The Middle Year Programme : High School in Pune is for pupils aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers. To know more about this programme visit our website @ http://www.victoriouskidsseducares.org/middle-years-programme.html
1 Paul S. Adler and Charles Heckscher: Towards Collaborative Community
2 Ernesto Arias (et al.) on Transcending the Individual Human Mind through Collaborative Design
3 Adam Arvidsson on the Crisis of Value and the Ethical Economy
4 Yaneer Bar-Yam on Complexity, Hierarchy, and Networks
5 Richard Barbrook on the 'High-tech Gift Economy'
6 Yochai Benkler on Peer Production
7 James Boyle, on the Public Domain and the Second Enclosure movement
8 Vasilis Kostakis: At the Turning Point of the Current Techno-Economic Paradigm
9 George Caffentzis: On the Antagonistic Usage of the Commons Concept
10 Kevin Carson, on expanding peer production to the physical domain
11 Predrag Cicovacki, on the metaphysics of co-evolution and transdisciplinary methodology
12 Julia Cohen, on copyright law and sharing
13 Mark Cooper on a Policy for Collaborative Production
14 Mariarosa Dalla Costa on the Commons of Land and Food
15 Massimo De Angelis on The Production of the Commons and the Explosion of the Middle Class.
16 Massimo De Angelis on a political strategy to unite commons and political/social movements
17 Paul de Armond, on netwar in political protest
18 Erik Douglas, on peer governance and democracy
19 Stephen Downes on Free Learning and P2P epistemology
20 Nick Dyer-Witheford on the Circulation of the Common
21 Jo Freeman, on the dark side of Peer Governance
22 Brett Frischmann, an economic theory for the Commons
23 Richard Heinberg on The Decentralized Provisioning of the Basic Necessities as the Fight of the Century
24 John Heron on the relational ground of human consciousness: Notes on Spiritual Leadership and Relational Spirituality
25 Yasuhiko Genku Kimura: Creating a ommicentric Ideosphere
26 Vasilis_Kostakis et al. on Peer Production and Desktop Manufacturing
27 Magnus Marsdal on Socialist Individualism
28 Ugo Mattei: The State, the Market, an
1 Cosma Orsi on The Political Economy of Solidarity
2 Bruno Perens on The Emerging Economic Paradigm of Open Source
3 James Quilligan on a framework for Global Commons-based Governance
4 Alan Rayner: Attuning to Natural Energy Flows vs. Abstract Economic Rationality
5 Dirk Riehle on the Economics of Open Source Software
6 David Ronfeldt on the Evolution of Governance
7 Marshall Sahlins on The Original Affluent Society
8 Graham Seaman: Can peer production make washing machines?
9 Clay Shirky on the web as evolvable system
10 David Skrbina, the participatory worldview
11 Bruno Theret, on the tradition of 'civil socialism'
12 Evan Thompson, on the enactive theory of consciousness
13 Jeff Vail, The Problem of Growth: Hierarchy vs. the Rhizome
14 Kazys Varnelis on how network culture differs from postmodernism
15 Roberto Verzola on Undermining vs. Developing Abundance
16 Raoul Victor, on Free Software, the sharing culture, and Marxism
found that video lecturers were the least effective way to learn. Students who primarily learned through watching video lectures did the worst both on the 11 quizzes during the 12-week course and on the final exam. Students who primarily learned through reading, or a combination of reading and video lectures, did a bit better, but not much.
This story also appeared in U.S. News & World Report
The students who did the best were those who clicked on interactive exercises. For example, one exercise asked students to click and drag personality factors to their corresponding psychological traits. A student would need to drag "neuroticism" to the same line with "calm" and "worrying," in this case. Hints popped up when a student guessed wrong.
On the weekly quizzes, the "doers" who did nothing but the interactive exercises scored about the same as the "doers" who also did some combination of watching and reading. It almost seems as if you don't need to watch lectures or read at all.
Thankfully, reading and lecture-watching mattered a bit on the final exam.
Final draft software is better for Windows and Mac computer. It allows to you hosting session ID and shares the session ID. Furthermore, provides partnership system and creates a chatroom where you and your partner sit and work together on a single document and you are visible to change your copies and text beside this you can interchange your views, ideas, senses, or character.