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J.Randolph Radney

Gender Mainstreaming in Poverty Eradication and the Millennium Development Goals - 1 views

www.idrc.ca/067-5

poverty

shared by J.Randolph Radney on 29 Oct 09 - Cached
  • Chapter 1 provides a brief history of the changing policy discourse and the processes that led to the greater visibility of both poverty reduction and gender equality
  • Chapter 2 charts the gradual evolution of macroeconomic analysis from its earlier gender-blindness to current attempts to make it more gender aware.
  • Chapter 3 sketches out an ‘institutional framework’ for the analysis of gender inequality within the economy and explores its variation across the world.
  • ...6 more annotations...
  • Chapter 4 turns to a more detailed examination of the relationship between gender inequality and poverty at regional and national levels, drawing on findings from three different approaches to poverty analysis: the poverty line approach; the capabilities approach (using human development indicators); and participatory poverty assessments.
  • Women’s role as economic actors – and its critical importance to the livelihoods of the poor across the world – is considered in Chapter 5.
  • Chapter 6 focuses on the human development concerns of the MDGs.
  • Chapter 7 reinforces the critical importance of certain resources to women’s capacity to exercise agency, but this time focuses on forms of agency that are in the interests of women themselves – in other words, those that serve the goals of women’s empowerment and gender justice.
  • The final chapter (Chapter 8) attempts to draw out the implications of the relationship between gender equality and pro-poor growth for policy efforts to achieve the MDGs.
  • Millennium Development Goal (MDG) on poverty eradication.
  • Emmy Sill on 29 Oct 09
     
    poverty is my main topics for my essays. so i think this is interesting to me
  • J.Randolph Radney on 30 Oct 09
     
    "In September 2000, at the United Nations Millennium Summit, 189 governments across the world made a commitment to take collective responsibility for halving world poverty by 2015."
  • J.Randolph Radney on 30 Oct 09
     
    So far, one of the few countries making progress on-track to achieve this goal is (surprisingly) Bangladesh (cited in Yunus, Mohammad. _Creating a World Without Poverty_)
J.Randolph Radney

"This topic is impossible!": Social Media as Research Panacea? (Part II) « Th... - 1 views

nkogan.wordpress.com/...ia-as-research-panacea-part-ii

diigo

shared by J.Randolph Radney on 19 Oct 09 - Cached
  • Rather than having vague status-update conversations with students, where I’m typically assured that everything is “going well” (a response which, in its vagueness, I can neither confirm nor deny), I, by virtue of being connected to my students’ Diigo networks, would be able to look at their sources, and more importantly, their annotations for those sources, and give them specific feedback about their level of engagement and depth of research. Not only would this ability allow me to see what progress they’ve made on their research, but it will also help students develop a clearer sense of what constitutes valuable active reading and how one distinguishes salient, useful information from that which is less valuable.
    • J.Randolph Radney
      J.Randolph Radney on 19 Oct 09
       
      This feature would allow me to better coach students in the research process.
  • as I imagine that all students will be connected to one another’s Diigo networks, those working on related topics would be able to share ideas, sources, and insights about their progress. At present, I sense that each student perceives his or her research process to be a very isolated one that is disconnected from his or her peers. By employing a network where students could see the notes their peers have made about the sources they’re reading (though Diigo does offer a “private note” feature, which keeps one’s comments hidden from view by others) as well as those that might be potentially useful, the students will hopefully feel less disconnected and despondent about their progress when they hit a speed bump, and instead will look to their peers for guidance and insight.
  • J.Randolph Radney on 19 Oct 09
     
    "However, perhaps the most exciting element of Diigo from my perspective, is the insight it will give me as a teacher into the students' research process. Rather than having vague status-update conversations with students, where I'm typically assured that everything is "going well" (a response which, in its vagueness, I can neither confirm nor deny), I, by virtue of being connected to my students' Diigo networks, would be able to look at their sources, and more importantly, their annotations for those sources, and give them specific feedback about their level of engagement and depth of research. Not only would this ability allow me to see what progress they've made on their research, but it will also help students develop a clearer sense of what constitutes valuable active reading and how one distinguishes salient, useful information from that which is less valuable."
  • J.Randolph Radney on 19 Oct 09
     
    This is an evaluation of social media tools for classroom use.
J.Randolph Radney

Developing Ideas for Writing/Prewriting - 0 views

www.esc.edu/...2B510E7D9975AE852569C3006ACCCC

prewriting writing developing ideas web2.0

shared by J.Randolph Radney on 18 Mar 10 - Cached
  • J.Randolph Radney on 18 Mar 10
     
    Here are some ideas for writing.
J.Randolph Radney

Developing Policies for Late Assignments - ProfHacker.com - 5 views

www.profhacker.com/...-policies-for-late-assignments

profhacker late policies

shared by J.Randolph Radney on 23 Oct 09 - Cached
  • J.Randolph Radney on 23 Oct 09
     
    I would like to discuss this with students. What do you think about the late policy discussed in this blog entry?
  • Emmy Sill on 26 Oct 09
     
    i like it <3 but i dont like the no comments but i do understand why you donnt like telling us what to write ya, i like it, i also commented on moodle or was it pblearningcoach
  • J.Randolph Radney on 30 Oct 09
     
    While that might be an interesting point of debate, Tara, I notice that you are talking about children, whereas the discussion was intended to relate to adults, such as yourself. Do you really want me to treat my students as if they were children?? I also would like to challenge your statement that all policies are good. Do you mean by this that there is no such thing as an unfair policy? Please write more about this.
Emmy Sill

UNDP | United Nations Development Programme - 0 views

www.undp.org

un united nations in developing countries

shared by Emmy Sill on 20 Nov 09 - Cached
  • Emmy Sill on 20 Nov 09
     
    UN, united nations UNDP
J.Randolph Radney

TeachPaperless: Fountain of Youth: Reflections on Teaching Uses of Social Tech to Young... - 1 views

teachpaperless.blogspot.com/...n-of-youth-reflections-on.html

shared by J.Randolph Radney on 02 Oct 09 - Cached
  • Because we need our teachers to understand that it's not about 'using tech', but rather is about fully engaging in the reality of the 21st century. And we need them to understand that -- if anything -- social tech is a fountain of youth when it comes to learning and ideas.
    • J.Randolph Radney
      J.Randolph Radney on 02 Oct 09
       
      The claim implied here is that the new Web 2.0 technology like social media, social bookmarking, blogs, and the like are not going to go away. Rather, they are going to become the paradigm for social interaction at a distance. How may the development of such technology and its use in classes encourage greater interest among students in what is taught? How can such technology make it easier for students to complete coursework?
J.Randolph Radney

Lesson Plans: Writing - Combining Ideas to Write Paragraphs - How to Write in English - 0 views

esl.about.com/...blwriteparagraph.htm

paragraphs writing English

shared by J.Randolph Radney on 09 Oct 09 - Cached
  • This lesson focuses on helping students develop a strategy for combining various ideas into well formed sentences which then combine to produce effective descriptive paragraphs.
  • J.Randolph Radney on 09 Oct 09
     
    As I followed Daryl's bookmark (Thanks, Daryl!) to this site, I found this page offering help for people who are having trouble getting the hang of what to include and what to leave out when they write a paragraph. This material (notice the exercises) may also help when students are considering whether or not to begin a new paragraph (in essay writing) or to continue without a paragraph break.
J.Randolph Radney

Websites and IMs and Blogs, Oh My! : A Response to Dr. Jill McClay's BCTELA Presentatio... - 0 views

www.bctela.ca/...e-dr-jill-mcclay%E2%80%99s-bct

bctela standards English

shared by J.Randolph Radney on 19 Oct 09 - Cached
  • Jill began by talking about the "new literacies" of technology, including blogs, instant messaging, sharing videos online, and many other kinds of literacy that go well beyond "print on paper." One of the most interesting and potentially alarming things Jill told us was the fact that eight- to ten-year-olds are the fastest-growing group of users on the internet.
  • According to research done by media-awareness.ca, a non-profit organization that develops media literacy programs, kids can be exposed to inappropriate content and risky situations online, including bullying and sexual harassment. On the other hand, the same survey makes it clear that most young people have positive experiences online, and they use the Internet to foster existing social relationships and create new ones. How can we help keep kids' online literacy experiences positive?
  • Jill gave us some examples that made us realize that, regardless of the fears (and often, regardless of the rules) of parents and educators, kids are using the web and joining online communities; they are sharing their writing and secrets, reading those of others, and creating relationships. The Internet is not going away; in fact, access to the web is nearly universal in Canada, either at home, at school, or at public libraries and Internet cafes.
  • ...2 more annotations...
  • we need to participate in web-based communities and literacy and respect, not dismiss, kids' online relationships. We need to learn the conventions of online literacy. Young people are not going to learn about online safety and security from us unless they see that we know what we're talking about, and that we are also part of that community.
  • Jill's presentation made me realize how much more was out there, and that a lot of it could be very useful in the English classroom and beyond.
  • J.Randolph Radney on 19 Oct 09
     
    This is another recent article written on the use of social media in education, particularly by younger students.
J.Randolph Radney

Blooms Taxonomy Tutorial FLASH - CCCS Faculty Wiki - 2 views

faculty.ccconline.org/index.php

Blooms taxonomy education

shared by J.Randolph Radney on 21 Oct 09 - Cached
  • J.Randolph Radney on 21 Oct 09
     
    Here's a webpage showing the current commitment of education specialists to the development of learning using digital technologies (blogs, social bookmarking, wiki pages, etc.).
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