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edustudy

Academy Center for Educational Studies - Find Best Academy for Educational Development ... - 0 views

www.edustudy.org/...academy-listing-120

Academy Center

shared by edustudy on 08 Mar 18 - No Cached
  • edustudy on 08 Mar 18
     
    "There are different types of academies that you can find throughout the country and all over the world related to your stream. You can choose any one of them according to your interest of study."
edustudy

Science College - Find Best Science Colleges for Admission- Reviews for Science College... - 0 views

www.edustudy.org/...top-science-college-lists-64

Science College

shared by edustudy on 07 Mar 18 - No Cached
  • edustudy on 07 Mar 18
     
    "Various types of methodologies have been used in the process of science education. Such methods are borrowed from different branches of science like anthropology, computer science, cognitive science and cognitive psychology."
edustudy

Career Launcher Center for CAT, CLAT, BBA, IPM, BANK PO, SSC Coaching Classes in Amrits... - 0 views

www.edustudy.org/...-launcher-center-amritsar-2070

Career Launcher Center

shared by edustudy on 01 Apr 18 - No Cached
  • edustudy on 01 Apr 18
     
    " CL Amritsar offers different courses that are clearly designed for ease of understanding so that students can enable to prepare themselves for CLAT, CAT, Bank PO, SSC and various other entrance exams."
block_chain_

IBM's Patent for a Peer-to-Peer Blockchain Web Browser - 0 views

www.blockchain-council.org/...to-peer-blockchain-web-browser

#IBM #Blockchain #BlockchainUpdates #BlockchainCouncil #BlockchainExpert #BlockchainCertifications #Hyperledger #Ethereum #Bitcoins #Cryptocurrency

shared by block_chain_ on 14 Aug 19 - No Cached
  • block_chain_ on 14 Aug 19
     
    The web browser will demand different settings based on the type of browsing: work computer browsing or a personal browser. The data which can be stored on-chain include bookmarks, search terms, cookies, visited websites, browser security patch records, and geolocations.
midwest_displays

Freestanding LED Light Pocket Displays | Mid West Displays - 0 views

midwestdisplays.co.uk/...freestanding-lightpockets

led displays display kits Digital screens android advertising

shared by midwest_displays on 23 Aug 19 - No Cached
  • midwest_displays on 23 Aug 19
     
    LED light pocket kits are ideal for window displays and can be used in different places like airports, bus stations, metro stations, shopping malls, movie theatres, real estate companies, banks, retail shops, exhibitions, etc. Mid West Displays the UK's leading manufacturer of LED light pockets that are built to last & designed for stunning displays 24/7.
Alupis Graviano

Fast Unsecured Loans Especially Made For Cash Deprived Folk - 0 views

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shared by Alupis Graviano on 24 Nov 16 - No Cached
  • Alupis Graviano on 24 Nov 16
     
    These loans are transient in nature, so the rate of intrigue charged on these credits is marginally higher than different advances. These are fast cash unsecured loans and need not oblige you to put profitable resources as security.
Brett Kevin

Get Fully Helping Support In Your Immediate Expense Without Any Hassle - 0 views

Suddenly have you immediate expense mid in the month then you have no idea what can you do to do, don't worry here you click and get cash support for your short term urgency of cash, you will be ab...

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started by Brett Kevin on 16 Mar 16 no follow-up yet
Nancy Noah

Buy High Quality Essays Online For Better Results - 0 views

academicservices.us/Essays%20Online.php

Buy High Quality Essays Online For Better Results

shared by Nancy Noah on 19 Dec 13 - No Cached
  • Nancy Noah on 19 Dec 13
     
    The number of students who write essays by their own is less compared to students who buy online academic essays from writing companies. The reason behind not buying essays from online writing companies lies in the writing industry. It is not that those students are intelligent enough, or they have enough time for their writings but it is because of the services offered by online writing companies. Companies that offer essays online services focus on making money instead of delivering what customers have asked. Instead of getting low quality essays online services, some students prefer writing their essays. We offer custom essays online writings to students in different academic levels. The company has eight years of writing experience thus students should fear not when making their order from the company.
Nancy Noah

APA GUIDE - 0 views

academicresearchpapers.org/apa.php

APA GUIDE

shared by Nancy Noah on 19 Dec 13 - No Cached
  • Nancy Noah on 19 Dec 13
     
    There are various writing styles that are used by students to write their academic papers. The writing styles include MLA, APA, Chicago and oxford. The writing styles differ from each other. American psychological association (APA) is a writing style that is commonly used to cite sources in social sciences. The APA guide provides instructions that students should follow when writing academic papers using APA writing style. An academic paper has various sections. The student is supposed to include all the sections in his or her work. The APA guide shows how students are supposed to format their papers and the bibliography. Student should include various sections in their work as outlined in the APA guide. The academic paper should have the title page, abstract, main body and references. The four sections need to be formatted according to the guidelines given in the APA guide. The title page of any academic paper should include the author's name and the institution. Then, the writer should include a page header. The page header should be placed on the left side of the paper. Also, the writer should include the page numbers. The page numbers should be flushed right. The page header should include the title of the paper and flushed left. This is according to the guidelines given in the APA guide. The title of the paper should be written in both upper and low case letter. The APA guide discourages students from writing the title using Upper case. The title should be placed at the center of the paper.
Nancy Noah

Writing creative MBA thesis paper - 0 views

academicservices.us/mba%20thesis.php

Writing creative MBA thesis paper

shared by Nancy Noah on 19 Dec 13 - No Cached
  • Nancy Noah on 19 Dec 13
     
    MBA thesis writing forms a critical part of the entire MBA program. MBA thesis writing can be the cause of a student's completion or non completion of his or her MBA program. First and foremost, MBA thesis writing is not graded by an ordinary lecturer. Instead, MBA thesis writing papers are supervised by a single lecturer, but it is a panel of lecturers who decide whether or not work by a student is satisfactory or not. Secondly, MBA thesis writing must not just consist of an ordinary topic whose content is not convincing or that does not provide a feasible, valid and reliable solution to a current problem in the MBA thesis writing field. On the contrary, thesis papers writing must contain a topic that is not too shallow or too wide. Instead, an MBA thesis writing paper topic must be within a scope or limit that allows only the use of the most satisfactory content. In the case of a highly narrow thesis statement, the MBA thesis writing papers are too shallow and leave out highly relevant content thereby, making them unsatisfactory and worth the lowest grades the rubric criteria has to offer. Too wide thesis topic, on the other hand, is not the best. Although they allow the student to have too much content to meet the number of pages requirements, much of the content is irrelevant and way overboard of what is being sought. Thirdly, MBA thesis writing papers are not should seek to follow the right format. MBA thesis paper format means seeking to accomplish university specific thesis writing format and academic writing thesis requirements. This format is recommended to make MBA thesis papers from a given university to standout. However, such specifications must not underestimate the value of conventional academic writing standards and requirements. Format will also entail observing academic writing styles as required by the academic field within which the thesis paper falls into. For instance, the format of a thesis paper must observe proper citation and referen
MakeMe Geinus

Hibernation Migration and Adaptation in animals - 0 views

www.makemegenius.com/...ation-and-migration-in-animals

animals in winter hibernation and migration of why do migrate meaning animal adaptations that hibernate what causes

shared by MakeMe Geinus on 05 Apr 14 - No Cached
  • MakeMe Geinus on 05 Apr 14
     
    Kids and teachers can understand the meaning and definition of hibernation,an easy explanation of difference between hibernation and migration and what happens to animals in winter in this animation science education video.
Meghna Arora

Coach Training Program - 2 views

www.symbiosiscoaching.com/courses.html

coachtrainingprogram lifecoaching coachtraining

shared by Meghna Arora on 15 Jun 10 - Cached
  • Meghna Arora on 15 Jun 10
     
    Symbiosis Coaching offers coach training program to become a life coach.life Coaching is a method of directing, instructing and training a person or group of people, with the aim to achieve some goal or develop specific skills.Instructing, coaching and mentoring differ.Instructors disseminate knowledge.Coaches help clients build skills & Mentors shape mentee attitudes.Symbiosis Coaching provide you an exciting career,a golden business opportunity ,international accredition & international certification(from Certified Coaches Alliance).They provide you the solid foundation to become a professional life coach.
Eloise Pasteur

Educational Frontiers: Learning in a Virtual World (EDUCAUSE Review) | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...47221

education life second

shared by Eloise Pasteur on 18 Sep 08 - Cached
  • With very little time and a lot of content to cover, one way to accomplish this change is to use game-based metaphors that capture students’ interest. But there is no need to actually create a game to leverage the concept of game-play for class activities. After all, class activities come with goals, feedback, rewards, and recognition, and these translate well in this visual, exploratory environment. The virtual world looks like a game setting and is one in which instructors can guide, observe, and provide feedback and rewards for class activities.
  • Students worry that the class structure will be poorly defined and managed. A well-structured course includes a syllabus that defines the course objectives, learning objectives, goals, measurements, a schedule of activities and assignments, and rubrics for assessment. Virtual world courses add information on how projects will be delivered, how class discussions will be evaluated, and how students can benefit from feedback to improve the quality of their work throughout the course. Other benefits include discovering new ways to study, discuss, create, and express the course subject under the supervision and support of the instructor. In virtual worlds, the instructor’s role shifts from being the “sage on the stage” to being the domain expert—the authority who stimulates and supervises exploration while providing structure, guidance, feedback, and assessment. Demystifying complexity is not an easy task!
  • Exams or assessments of competency shift to projects and solutions to problems that are expressed in context, offering new ways to visualize, experience, and assess the solutions. This method does not replace traditional methods of evaluation, but it does offers additional ways of assessing what students know and can apply. For example, CS 382, a software design class at Colorado Technical University (CTU), created a 3D game maze and populated it with traps, sensors, flags, a scoreboard, treasures, and other game features and then played the game on the last night of class. The goal of the class was to learn to model a variety of software designs using drawings in a design specification. The students exceeded the class requirements: they designed, prototyped, and tested their designs. They discovered a minor flaw, and one student fixed the problem while the class tested it during the next run of the game. These students were so immersed in the learning experience that they did not realize they had accomplished the goals of several classes in a single term. Virtual environments are stimulating, creative landscapes. When virtual worlds are populated with the right mix of content and discovery, students remain long after class ends.
  • ...3 more annotations...
  • Finally, as students become active participants in virtual world classes, the student who is on “cruise control” is at risk. Students shift from being passive listeners to engaging in group interaction and activities and demonstrating that they understand the course content via the completion of projects, papers, labs, and case studies. Many classes that include case studies use role-play, putting learners in roles and contexts in which they explore the content and make decisions based on the forces and constraints placed on them. One example of a class role-play is shown in Figure 2, which depicts Ramapo’s immersive literature activity in which Suffern Middle School students enact the courtroom scene from John Steinbeck’s Of Mice and Men. The students’ exploration of the content benefits from this social learning environment.
  • In their “lessons learned” papers, the students noted that the virtual world classes enhanced their learning experience and their perceptions of self and gave them new skills to demonstrate their mastery of the course content. The sense of presence and the customization of their avatars were high on their list of priorities for learning and participating in virtual world classes.
  • Classes in virtual worlds offer opportunities for visualization, simulation, enhanced social networks, and shared learning experiences. Some people learn best by listening to the course content, others by seeing and visualizing the content in context, and the rest by using a hands-on approach to demonstrate course competencies. In virtual worlds, we can leverage a mix of content and activity to support all learners: auditory, visual, and kinesthetic. Virtual worlds support these different learning styles and give students opportunities to explore, discover, and express their understanding of the subject. Naturally, the tool’s capabilities do not guarantee a great learning experience. The success of a course depends on effective course design, delivery, and assessment. Course designers, instructors, and IT professionals are challenged to create stimulating content, deliver it reliably, and ensure a stable virtual world learning environment. Do the benefits outweigh the risks associated with venturing into a virtual world educational platform? For me, the virtual world is my preferred learning and teaching environment. And I am not alone. Over 400 universities and 4,500 educators participate on the Second Life Educators List (SLED).1 All of us are studying how to leverage the benefits of learning in a virtual world in order to assist our students in today’s educational frontiers.
  • Eloise Pasteur on 18 Sep 08
     
    Reflections from someone who has taught several courses in Second Life about the teaching experience.
Eloise Pasteur

Clark Aldrich's Style Guide for Serious Games and Simulations: Techniques for grading s... - 0 views

clarkaldrich.blogspot.com/...iques-for-grading-student.html

blog education grading life marking second

shared by Eloise Pasteur on 21 Aug 08 - Cached
  • Techniques for grading student performance in a simulation In most cases, professors need to grade the performance of a student in a simulation for the experience to be considered official. While ultimately this grading is probably just as arbitrary as grading a paper, at least grading a paper has the benefit of history on its side.
  • Write a paper about the experience in the simulation.
  • Keep a journal during the experience.
  • ...5 more annotations...
  • Play a simulation well/complete the simulation.
  • Time spent in simulation.
  • Modify the simulation.
  • Different approaches.
  • The importance of doing this wellI am hesitant to call for any standards in this area (and doubt anyone would listen to me if I did). I recognize we are still in a time of deliberate mutation -- we need to try a lot and see what works. However, simulations will not be taken seriously in a formal learning environment until there is consensus on the issue of grading.
  • Eloise Pasteur on 21 Aug 08
     
    How do we mark students' work?
Scott Kahler

AccessText Network - 0 views

www.accesstext.org

Learning differences e-textbooks book exchange beta spring 2009

shared by Scott Kahler on 10 Dec 08 - Cached
  • Scott Kahler on 10 Dec 08
     
    The AccessText Network facilitates and supports the national delivery of alternative textbooks to higher education institutions for students with documented print-related disabilities. Through an AccessText institutional membership, disability service providers have a systematic way of ordering, exchanging, and tracking publisher textbooks. Become an AccessText Members and receive access to: * A national electronic textbook exchange network * Direct publisher data feeds for thousands of higher education textbook titles * Disability textbook request information including file format types and fulfillment times * An online request, approval and textbook tracking system * Technical and training support resources for disability service providers, students and faculty
Eloise Pasteur

Net Gen Nonsense: More Mythbusting Evidence - 0 views

netgennonsense.blogspot.com/...more-mythbusting-evidence.html

Google generation education Generation Y learning Web2.0

shared by Eloise Pasteur on 03 Dec 08 - Cached
  • Two British researchers have just completed a study of undergraduate students that found "many young students are far from being the epitomic global, connected, socially-networked technologically-fluent digital native who has little patience for passive and linear forms of learning."
  • Instead, the study found that students use a limited range of technologies for both formal and informal learning and that there is a "very low level of use and familiarity with collaborative knowledge creation tools such as wikis, virtual worlds, personal web publishing, and other emergent social technologies."
  • The study included a questionnaire survey of 160 students, followed up by in-depth interviews with 8 students and 8 staff members at both institutions. The findings show that many young students are far from being the epitomic global, connected, socially-networked technologically-fluent digital native who has little patience for passive and linear forms of learning. Students use a limited range of technologies for formal and informal learning. These are mainly established ICTs - institutional VLE, Google and Wikipedia and mobile phones. Students make limited, recreational use of social technologies such as media sharing tools and social networking. Findings point to a very low level of use and familiarity with collaborative knowledge creation tools such as wikis, virtual worlds, personal web publishing, and other emergent social technologies.
  • ...1 more annotation...
  • The study did not find evidence to support the claims regarding students adopting radically different patterns of knowledge creation and sharing suggested by some previous studies. This study reveals that students’ attitudes to learning appear to be influenced by the approaches adopted by their lecturers. Far from demanding lecturers change their practice, students appear to conform to fairly traditional pedagogies, albeit with minor uses of technology tools that deliver content. In fact their expectations were that they would be “taught” in traditional ways – even though many of these students were engaged in courses that are viewed by these Universities as adopting innovative approaches to technology-enhanced learning.
  • Eloise Pasteur on 03 Dec 08
     
    The myth of the google generation and how they learn
Eloise Pasteur

Holmberg - 0 views

www.uic.edu/...2033

shared by Eloise Pasteur on 10 Nov 08 - Cached
  • Learning in virtual worlds
  • The notion of distance
  • Of the respondents 28 were female and two were male. The youngest respondent was born in 1984 and the oldest respondent was born in 1952. Half of the respondents were born before 1967.
  • ...14 more annotations...
  • Respondents didn’t feel that using the Second Life client was too difficult. The majority of the respondents answered that moving (73.3 percent) and navigating (66.7 percent) in Second Life was easy or fairly easy. Almost all of the respondents felt that it was easy to take part in Second Life–based lectures and discussions, and that they gained additional information from other students in discussions.
  • Respondents were asked to estimate the usability of Second Life as a learning environment by comparing it to other learning methods. When compared with face–to–face education, the respondents felt that learning in Second Life was somewhat more difficult. Face–to–face education was considered overall as a “better” (versus worse, as literally asked in the survey) form of education. But learning in Second Life was considered to be clearly more fun. Nevertheless, 60 percent of the respondents answered that lectures in Second Life could replace face–to–face lectures. This question raised strong opinions.
  • In addition, 83.3 percent of the respondents thought that the barrier to participate in discussions or to ask a question was lower in Second Life than in face–to–face lectures
  • When compared to Web–based learning platforms, Second Life was not considered to be neither easier nor more difficult. But even in this case, learning in Second Life was considered to be a lot more fun (a response from over half of the respondents). In contrast to the comparison with face–to–face education, Second Life was considered to be a “better” form of education than learning from Web–based learning platforms.
  • One–third of the respondents considered Second Life to be “better” — against 13.3 percent of the respondents that thought Second Life was “worse” — than Web–based learning platforms. The respondents graded a lecture in Second Life to be “better” than webcasting and discussion boards, almost as good as videoconferences, but clearly not as good as face–to–face lectures and meetings.
  • A question about how the students experienced the presence of other students gave very mixed answers. Compared to Web–based learning environments the interaction between the students was thought to be more comfortable by almost 50 percent of respondents. It was considered to enhance interaction and the feeling of presence was stronger. Most of the students (56.6 percent) felt that other students were actually present in the virtual classroom. The respondents said that it was “fun” to meet all of the other students in the same location without having to leave their homes and that the campus–like atmosphere made it feel “real”.
  • Second Life was also considered to be a functional environment for teamwork. Assignments that students resolved in teams were considered to be fun and productive. The respondents felt that their teams produced more than they would have done individually. Students also felt very strongly that they were part of the team (56.7 percent).
  • When the respondents were given a chance to freely express their opinions about their experiences in Second Life, it became apparent that using Second Life in education may even have somewhat surprising positive consequences. One of the respondents wrote that using Second Life in education had brought her closer to her 16–year–old son’s world.
  • Another surprising observation outside the survey was that some of the students used Second Life on their own time to improve their language skills. One of the students told us that she spent a lot of time in the French–speaking areas of Second Life exercising both her written and spoken French. This discovery strengthens our belief of the huge potential that Second Life has for language education, an area certainly requiring further research.
  • In general, Second Life was considered to enhance interaction between students and between the instructor and the students especially when compared to Web–based learning environments.
  • Provided that participating face–to–face education does not require too much traveling and learning outcomes are satisfactory, Second Life does not necessarily provide any significant benefits, at least not when using it only as a platform for lectures and teamwork.
  • When considering distance only as a physical measure of separation, Second Life provides a means to overcome it. The existence of multimodal and non–interfering means of communication and socialization by using chat, instant messages and voice calls in personal and group interaction provides users a wider range of possibilities to communicate than in face–to–face sessions. Of these varied means, each student can select an option one that feels most comfortable, an observation also made by Paquette–Frenette (2006). In this study, all of the students were participating at a distance through Second Life, avoiding problems noted in Paquette–Frenette (2006).
  • The mixed responses to questions about Second Life being comfortable or better than other environments of learning indicate a variety of emotional and cognitive reactions. This study did not give clear answers to the interplay of different distance variables (Nooteboom, 2000; Duval, 2006; Hargreaves, 2001; Garrison, et al., 2000) in Second Life–based learning. However, the results indicate that the feeling of presence and distance is a multidimensional issue that needs further attention in future studies.
  • In comparison to lectures, the benefits of using Second Life in teamwork were more obvious. The physical presence of avatars, the possibility to communicate in real time and the existence of a shared local space explain why Second Life produces a more realistic feel of presence than discussion forums or chat rooms. In a sense, Second Life brings distance education closer to face–to–face education, supporting Jones, et al. (2005). The strong feel of presence noted by respondents and the immersive nature of Second Life seem to do just that.
  • Eloise Pasteur on 10 Nov 08
     
    Respondents didn't feel that using the Second Life client was too difficult. The majority of the respondents answered that moving (73.3 percent) and navigating (66.7 percent) in Second Life was easy or fairly easy. Almost all of the respondents felt that it was easy to take part in Second Life-based lectures and discussions, and that they gained additional information from other students in discussions.
Eloise Pasteur

Dusan Writer's Metaverse » Educational Institutions Spread Their Wings in Se... - 0 views

dusanwriter.com/?p=717

education second life uk us

shared by Eloise Pasteur on 10 Jul 08 - Cached
  • At George Washington University in Washington State, a graduate-level course in instructional design was created by David Cillay, an assistant dean for distance education, as reported on TMC.net. The course was taught completely in Second Life, with the students, using their avatars, communicating with Cillay and one another through the course’s island (learning space) in Second Life. Cillay was impressed with the level of text and voice interaction between the students, even if they were only avatars onscreen. The students discussed what ‘instructional design means’ and took field trips to other SL locales such as a nuclear power plant.
  • Across the pond, City College Norwich in the UK is forging ahead with its own island. The location will give users a virtual tour of the campus and access to training and job vacancies. The school also hopes, down the line, to develop an educational presence. “Second Life has fantastic potential for learning,” said Dick Palmer, the principal, “which we will be starting to use more fully next year. For example, our new diploma students will come from lots of different areas, but Second Life will allow students to get together in an informal learning zone. We are excited to be embarking upon such an innovative initiative.”
  • After the experiment with virtual education at GWU, Cillay offered three recommendations to those thinking of entering the virtual education realm: - Temper your expectations. “There’s a tremendous wow factor for people just discovering ‘Second Life,’ ” he said. Students need some time to adjust and learn how to move and operate in that world. - “Understand what your expectations are,” Cillay said. Rather than expect huge gains in a classroom environment, consider it a first step in educational experimentation. - Give yourself and the students time to explore. “Do some research ahead of time, so you know the environment and find out what other educators are doing there,” said Cillay.
  • Eloise Pasteur on 10 Jul 08
     
    Summary of comments from the US and UK about education in Second Life
Uyendt (*-*)

Acne scarring: Causes and types - Health care A to Z - 0 views

Acne seems like a never-ending nightmare doesn’t it? You’ve finally got rid of those embarrassing zits and have spent a bundle of cash in the process and what do you have to show for ...

acne health care

started by Uyendt (*-*) on 27 Sep 11 no follow-up yet
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