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Nelly Cardinale

100 (Legal) Sources for Free Stock Images | Virtual Hosting Blog - 1 views

www.virtualhosting.com/...-sources-for-free-stock-images

photos photography stock design webdesign image

shared by Nelly Cardinale on 03 Apr 09 - Cached
  • Nelly Cardinale on 03 Apr 09
     
    If you've ever tried to design a website or blog, you've probably felt the need to add images to your creation. It can be easy to see the Internet as a free-for-all, but images belong to the people who created them. Staying legal means you'll have to either create your own images or buy them from stock sites. Fortunately, there are a number of sources for free images, and we've collected them here. So read on for 100 sources where you can find free stock images: and don't worry - they're all legal!
Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching

what makes a good teacher good article read

shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
Nelly Cardinale

10 Best Paint.NET Tutorials | Mitchelaneous - 0 views

www.mitchelaneous.com/...10-best-paintnet-tutorials

all_teachers photo_editor freeware tutorials image_editing

shared by Nelly Cardinale on 03 Sep 09 - Cached
  • Nelly Cardinale on 03 Sep 09
     
    List of the best Paint.net tutorial. Paint.NET is free image and photo editing software for computers that run Windows. It features an intuitive and innovative user interface with support for layers, unlimited undo, special effects, and a wide variety of useful and powerful tools. An active and growing online community provides friendly help, tutorials, and plugins. It started development as an undergraduate college senior design project mentored by Microsoft, and is currently being maintained by some of the alumni that originally worked on it. Originally intended as a free replacement for the Microsoft Paint software that comes with Windows, it has grown into a powerful yet simple image and photo editor tool. It has been compared to other digital photo editing software packages such as Adobe® Photoshop®, Corel® Paint Shop Pro®, Microsoft Photo Editor, and The GIMP.
Maggie Verster

Cool Text: Logo and Graphics Generator - 0 views

cooltext.com

tools graphics logos clipart design school2.0

shared by Maggie Verster on 16 Jan 09 - Cached
  • Maggie Verster on 16 Jan 09
     
    Cool Text is a free graphics generator for web pages and anywhere else you need an impressive logo without a lot of design work. Simply choose what kind of image you would like. Then fill out a form and you'll have your own custom image created on the fly.
Jennifer Garcia

artvex.com - Free Clipart, Images, and Graphics. - 9 views

www.artvex.com

clipart graphics Image design free photos

shared by Jennifer Garcia on 12 Nov 09 - Cached
  • Jennifer Garcia on 12 Nov 09
     
    " Over 10,000 original free clipart images "
Patti Porto

CoSketch.com - Online Whiteboard Collaboration - 13 views

www.cosketch.com

collaboration whiteboard web2.0

shared by Patti Porto on 02 Aug 10 - Cached
  • Patti Porto on 02 Aug 10
     
    "CoSketch is a multi-user online whiteboard designed to give you the ability to quickly visualize and share your ideas as images. Simple sharing * Anything you paint will show up for all other users in the room in real time. * One click to save a sketch as an image for embedding on forums, blogs, etc. Zero hassle * Runs in all common browsers without plugins or installation. * Free and without registration. Now with Google Maps support! * Use google maps as the background for your sketches to show directions or share trips."
Ted Sakshaug

everystockphoto - searching free photos - 15 views

www.everystockphoto.com

photos photography design image search stock

shared by Ted Sakshaug on 23 Oct 09 - Cached
  • Ted Sakshaug on 23 Oct 09
     
    "We are a search engine for free photos. These come from many sources and are license-specific. You can view a photo's license by clicking on the license icon, below and left of photos. Membership is free, without advertising, and allows you to rate, tag, collect and comment on photos. "
  • Ruth Howard on 26 Oct 09
     
    sooo much easier to locate creative commons images so timely thanks very
Clif Mims

SnapCasa - 0 views

snapcasa.com

imaging=photo-editing instructional-design tutorials video web-apps web-design

shared by Clif Mims on 07 Jun 08 - Cached
  • Clif Mims on 07 Jun 08
     
    SnapCasa is a free website screenshot generator. Free thumbnails are available in four sizes, do not include any watermarks or ads, and there are no limits on usage.
Jeff Johnson

Digital citizenship curriculum encourages students to be good 'digital citizens' - 0 views

www.eschoolnews.com/...site

Digital citizenship curriculum students school responsible

shared by Jeff Johnson on 02 Mar 09 - Cached
  • Jeff Johnson on 02 Mar 09
     
    Students interact with music, movies, software, and other digital content every day-but many don't fully understand the rules surrounding the appropriate use of these materials, or why this should even matter. To help teach students about intellectual property rights and encourage them to become good "digital citizens," software giant Microsoft Corp. has unveiled a free curriculum that offers cross-curricular classroom activities aligned with national standards. The Digital Citizenship and Creative Content program was designed for students in grades 8-10 but can be adapted for use in grades 6-12, Microsoft says. In one unit, students are given a scenario in which a high school sponsors a school-wide Battle of the Bands. A student not involved in the production decides to videotape and sell copies of the show to students and family members. Later, one of the performers ("Johnny") learns his image has been co-opted by the maker of a video game without his permission. Students research intellectual property laws to see who owns the "rights" to the Battle of the Bands as a whole, as well as the rights of individual performers, to determine three or four steps that Johnny can take. http://digitalcitizenshiped.com
Marc Safran

Welcome to Knowitall.org - 0 views

www.knowitall.org/index.cfm

knowitall.org k-12 ETV resources lessons lessonplans curriculum

shared by Marc Safran on 10 Aug 09 - No Cached
  • Marc Safran on 10 Aug 09
     
    Created by ETV for K-12 students, teachers, and parents, Knowitall.org is a free online collection of resources designed for classroom use. This educational web portal contains interactive sites, simulations, image collections, virtual field trips and streaming video that support and provide quality inquiry-based experiences for students on the Internet.
Kathy Benson

Featured Flyers - Smore - 6 views

www.smore.com/app

flyers web2.0 posters design 4students

shared by Kathy Benson on 28 Oct 12 - No Cached
  • Kathy Benson on 28 Oct 12
     
    Create newsletters or flyers in the cloud with images, video, embed codes etc. free
yc c

Better Health Channel image library - 8 views

www.betterhealth.vic.gov.au/...ImageLibrary

medical image resource infography

shared by yc c on 03 Mar 10 - Cached
    • yc c
      yc c on 03 Mar 10
       
      Copyright in this website (including content and design) is owned by the State of Victoria or used under licence. You may make limited copies of this website in accordance with the Copyright Act 1968 (Cth), including copies for research, study, criticism, review or news reporting. You may not publish, reproduce, adapt, modify, communicate or otherwise use any part of this website (in particular for commercial purposes).
  • yc c on 03 Mar 10
     
    Nice mediacl infographies. The Better Health Channel website was founded in 1999 by the Victorian Government, Australia as a consumer health information website for the Victorian community. It is now Australia's most popular health and medical website. The site's aim has always been to provide free health and medical information in an easy to understand format and language.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
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