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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 ...

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

Learn Quran Online: 3 Efficient Ways to Learn It by Heart - 0 views

goarticles.com/...9465765

Learn Quran Online

shared by Irfan Alam on 15 Oct 14 - No Cached
  • Irfan Alam on 15 Oct 14
     
    Quran is the holy book in Islam religion and it is believed universally that Quran is the blessing of Allah (The Almighty). His blessings are transcribed here in the form of verse. Muslims read this holy book as an emblem of their submission to their religion and to express the respect toward the code of life as described in Quran. Not only Quran helps an individual to be a better person by mind, many of the dictums expressed in Quran have been proven as scientific that make us aware about the divine power of this holy book. It is strongly believed that reading Quran by heart helps a human being to be a better individual by thought, action, and spiritual level of mind. But how it is possible to learn Quran by heart? It is possible even if you do not have any teacher at your home. In these cases you can learn Quran online with the help of some quality virtual resources.
  • Irfan Alam on 15 Oct 14
     
    Quran is the holy book in Islam religion and it is believed universally that Quran is the blessing of Allah (The Almighty). His blessings are transcribed here in the form of verse. Muslims read this holy book as an emblem of their submission to their religion and to express the respect toward the code of life as described in Quran. Not only Quran helps an individual to be a better person by mind, many of the dictums expressed in Quran have been proven as scientific that make us aware about the divine power of this holy book. It is strongly believed that reading Quran by heart helps a human being to be a better individual by thought, action, and spiritual level of mind. But how it is possible to learn Quran by heart? It is possible even if you do not have any teacher at your home. In these cases you can learn Quran online with the help of some quality virtual resources.
Sergin Brown

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shared by Sergin Brown on 09 May 16 - No Cached
  • Sergin Brown on 09 May 16
     
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shared by Celine Mitchel on 17 Oct 16 - No Cached
  • Celine Mitchel on 17 Oct 16
     
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shared by Weekend Payday Loans on 16 Nov 16 - No Cached
  • Weekend Payday Loans on 16 Nov 16
     
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Frik Mentic

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shared by Frik Mentic on 27 May 16 - No Cached
  • Frik Mentic on 27 May 16
     
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shared by Mike Gahms on 26 Sep 12 - No Cached
  • Mike Gahms on 26 Sep 12
     
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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
Seenea Thronwe

Why or When You Require Financial Support? When Should You Opt For A Loan? - 0 views

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shared by Seenea Thronwe on 01 Oct 15 - No Cached
  • Seenea Thronwe on 01 Oct 15
     
    Borrowing cash is a huge responsibility. Not only will you have to return the borrowed amount but also make extra payments in the form of interest.
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

Teen Second Life - Second Life Wiki - 0 views

wiki.secondlife.com/...Teen_Second_Life

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shared by Eloise Pasteur on 12 Jul 08 - Cached
  • Linden Lab only allows adults in the Teen Second Life who have had a background check completed, and who are either educators responsible for an education project in the Teen Second Life, developers assisting in the development of projects in the Teen Second Life, or the person responsible for managing activities on business islands in the Teen Second Life.
  • Yes, you can use the RegAPI, create your island, and bring teens onto this island through your own website. You can form groups that include teens and IM and exchange objects with teens who come in through your RegAPI. However, in this case, the Teens will NOT be able to leave your island and visit other spaces, including the Teen Second Life "mainland" (Teen Second Life). In this "closed island" model, you can form groups, IM your teens, and exchange objects with them; but all these activities are limited to your island. If teens want to participate in Teen Second Life, they'll have to create a separate account (teen.secondlife.com).
  • At this time, we do allow businesses to purchase islands in Teen Second Life and create educational content with which the Teen Second Life members can interact. We do restrict the ability of Teens to communicate with Adults, and we do not allow any selling or other commercial activity. You cannot sell in the Teen Second Life, and you can't exchange L$ with teens. If your island is not a "closed island" you cannot exchange items with Teens.
  • ...5 more annotations...
  • The estate must be purchased by the final owner of the estate, not by a developer - because of permissions and other issues, an estate cannot be transferred in the Teen Second Life. In addition, if you are building for an educational or non-profit organization, if a developer buys it, they'll be billed the full rate rather than the education rate.
  • Linden Lab does not do content creation. We recommend you use a developer listed in the Teen Second Life Directory who has prior experience creating projects in the Teen Second Life.
  • You can request one online at ascertainsi.com. Or, contact : Ascertain Screening and Investigations, LLC 110 North High Street, Suite 201 Gahanna, Ohio 43230 614.858.0100 Dee Igo -- [Digo@Ascertainsi.com] There is a fee, which must be paid by the developer. It's about $40 in the US and $70 outside the US (fees subject to change).
  • If your instructors are members of bona-fide educational institutions, they've already been background checked by the institution, and we can substitute verification from the institution for background checks by our agency. Otherwise, each instructor needs a background check.
  • Linden Lab automatically will list any Developer who is already in the Directory; if you are not already in the Directory, you need to submit a Directory entry. Teens may submit a Teen Second Life Directory listing at any time.
  • Eloise Pasteur on 12 Jul 08
     
    Rules about accessing the Teen Grid in Second Life as an adult
Liz Dorland

eightbar - a tribe Seth Godin would recognize - 0 views

eightbar.co.uk

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shared by Liz Dorland on 07 Nov 08 - Cached
  • Liz Dorland on 07 Nov 08
     
    Ian Hughes: "I have been completely blown away by listening to the audiobook version of Seth Godin's new Tribes book. (Thanks to @ids for shining the light on this one for me) Why? Well Seth articulates not what we should have done as our Eightbar tribe, but what we actually did. Every line had me nodding in agreement. He has saved me the bother to write the story of eightbar and how our particular tribe formed in and around virtual worlds as he has documented what has happened and can happen when anyone, anywhere steps up to lead people with something they believe in."
Michael Ryan

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