feb 14
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A : Aide Aide Publique au Developpement (APD) Agrégats monétaires - Monnaie au sens étroit et au sens large B : Balance des paiements C : Chômage Commerce de détail Commerce internationa Conjoncture en bref (données mensuelles/ trimestrielles, % de variation : PIB, indicateurs avancés, prix...) Construction - Logements mis en chantier et permis de construire Cours des actions Coût unitaire de la main d'oeuvre Croissance D : Définitions Dépenses sociales Distribution des revenus E : Education Emploi Enfants F : Famille G : Gains horaires Ginis I : Indicateurs composites avancés Indicateurs de confiance des industriels et des ménages Indices des prix à la consommation Indices des prix à la production Inégalités Inflation M : Mères Méthodologie Migrations N : PPA - Niveau de prix comparés basés sur les PPA O : L'OCDE en chiffres Offres d'emploi P : Parités de pouvoir d'achat (PPA) PPA - Niveau de prix comparés basés sur les PPA Pauvreté Pensions Perspectives économiques de l'OCDE PISA Population Population étrangère Prestations et salaires Prix - Indices des prix à la consommation - Indices des prix à la production - PPA - Niveau de prix comparés basés sur les PPA Production industrielle Productivité Produit intérieur brut (PIB) S : Santé Social Sources et définitions T : Taux de chômage harmonisés Taux d'intérêt (long terme et court terme) Taux de change V : Voitures de tourisme - immatriculations
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Debategraph - 10 views
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DebateGraph is an award-winning, cloud-based service that offers individuals and communities a powerful way to learn about and deliberate and decide on complex issues. It does so by enabling communities of any size to externalize, visualize, question, and evaluate all of the considerations that any member thinks may be relevant to the topic at hand - and by facilitating intelligent, constructive dialogue within the community around those issues. Moreover, each public map contributes to, and forms part of an accumulating graph of structured understanding across a growing range of topics, which, as the topics intersect, accelerates and enriches each community's understanding of the topics each is addressing.
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Constructing Online Learning Environments - eLearning Roadmap: Creating Online PD That ... - 4 views
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Useful phrases in Klingon - 36 views
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"A collection of useful phrases in Klingon, a constructed language created by the linguist Marc Okrand for the Star Trek films."
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Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff - TechLearnin... - 60 views
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Mixbook (or Mixbook for Educators) is a photo-based creation platform that offers hundreds of layouts and backgrounds to choose from along with customizable frames and text to make your book beautiful. Just pick a layout, drag-and-drop your photos into the photo slots, and edit to your heart's content.
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Though the site's examples suggest using the books to gather wedding, travel, and baby albums, this program can absolutely used to create stories around historic photographs and artifacts, original art, to produce a class yearbook, to share an oral or personal history or journey, to tell the story of a field trip. Mixbook for Educators now offers a secure collaborative environment for sharing their ebooks, as well as discounts on printed products, should you choose to print. (A similar option is Scrapblog.)
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Storybird, a collaborative storybook building space designed for ages 3-13, inspires young writers to create text around the work of professional artists and the collection of art is growing. Two (or more) people create a Storybird in a round robin fashion by writing their own text and inserting pictures. They then have the option of sharing their Storybird privately or publicly on the network. The final product can be printed (soon), watched on screen, played with like a toy, or shared through a worldwide library. Storybird is also a simple publishing platform for writers and artists that allows them to experiment, publish their stories, and connect with their fans.
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Myth and Legend Creator 2 shares a collection of traditional stories from England and around the world to hear and read. The site offers historical context for each story, story time lines and maps, ideas for use of the story in the classroom, and student work inspired by the story. The Story Creator--with its libraries of backgrounds, characters, props, text bubbles, sound and video recording tools, and options to upload--provides students easy opportunities to create their own versions of traditional stories.
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The Historic Tale Construction Kit is similar in that it helps students construct stories around a theme, in this case stories set in the middle ages with movable, scalable beasts, folks, braves, buildings. and old-style text.
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Tikatok is a platform devoted to kid book publishing at a variety of levels. Children have the option of exploring a collection of interactive story templates called StorySparks prompts, personalizing an existing book with their own names in Books2Go, with their own names, or starting from scratch in Create Your Own Book. Tikatok’s Classroom Program allows teachers to share lesson plans, view and edit students' work online, encourage collaboration, and track writing progress.
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Big Universe is both an online library and a publishing and sharing community for grades K through 8. Using Big Universe Author, students may create, research, and collaborate on books using a library of more than 7000 images and interactive tools.
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The American Conservative » Return of the War Party - 0 views
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Before we let ourselves be stampeded into another unnecessary war, let us review a few facts that seem to contradict the war propaganda. First, last week's acknowledgment that Iran has enough enriched uranium for one atom bomb does not mean Iran is building an atom bomb. To construct a nuclear device, the ton of low-enriched uranium at Natanz would have to be run through a second cascade of high-speed centrifuges to produce 55 pounds of highly enriched uranium (HUE). There is no evidence Iran has either created the cascade of high-speed centrifuges necessary to produce HUE or that Iran has diverted any of the low-enriched uranium from Natanz. And the International Atomic Energy Agency inspectors retain full access to Natanz. And rather than accelerating production of low-enriched uranium, only 4,000 of the Natanz centrifuges are operating. Some 1,000 are idle. Why? Dr. Mohamed El-Baradei, head of the IAEA, believes this is a signal that Tehran wishes to negotiate with the United States, but without yielding any of its rights to enrich uranium and operate nuclear power plants.
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shared by Lee-Anne Patterson on 08 Feb 09
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Cell Phones as Audio Recorders | ISTE's NECC09 Blog - 1 views
www.isteconnects.org/...cell-phones-as-audio-recorders
blog Wes Fryer cellphones teaching 21st Century Classroom
shared by Lee-Anne Patterson on 08 Feb 09
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Cell Phones in education - blog post by Wes Fryer at www.isteconnects.org -
Presentations about the uses of cell phones to support learning both inside and outside the traditional classroom have been popular as well as contentious at educational technology conferences in the past year. I first become aware of the wide variety of constructive ways cell phones can be used to support learning through Liz Kolb's presentation for the 2007 K-12 Online Conference, "Cell Phones as Classroom Learning Tools." Liz is the author of the blog "From Toy to Tool: Cell Phones in Learning," and published the book "Toys to Tools: Connecting Student Cell Phones to Education" with ISTE in 2008. This past week, at the eTechOhio conference in Columbus, I heard Ohio technology director Ryan Collins' outstanding presentation "Cellphones in the classroom? Yes way!" In his session Ryan identified seven different ways cell phones can and are being used to support learning:
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Twitter for Teachers Home - Twitter for Teachers - 0 views
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Tom Snyder Productions: Product Details - 0 views
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Website for Tom Snyder Productions, a Scholastic company, creator of education software for the k-12 educational market. Major products include Scholastic Keys, Thinking Reader, TimeLiner, Graph Master, Graph Club, Neighborhood MapMachine, Community Construction Kit, Decisions Decisions, Reading for Meaning, FASTT Math, GO Solve Word Problems, Science Court, Workshop Book Series
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The Edurati Review: Making the Shift, Part 4: From "Target Future" to Teaching - 0 views
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But if you recognize that authentic understanding is constructed by the brain, and that executive function processes play critical roles in working memory’s constructing of understanding, then you may see this ideal as representing a potentially real instructional, or better yet, an effective learning environment. Students are still accountable for their work and learning, but they get a say in how that work and learning will develop. They become participants in the learning, not merely recipients.
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If you teaching something that is heavily skill-focused, could an occasional focus, form, and frame that engages students in applying several of those skills help them connect what you are teaching with the executive function processes they’ll use to determine when and where to use the learned skills?
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Ideason curriculum design. I like how the tech teacher talks to the class on the ways to present similiar to the librarian.
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shared by Laura Doto on 23 Jun 09
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Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views
digitalyouth.ischool.berkeley.edu/book-friendship
Aristotle Friendship teens adolescents online network
shared by Laura Doto on 23 Jun 09
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Social relations—not simply physical space—structure the social worlds of youth.
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A critical conclusion to be realized that can inform our assumptions as educators.
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When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
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these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
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Homophily describes the likelihood that people connect to others who share their interests and identity.
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One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
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Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
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Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
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there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
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the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
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As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
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The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
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“It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
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Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
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Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
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Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
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to avoid social drama with her friends:
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The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
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teens have developed a variety of social norms to govern what is and is not appropriate
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The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
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While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
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primarily a continuation of broader dramas.
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social media amplify dramas because they extend social worlds beyond the school.
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Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
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social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
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That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
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finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
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Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
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While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
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Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
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it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
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Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
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They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
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Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
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Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
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Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
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So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
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From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
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That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
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Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
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While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
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Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
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learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
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articulating those friendships online means that they become subject to public scrutiny in new ways;
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This makes lessons about social life (both the failures and successes) more consequential and persistent
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make these dynamics visible in a more persistent and accessible public arena.
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co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
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From Distraction to Engagement: Wireless Devices in the Classroom (EDUCAUSE Quarterly) ... - 55 views
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The "professor versus laptop (or other wireless access device)" issue is a false construct if we view technology-mediated learning as a social system offering many ways to alter one component and thus change the whole system. Rather than seeing distraction as a challenge, educators can see it as an opportunity to reflect upon and change the design of their entire instructional approach. Creative and innovative educators can use technology innovations to help reform teaching, similar to the way Guttenberg's press helped bring about scientific revolution and modern authorship.
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Sumanas, Inc Animations - 101 views
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Lots of great science animations. Examples include independent assortment, evolution of cellular organelles, mitosis, cellular respiration, reflex arcs, construction of a DNA library. Also includes chemistry and astronomy animations. Great stuff.
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Education Week Teacher: My Students Help Assess My Teaching - 56 views
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I wanted to show them that I was committed to becoming a better teacher and also to model for them the value of being open to constructive criticism of the work we do. -
What a great example of being a life long learner and what respect you showed your students by involving them in this process.
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Teaching Kids To Think Using Scratch | dotSUB - 124 views
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Scratch is a simple yet powerful programming language for children that is very easy to use yet contains many of the important programming constructs found in more "grown up" languages. This presentation looks at some of the key ideas behind programming in Scratch.
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The Theory Underlying Concept Maps and How to Construct and Use Them - 126 views
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Concept maps are graphical tools for organizing and representing knowledge
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College is a waste of time - CNN.com - 49 views
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Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
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Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
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The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
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People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change.
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I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
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I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
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36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
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college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
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Failure is punished instead of seen as a learning opportunity.
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Learning by doing
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A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
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creating personal portfolios to showcase their talent.
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document our accomplishments, and have them socially validated with tools such as LinkedIn
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National Council of Teachers of English - 35 views
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The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education. This mission statement was adopted in 1990: "The Council promotes the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society, through the learning and teaching of English and the related arts and sciences of language."
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St. Peter's Basilica - Rome, Italy - 16 views
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History In the 1st century AD, the site of St. Peter's Basilica hosted the Circus of Nero and a cemetery. According to ancient tradition, St. Peter was martyred in the Circus and buried nearby. His simple grave was remembered and visited by the faithful, and in 324, Emperor Constantine began construction on a great basilica over the tomb. The shrine of St. Peter is still the central focus of the church today. Skip the Lines! Book a top-rated guided tour of St. Peter's, the Sistine Chapel and the Vatican Museums before you leave home. Learn more In the mid-15th century it was decided that the old basilica should be rebuilt. Pope Nicholas V asked architect Bernardo Rossellino to start adding to the old church. This was abandoned after a short while, but in the late 15th century Pope Sixtus IV had the Sistine Chapel started nearby. Construction on the current building began under Pope Julius II in 1506 and was completed in 1615 under Pope Paul V. Donato Bramante was to be the first chief architect. Many famous artists worked on the "Fabbrica di San Pietro" (as the complex of building operations were officially called). Michelangelo, who served as main architect for a while, designed the dome, and Bernini designed the great St. Peter's Square.
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