This document outlines a lesson plan for a WebQuest on William Shakespeare and Elizabethan England. Students are assigned roles from the time period and complete several collaborative tasks, including:
1) Researching their role and writing a journal entry from that perspective.
2) Creating a PowerPoint presentation on life in Elizabethan England or the Black Plague.
3) Working in pairs to design a newspaper with articles relevant to the time period.
4) Assembling their work into a "folio" final project.
The document promotes the value and importance of libraries in today's digital world. It notes that more information is being created than ever before, so libraries are needed to help people navigate information overload. Libraries can help people access and use information from the internet as well as provide educational and job resources. The key message is that now, more than ever, libraries and librarians are vital to help people effectively use and understand information.
This document summarizes Lina Lee's presentation on bringing wikis, blogs, and podcasting to the classroom. It discusses how these tools can be used to promote collaboration, reflective writing, and intercultural exchange among students. Specific examples are provided, including having students collaboratively write wiki essays, create blogs for cultural exchange projects, and make podcasts to discuss controversial issues. Feedback is provided via discussion pages and comments. Benefits include improved writing skills and perspectives through peer interactions online.
This lesson plan aims to teach 6th grade students about Christopher Columbus' life over the course of a week using various interactive methods. On Monday, students will fill out a KWL chart and read about Columbus' early life. They will also respond to an online question and comment on a blog. Throughout the week, students will work in groups to create posters, podcasts, and robots related to Columbus, and will participate in online activities on social media. Assessment will include a quiz, WebQuest, and jeopardy game to evaluate their understanding of Columbus' life.
This document provides a list of essential tech tools for teachers to use in the classroom, along with brief descriptions of how each tool can be used. It recommends creating blogs for students to reflect on learning, using Twitter to connect with students and other teachers, creating wikis for cooperative learning activities, and using video tools like YouTube, Flip cameras and Animoto for multimedia projects. Additional tools include Moodle for sharing resources and assessments, Google apps for collaboration and organization, Delicious for bookmark sharing, and podcasting for audio feedback and student projects. The goal is to enhance teaching with various digital tools to improve communication, encourage participation and make lessons more engaging.
The document discusses how e-learning has changed the ways people learn. It provides numerous examples of how learning can now take place using technology like online courses, social media, mobile devices, and virtual learning platforms. Specific apps, websites, and tools are mentioned that allow learning through smartphones, tablets, podcasts, videos, and more. The overall message is that e-learning has expanded options for learning anywhere and anytime through technology.
Other worlds lessons: ASLA Conference 2011Lizzie Chase
This powerpoint is a web tour describing the 5 PDF resources written by Lizzie Chase at http://otherworlds.yolasite.com
The lessons integrate Web 2.0 tools into a series of lessons for upper primary and lower secondary English students
Just a Room Full of Stuff? Why Libraries are Great / Katie BirkwoodKatie Birkwood
A brief introduction to what it is that makes libraries so important.
Talk given at Ignite London 4, 8 Feb 2011, with a bit of extra text added to help it make sense.
http://ignitelondon.net/home
Este documento advierte sobre los posibles riesgos para la salud asociados con los componentes químicos comúnmente encontrados en los tampones, como el asbesto, el rayón y el dioxin. Señala que estos químicos pueden causar cáncer, problemas reproductivos y síndrome de shock tóxico. Recomienda usar tampones 100% de algodón sin blanquear y difundir esta información entre otras mujeres para crear conciencia sobre los riesgos y presionar a las empresas a fabricar productos más seguros.
The document promotes the value and importance of libraries in today's digital world. It notes that more information is being created than ever before, so libraries are needed to help people navigate information overload. Libraries can help people access and use information from the internet as well as provide educational and job resources. The key message is that now, more than ever, libraries and librarians are vital to help people effectively use and understand information.
This document summarizes Lina Lee's presentation on bringing wikis, blogs, and podcasting to the classroom. It discusses how these tools can be used to promote collaboration, reflective writing, and intercultural exchange among students. Specific examples are provided, including having students collaboratively write wiki essays, create blogs for cultural exchange projects, and make podcasts to discuss controversial issues. Feedback is provided via discussion pages and comments. Benefits include improved writing skills and perspectives through peer interactions online.
This lesson plan aims to teach 6th grade students about Christopher Columbus' life over the course of a week using various interactive methods. On Monday, students will fill out a KWL chart and read about Columbus' early life. They will also respond to an online question and comment on a blog. Throughout the week, students will work in groups to create posters, podcasts, and robots related to Columbus, and will participate in online activities on social media. Assessment will include a quiz, WebQuest, and jeopardy game to evaluate their understanding of Columbus' life.
This document provides a list of essential tech tools for teachers to use in the classroom, along with brief descriptions of how each tool can be used. It recommends creating blogs for students to reflect on learning, using Twitter to connect with students and other teachers, creating wikis for cooperative learning activities, and using video tools like YouTube, Flip cameras and Animoto for multimedia projects. Additional tools include Moodle for sharing resources and assessments, Google apps for collaboration and organization, Delicious for bookmark sharing, and podcasting for audio feedback and student projects. The goal is to enhance teaching with various digital tools to improve communication, encourage participation and make lessons more engaging.
The document discusses how e-learning has changed the ways people learn. It provides numerous examples of how learning can now take place using technology like online courses, social media, mobile devices, and virtual learning platforms. Specific apps, websites, and tools are mentioned that allow learning through smartphones, tablets, podcasts, videos, and more. The overall message is that e-learning has expanded options for learning anywhere and anytime through technology.
Other worlds lessons: ASLA Conference 2011Lizzie Chase
This powerpoint is a web tour describing the 5 PDF resources written by Lizzie Chase at http://otherworlds.yolasite.com
The lessons integrate Web 2.0 tools into a series of lessons for upper primary and lower secondary English students
Just a Room Full of Stuff? Why Libraries are Great / Katie BirkwoodKatie Birkwood
A brief introduction to what it is that makes libraries so important.
Talk given at Ignite London 4, 8 Feb 2011, with a bit of extra text added to help it make sense.
http://ignitelondon.net/home
Este documento advierte sobre los posibles riesgos para la salud asociados con los componentes químicos comúnmente encontrados en los tampones, como el asbesto, el rayón y el dioxin. Señala que estos químicos pueden causar cáncer, problemas reproductivos y síndrome de shock tóxico. Recomienda usar tampones 100% de algodón sin blanquear y difundir esta información entre otras mujeres para crear conciencia sobre los riesgos y presionar a las empresas a fabricar productos más seguros.
This document provides instructions for a group project where students will research various aspects of William Shakespeare and the Elizabethan era to create an advertising flyer for Shakespeare. Students are divided into groups of 4 and each assigned a role - historian, detective, playwright, or peasant. They will then conduct research on their topic and collaborate to design a flyer using Microsoft Publisher that highlights interesting facts about Shakespeare's life, times and works.
This document outlines a WebQuest for 9th grade English students on the Holocaust. Students will be assigned to groups of 3 and tasked with creating a graphic novel telling the story of a Holocaust survivor. They will conduct research on Holocaust survivors and events using provided websites. Each student will take on a role in their group as an author, graphic artist, or research editor. Students will submit individual and group proposals, create their graphic novels over 3 weeks, and present their work to the class. They will evaluate their group work and reflect on learning about the Holocaust. The goal is for students to gain understanding of the Holocaust through this project.
This document provides an overview of a WebQuest lesson plan designed to teach high school students about William Shakespeare and themes in his plays that are still relevant today. Students will be organized into groups to choose a scene from one of Shakespeare's plays, translate the language into modern English, and perform a creative rendition of the scene. They will also give a brief presentation on a topic related to Elizabethan England or the theatre. The goal is for students to understand Shakespeare's work in a more accessible way and recognize themes like love, jealousy, and revenge that were important in his time and remain so today.
This document provides instructions for a lesson plan asking students to adapt a scene from Shakespeare's play "Twelfth Night" to a modern setting. Students will work in groups, with each member taking on a role - director, playwright, costume designer, or prop constructor. They will research their individual roles and complete writing assignments. Finally, groups will perform their adapted scene for the class. The document provides detailed instructions and online resources to guide students through each step of the process.
This document provides instructions for a lesson plan asking students to adapt a scene from Shakespeare's play "Twelfth Night" to a modern setting. Students will work in groups, with each member taking on a role - director, playwright, costume designer, or prop constructor. They will research their individual roles and complete writing assignments. Finally, groups will perform their adapted scene for the class. The document provides detailed instructions and online resources to guide students through each step of the process.
This WebQuest assigns students to research the life of William Shakespeare and create a fictional newspaper reporting on his death. Students work in groups, with roles like writer, graphic designer and editor. They research Shakespeare's biography and Renaissance culture on provided websites. Using Microsoft Publisher, students design a newsletter detailing Shakespeare's imagined death while incorporating factual information about his life and times. The activity aims to engage students through creative writing while assessing their understanding of Shakespeare and the Renaissance period.
This document describes modifications to a lesson plan about William Shakespeare's life. The original lesson uses an interactive timeline on a smartboard. The author proposes adding a Google Map with pins marking important locations and allowing students to poll answers by text message. Scenes from Shakespeare's plays would be acted out in modern and original language. Assessment options would be expanded beyond writing, such as creating a map, sketch timeline, or filmed scene. The goal is to engage students through varied activities and representations that better support universal design for learning.
This document outlines a history project for secondary 1 students at Victoria School. The project requires students to research and reconstruct different aspects of the school's history in commemoration of its 135th anniversary. Students will be divided into groups to research topics like CCAs, speech days, principals, camps and more. They will analyze artifacts, conduct interviews, and find historical sources to support a written narrative of their topic. Students will be graded on an initial write-up, sourcing evidence from 2 different types of sources, and a final 500-800 word narrative piecing together the group's findings. The completed project is due by April 1st.
The document describes a webquest activity for students to learn about three Russian writers - Leo Tolstoy, Alexander Pushkin, and Isaac Babel. Students are divided into groups and complete tasks related to each writer, including sketching Tolstoy, copying and analyzing a Pushkin poem, and creating a timeline of Babel's life. The webquest is intended to help students learn about Russian culture and prepare for a unit on Russian literature.
The document provides an overview of the Pop Art movement:
- Pop Art emerged in the 1960s as a brash and youthful style that coincided with the rise of pop music culture. It featured various painting and sculpture styles united by a focus on mass media, production, and culture.
- Although it began in Britain, Pop Art is considered an American movement. It was influenced by Dada and reacted against Abstract Expressionism. Artists like Jasper Johns and Robert Rauschenberg bridged these styles to Pop Art.
- Andy Warhol is seen as the quintessential Pop Artist, known for paintings of celebrities like Marilyn Monroe. Roy Lichtenstein also developed a recognizable comic strip-inspired style
This document discusses using concept-based teaching and technology to teach about literature and concepts like change within ecosystems. It provides examples of how teachers can develop concept maps to explore concepts within novels and use tools like podcasts, photo journals, and vodcasts to demonstrate student understanding. Students might analyze how the main character and setting change in a book about Japanese internment during WWII or explore how changes in weather patterns can alter landforms. Vocabulary and group presentations are used to solidify understanding of key concepts.
The document summarizes a student's induction project on Pop Art. It includes:
1) Research on Pop Art movements including key characteristics and influential artists like Andy Warhol.
2) An action plan where tasks were divided among group members to research online and in books.
3) Individual idea generation and planning for a Pop Art themed poster titled "See You There!".
4) Evaluation of problems faced like a group member missing and using feedback to improve.
This document outlines a lesson plan for a 9th grade language arts class on The Holocaust and The Diary of Anne Frank. Students are divided into groups and each group is assigned a person from The Diary of Anne Frank to research. They will create a poster with information about their assigned person and present their findings to the class. The process involves researching online and in books to complete the poster and a diary entry from the perspective of their assigned person. The lesson aims to provide an in-depth study of the characters and real people depicted in Anne Frank's diary to help students better understand The Holocaust.
This document summarizes an induction project completed by Joy Buck in September 2019 on developing study skills. The project involved researching different art styles like Opt art, De Stijl, and Pop art from books, websites, and other sources. Joy and her partner Alisha planned to create 4 pop art pieces influenced by different artists to demonstrate the development and influence of pop art between cultures. They faced challenges with time management and learning Photoshop but received helpful feedback from their tutor. Overall, the project supported Joy's learning through active engagement and collaboration with her partner.
This document outlines a WebQuest activity for students to learn about Greek mythology. Students will be divided into groups to choose a myth, write a script, and perform their myth for the class. They will also submit a paper on their myth and evaluate their own and their group's participation. The goal is for students to better understand Greek myths and how they were shared in ancient Greece.
American Pop Art emerged in the early 1960s in response to post-WWII consumerism and mass marketing. Artists drew inspiration from popular culture like advertisements, comics, and movies to critique commercialism. Roy Lichtenstein and Andy Warhol were pioneering American Pop Artists. Lichtenstein created works featuring comic book speech bubbles and dots that referenced advertisements. Warhol produced famous paintings of mass produced objects like soup cans and portrayed himself as a celebrity artist.
This document provides instructions for a three-stage webquest on ancient Celtic literature. In stage one, students research aspects of ancient Celtic culture in small groups. In stage two, students work in new small groups to complete a project on archetypes, interview Celtic gods/goddesses, or compare Celtic, Greek and Roman literature. Stage three has students individually write an original poem about the Ultonian or Fenian cycles of Celtic literature. The document provides detailed guidelines and resources for students to complete each stage of the webquest.
This lesson plan aims to raise students' awareness of William Shakespeare and his works for his 450th anniversary. It uses various technologies and activities including a cultural quiz, video, listening activity on the Elizabethan era, and creating an online timeline in groups about assigned Shakespearean plays. Students will work individually and collaboratively. The plan considers implementation challenges and ensures a positive classroom atmosphere for learning.
This document provides descriptions for several lesson plans that utilize the website Voki. It describes lessons across various subjects for 5th grade that have students use Voki to create avatars to share information on topics like composers, homonyms, responding to writing prompts, analyzing poems, setting New Year's resolutions, and learning about Christopher Columbus. It also includes a section with examples of other web 2.0 resources that can be used for activities like creating tests, typing practice, brainstorming, publishing content, sharing photos and videos, and bookmarking websites.
The document summarizes the student's research on Pop Art for an induction project. Specifically, it discusses:
- Pop Art emerging in the 1950s-60s as a rebellion against traditional art, taking inspiration from popular culture like movies and advertising.
- The student's group choosing to focus on American Pop Artist Andy Warhol, with research conducted on websites, books, and Warhol's iconic Campbell's Soup cans.
- An action plan developed to divide research tasks between group members and produce individual posters tied together by the Pop Art theme.
This document provides instructions for a group project where students will research various aspects of William Shakespeare and the Elizabethan era to create an advertising flyer for Shakespeare. Students are divided into groups of 4 and each assigned a role - historian, detective, playwright, or peasant. They will then conduct research on their topic and collaborate to design a flyer using Microsoft Publisher that highlights interesting facts about Shakespeare's life, times and works.
This document outlines a WebQuest for 9th grade English students on the Holocaust. Students will be assigned to groups of 3 and tasked with creating a graphic novel telling the story of a Holocaust survivor. They will conduct research on Holocaust survivors and events using provided websites. Each student will take on a role in their group as an author, graphic artist, or research editor. Students will submit individual and group proposals, create their graphic novels over 3 weeks, and present their work to the class. They will evaluate their group work and reflect on learning about the Holocaust. The goal is for students to gain understanding of the Holocaust through this project.
This document provides an overview of a WebQuest lesson plan designed to teach high school students about William Shakespeare and themes in his plays that are still relevant today. Students will be organized into groups to choose a scene from one of Shakespeare's plays, translate the language into modern English, and perform a creative rendition of the scene. They will also give a brief presentation on a topic related to Elizabethan England or the theatre. The goal is for students to understand Shakespeare's work in a more accessible way and recognize themes like love, jealousy, and revenge that were important in his time and remain so today.
This document provides instructions for a lesson plan asking students to adapt a scene from Shakespeare's play "Twelfth Night" to a modern setting. Students will work in groups, with each member taking on a role - director, playwright, costume designer, or prop constructor. They will research their individual roles and complete writing assignments. Finally, groups will perform their adapted scene for the class. The document provides detailed instructions and online resources to guide students through each step of the process.
This document provides instructions for a lesson plan asking students to adapt a scene from Shakespeare's play "Twelfth Night" to a modern setting. Students will work in groups, with each member taking on a role - director, playwright, costume designer, or prop constructor. They will research their individual roles and complete writing assignments. Finally, groups will perform their adapted scene for the class. The document provides detailed instructions and online resources to guide students through each step of the process.
This WebQuest assigns students to research the life of William Shakespeare and create a fictional newspaper reporting on his death. Students work in groups, with roles like writer, graphic designer and editor. They research Shakespeare's biography and Renaissance culture on provided websites. Using Microsoft Publisher, students design a newsletter detailing Shakespeare's imagined death while incorporating factual information about his life and times. The activity aims to engage students through creative writing while assessing their understanding of Shakespeare and the Renaissance period.
This document describes modifications to a lesson plan about William Shakespeare's life. The original lesson uses an interactive timeline on a smartboard. The author proposes adding a Google Map with pins marking important locations and allowing students to poll answers by text message. Scenes from Shakespeare's plays would be acted out in modern and original language. Assessment options would be expanded beyond writing, such as creating a map, sketch timeline, or filmed scene. The goal is to engage students through varied activities and representations that better support universal design for learning.
This document outlines a history project for secondary 1 students at Victoria School. The project requires students to research and reconstruct different aspects of the school's history in commemoration of its 135th anniversary. Students will be divided into groups to research topics like CCAs, speech days, principals, camps and more. They will analyze artifacts, conduct interviews, and find historical sources to support a written narrative of their topic. Students will be graded on an initial write-up, sourcing evidence from 2 different types of sources, and a final 500-800 word narrative piecing together the group's findings. The completed project is due by April 1st.
The document describes a webquest activity for students to learn about three Russian writers - Leo Tolstoy, Alexander Pushkin, and Isaac Babel. Students are divided into groups and complete tasks related to each writer, including sketching Tolstoy, copying and analyzing a Pushkin poem, and creating a timeline of Babel's life. The webquest is intended to help students learn about Russian culture and prepare for a unit on Russian literature.
The document provides an overview of the Pop Art movement:
- Pop Art emerged in the 1960s as a brash and youthful style that coincided with the rise of pop music culture. It featured various painting and sculpture styles united by a focus on mass media, production, and culture.
- Although it began in Britain, Pop Art is considered an American movement. It was influenced by Dada and reacted against Abstract Expressionism. Artists like Jasper Johns and Robert Rauschenberg bridged these styles to Pop Art.
- Andy Warhol is seen as the quintessential Pop Artist, known for paintings of celebrities like Marilyn Monroe. Roy Lichtenstein also developed a recognizable comic strip-inspired style
This document discusses using concept-based teaching and technology to teach about literature and concepts like change within ecosystems. It provides examples of how teachers can develop concept maps to explore concepts within novels and use tools like podcasts, photo journals, and vodcasts to demonstrate student understanding. Students might analyze how the main character and setting change in a book about Japanese internment during WWII or explore how changes in weather patterns can alter landforms. Vocabulary and group presentations are used to solidify understanding of key concepts.
The document summarizes a student's induction project on Pop Art. It includes:
1) Research on Pop Art movements including key characteristics and influential artists like Andy Warhol.
2) An action plan where tasks were divided among group members to research online and in books.
3) Individual idea generation and planning for a Pop Art themed poster titled "See You There!".
4) Evaluation of problems faced like a group member missing and using feedback to improve.
This document outlines a lesson plan for a 9th grade language arts class on The Holocaust and The Diary of Anne Frank. Students are divided into groups and each group is assigned a person from The Diary of Anne Frank to research. They will create a poster with information about their assigned person and present their findings to the class. The process involves researching online and in books to complete the poster and a diary entry from the perspective of their assigned person. The lesson aims to provide an in-depth study of the characters and real people depicted in Anne Frank's diary to help students better understand The Holocaust.
This document summarizes an induction project completed by Joy Buck in September 2019 on developing study skills. The project involved researching different art styles like Opt art, De Stijl, and Pop art from books, websites, and other sources. Joy and her partner Alisha planned to create 4 pop art pieces influenced by different artists to demonstrate the development and influence of pop art between cultures. They faced challenges with time management and learning Photoshop but received helpful feedback from their tutor. Overall, the project supported Joy's learning through active engagement and collaboration with her partner.
This document outlines a WebQuest activity for students to learn about Greek mythology. Students will be divided into groups to choose a myth, write a script, and perform their myth for the class. They will also submit a paper on their myth and evaluate their own and their group's participation. The goal is for students to better understand Greek myths and how they were shared in ancient Greece.
American Pop Art emerged in the early 1960s in response to post-WWII consumerism and mass marketing. Artists drew inspiration from popular culture like advertisements, comics, and movies to critique commercialism. Roy Lichtenstein and Andy Warhol were pioneering American Pop Artists. Lichtenstein created works featuring comic book speech bubbles and dots that referenced advertisements. Warhol produced famous paintings of mass produced objects like soup cans and portrayed himself as a celebrity artist.
This document provides instructions for a three-stage webquest on ancient Celtic literature. In stage one, students research aspects of ancient Celtic culture in small groups. In stage two, students work in new small groups to complete a project on archetypes, interview Celtic gods/goddesses, or compare Celtic, Greek and Roman literature. Stage three has students individually write an original poem about the Ultonian or Fenian cycles of Celtic literature. The document provides detailed guidelines and resources for students to complete each stage of the webquest.
This lesson plan aims to raise students' awareness of William Shakespeare and his works for his 450th anniversary. It uses various technologies and activities including a cultural quiz, video, listening activity on the Elizabethan era, and creating an online timeline in groups about assigned Shakespearean plays. Students will work individually and collaboratively. The plan considers implementation challenges and ensures a positive classroom atmosphere for learning.
This document provides descriptions for several lesson plans that utilize the website Voki. It describes lessons across various subjects for 5th grade that have students use Voki to create avatars to share information on topics like composers, homonyms, responding to writing prompts, analyzing poems, setting New Year's resolutions, and learning about Christopher Columbus. It also includes a section with examples of other web 2.0 resources that can be used for activities like creating tests, typing practice, brainstorming, publishing content, sharing photos and videos, and bookmarking websites.
The document summarizes the student's research on Pop Art for an induction project. Specifically, it discusses:
- Pop Art emerging in the 1950s-60s as a rebellion against traditional art, taking inspiration from popular culture like movies and advertising.
- The student's group choosing to focus on American Pop Artist Andy Warhol, with research conducted on websites, books, and Warhol's iconic Campbell's Soup cans.
- An action plan developed to divide research tasks between group members and produce individual posters tied together by the Pop Art theme.
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
1. Elemental Economics - Introduction to mining.pdfNeal Brewster
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...sameer shah
Delve into the world of STREETONOMICS, where a team of 7 enthusiasts embarks on a journey to understand unorganized markets. By engaging with a coffee street vendor and crafting questionnaires, this project uncovers valuable insights into consumer behavior and market dynamics in informal settings."
5 Tips for Creating Standard Financial ReportsEasyReports
Well-crafted financial reports serve as vital tools for decision-making and transparency within an organization. By following the undermentioned tips, you can create standardized financial reports that effectively communicate your company's financial health and performance to stakeholders.
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Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
Financial Assets: Debit vs Equity Securities.pptxWrito-Finance
financial assets represent claim for future benefit or cash. Financial assets are formed by establishing contracts between participants. These financial assets are used for collection of huge amounts of money for business purposes.
Two major Types: Debt Securities and Equity Securities.
Debt Securities are Also known as fixed-income securities or instruments. The type of assets is formed by establishing contracts between investor and issuer of the asset.
• The first type of Debit securities is BONDS. Bonds are issued by corporations and government (both local and national government).
• The second important type of Debit security is NOTES. Apart from similarities associated with notes and bonds, notes have shorter term maturity.
• The 3rd important type of Debit security is TRESURY BILLS. These securities have short-term ranging from three months, six months, and one year. Issuer of such securities are governments.
• Above discussed debit securities are mostly issued by governments and corporations. CERTIFICATE OF DEPOSITS CDs are issued by Banks and Financial Institutions. Risk factor associated with CDs gets reduced when issued by reputable institutions or Banks.
Following are the risk attached with debt securities: Credit risk, interest rate risk and currency risk
There are no fixed maturity dates in such securities, and asset’s value is determined by company’s performance. There are two major types of equity securities: common stock and preferred stock.
Common Stock: These are simple equity securities and bear no complexities which the preferred stock bears. Holders of such securities or instrument have the voting rights when it comes to select the company’s board of director or the business decisions to be made.
Preferred Stock: Preferred stocks are sometime referred to as hybrid securities, because it contains elements of both debit security and equity security. Preferred stock confers ownership rights to security holder that is why it is equity instrument
<a href="https://www.writofinance.com/equity-securities-features-types-risk/" >Equity securities </a> as a whole is used for capital funding for companies. Companies have multiple expenses to cover. Potential growth of company is required in competitive market. So, these securities are used for capital generation, and then uses it for company’s growth.
Concluding remarks
Both are employed in business. Businesses are often established through debit securities, then what is the need for equity securities. Companies have to cover multiple expenses and expansion of business. They can also use equity instruments for repayment of debits. So, there are multiple uses for securities. As an investor, you need tools for analysis. Investment decisions are made by carefully analyzing the market. For better analysis of the stock market, investors often employ financial analysis of companies.
2. Elemental Economics - Mineral demand.pdfNeal Brewster
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
Seminar: Gender Board Diversity through Ownership NetworksGRAPE
Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.
What's a worker’s market? Job quality and labour market tightness
Earlyquest
1. Student Page Title Introduction Task Process- Day 1 Conclusion Credits [Teacher Page] A WebQuest for 9th Grade English Designed By: Brittany Cross [email_address] Based on a template from The WebQuest Page Photo Credit: FLICKR by johopo Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
2. Student Page Credits [ Teacher Page ] Before we begin reading two of Shakespeare’s most famous plays: Romeo & Juliet and Julius Caesar , it is important to understand the contexts from which these plays come from. What was it like when Shakespeare was originally writing his plays? Where did he live? What did he eat for breakfast? How long did it take to write one play? Were the plays famous during his lifetime? What was it like to be in his audience? What did the Queen, the Church, & the government feel about the popularity of the theater? Today you are all actors! So jump into your role within your acting troupes as either Shakespeare, Queen Elizabeth, an average actor, a priest, a commoner, or a noble. You will go on a journey back to the late 1500’s to discover what life was like in Renaissance England & be able to answer these questions and much much more! Photo Credit: FLICKR by Elvis_Payne Shakespeare’s House Student Page Title Introduction Task Process- Day 1 Conclusion Credits Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
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5. Elizabethan Times/Lifestyles PowerPoint Requirements: Slide 1- Food Slide2- Occupations Slide 3- The Household- masters and servants Slide 4- Education Slide 5- Fashion and Clothing Slide 6- the City of London Back to Process Day-1 Page Rubric for Powerpoint Photo Credit: Flickr by anneboyelnsite Photo Credit: Flickr by Waxmaster Each slide must be created individually, remember to include at least one graphic (give credit for it) and 5+ facts pertaining to your topic for full credit! Good Luck! Points for color and creativity!
6. Black Plague Powerpoint Requirements: Slide 1- How did the black plague affect theatre productions Slide 2- Where did the plague originate Slide3- historical fats about the black plague Slide4- what did English citizens do? Slide 5- results, statistics Slide 6- What were the views of the church on the plague? Back to Process Day-1 Page Rubric for Powerpoint Photo Credit: Flickr by Brizzle born and bred Photo Credit: Flickr by crafty1tutu (Ann) Each slide must be created individually, remember to include at least one graphic (give credit for it) and 5+ facts pertaining to your topic for full credit! Good Luck! Points for color and creativity!
7. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
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10. Student Page Credits [ Teacher Page ] PowerPoint/ Multimedia Rubric Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout CATEGORY 4 3 2 1 Participation Student has a completed slide in the presentation, worked cooperatively in groups, assignment was completed in a timely manner Student has a completed slide in presentation, worked well within group most of the time, assignment was completed in a timely manner Slide was turned in, but not fully completed. Student had trouble working cooperatively in a group. The assignment was late. Didn't contribute a slide, little to no participation within group. Creativity of Slide Slide is colorful, easy to understand, includes graphics and pictures. Slide is colorful, easy to understand, has no images or graphics Slide lacks eye-catching color, difficult to understand, no images or graphics Slide lacks effort from the student Quality of Research Research is grade-level appropriate, slide has 5+ facts that all pertain to the subject. Research is grade-level appropriate, slide has 3-4 facts that all pertain to the subject area. Research may not be adequate for grade level, slide has fewer than 3 facts, some facts stray from the topic Research is far below grade level standards, only 1-2 facts, all facts stray from the topic Accurate Facts Information is cited correctly with no errors. Information is cited correctly with only 1-2 errors Information for citations is done incorrectly and difficult to find Information was not cited/ or cited with more than 5 mistakes Presentation Student shows obvious mastery of facts, doesn't read from the slide, engages the class Student shows mastery of the facts, relies slightly on the slides, engages the class Student struggles with mastery of the facts, reads from the slides, doesn't engage the class Student shows no mastery of material, relies heavily on the slides, fails to engages the class
11. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Story Writing- A Journal Entry by: CATEGORY 4 3 2 1 Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the journal wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care. Neatness The final draft of the journal is readable, clean, neat and attractive. It is typed and formatted. It looks like the author took great pride in it. The final draft of the journal is readable, neat and attractive. It may have one or two errors, but they are not distracting. It looks like the author took some pride in it. The final draft of the journal is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care for formatting or proofreading. Focus on Assigned Topic The entire entry is related to the assigned topic and allows the reader to understand much more about the topic. Most of the entry is related to the assigned topic. The journal wanders off at one point, but the reader can still learn something about the topic. Some of the entry is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors. Accuracy of Facts All facts presented in the story are accurate. Almost all facts presented in the story are accurate. Most facts presented in the story are accurate (at least 70%). There are several factual errors in the story. Requirements All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met. Almost all (about 90%) the written requirements were met. Most (about 75%) of the written requirements were met, but several were not. Many requirements were not met. Creativity The journal contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The journal contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The journal contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the journal. The author does not seem to have used much imagination. Extra Credit Student chooses to dress up for his/her part and read the journal entry allowed and in character's voice. Student chooses to dress up for his/her part and read the journal aloud. Student makes some attempt to dress for his/her part and reads the entry aloud. Student reads the entry aloud to the class.
12. Student Page Credits [ Teacher Page ] Newspaper Rubric Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout CATEGORY 4 3 2 1 Layout - Headlines & Captions All articles have headlines that capture the reader's attention and accurately describe the content. All articles and graphics have caption. All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. Contributions of Group Members Each person in the group has contributed at least three articles and one graphic without prompting from teachers or peers. Each person in the group has contributed at least two articles and one graphic with a few reminders from peers. Each person in the group has contributed at least one article with some minimal assistance from peers. One or more students in the group required quite a lot of assistance from peers before contributing one article. Spelling and Proofreading No spelling or grammar errors remain after one or more people read and correct the newspaper. No more than a couple of spelling or grammar errors remain after one or more people read and correct the newspaper. No more than 3 spelling or grammar errors remain after one or more people read and correct the newspaper. Several spelling or grammar errors remain in the final copy of the newspaper. Knowledge Gained All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. Articles - Purpose 90-100% of the articles establish a clear purpose 85-89% of the articles establish a clear purpose 75-84% of the articles establish a clear purpose Less than 75% of the articles establish a clear purpose Graphics Graphics are in focus, are well-cropped and are clearly related to the articles they accompany. Graphics are in focus and are clearly related to the articles they accompany. 80-100% of the graphics are clearly related to the articles they accompany. More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
13. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Multimedia Project : WebQuest Collaborative Rubric CATEGORY 4 3 2 1 Presentation All pieces of the project were eye-catching, creative, and neatly presented to the teacher. All pieces of the project were eye-catching, most were creative, and neatly presented to the teacher All pieces of the project were turned in, acceptable in presentation. Pieces were missing and activities were disorganized Participation Student was present on the day of the assignment and worked well in groups, did fair share of work Student was present on the day of the assignment, worked ok in group, did fair share of work Student was present on day of assignment, had trouble working cooperatively, did not pull their weight Student was present but did little work and didn't participate in group. Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Uses other people's ideas, but does not give them credit.
14. Student Page Credits [ Teacher Page ] By the end of this activity, your English acting troupe will have discovered the secrets of the Renaissance times- how people lived, what they did for entertainment, problems in their country, etc. You’re now ready to begin reading Shakespeare’s plays with a better understand of both his comedies and his tragedies. Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Photo Credit: Flickr by:clasic lasuperlativ Photo Credit: Flickr by Stavros Julius Caesar
15. Student Page Credits [ Teacher Page ] To create your own version of the template and training materials for a web quest visit: The WebQuest Page and The WebQuest Slideshare Group 1. General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html Photos from Flickr Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Websites Referenced in this Webquest:
16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade (English) Designed by Brittany Cross [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Photo Credit: Flickr by: johopo
17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed after working with my IB 8 th grade English class at Lesher and participating in the projects they are doing in class now and anticipating projects that will help them next year when they will first be introduced to Shakespeare's work. A lot of the activities I planned are specific to a differentiated classroom model and I tried to do an activity that each type of learner would enjoy, learn from, and be challenged by. The goal is for them to have a strong understanding of the English culture and background knowledge that they will apply when reading Shakespeare through the rest of their educational careers. It also gives them the chance to be creative and have fun with a subject that's often dreaded. This webquest is designed to stretch over three or more class periods of 90 min. each. It caters to many standards of research, writing, analyzing, and technology as well as allowing the students to do self-learning and hands-on activities outside of lecture. Not many supplemental materials are necessary beyond the internet, but movie clips and books are recommended based on the time devoted to the lesson. Evaluation Teacher Script Conclusion
18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is designed for 9 th graders simply because it is the year in which they typically are first introduced to Shakespeare’s plays. It can easily become more advanced or toned down to a slower pace by adjusting the length and number of tasks on the process pages. It is structured for students to have very good time management skills and to hone their research, planning, revising, editing, and publishing skills to a more proficient level. Time limits will be pushed in this activity. So assignments can be shortened or taken home. Students will need to have had prior experience with Word, Publisher, and PowerPoint in order to do this in a timely fashion, but mastery of these programs is not necessary. Levels of experience with computers will most likely vary within the group, allowing students to help each other discover things while they work. Also, previous instruction in basic writing skills, grammar, syntax, & paragraph structure is helpful; however, the writing assignments are less standardized in format and cater to a more creative, expressive side. Evaluation Teacher Script Conclusion
19. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. • select relevant material for reading, writing, and speaking purposes; • understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading and writing; • paraphrase, summarize, organize, and synthesize information; • give credit for others' ideas, images, or information; and • use information to produce a quality product. STANDARD 2: Students write and speak for a variety of purposes and audiences. In order to meet this standard, students will: • write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading; • write and speak for audiences such as peers, teachers, and the community; • plan, draft, revise, proofread, and edit written communications; • use a variety of devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning; • organize written and oral presentations using strategies such as lists, outlining, cause/effect relationships, comparison/contrast, problem/solution, and narration; and • use handwriting and at the most appropriate time, word processing to produce a product that is legible. STANDARD 3:Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. In order to meet this standard, students will • know and use correct grammar in speaking and writing; • apply correct usage in speaking and writing; • use correct sentence structure in writing; and • demonstrate correct punctuation, capitalization, and spelling.
20. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very much one that students can and should be able to facilitate on their own. Teachers should provide the handout questions printed out for students. Beyond that, the lesson is contained within the technology available. Teachers should facilitate the time management of the students in each activity, (suggested times for each section are on the student’s process slides) help students to stay on the appropriate websites, and keep them on task. The only roles not assigned are those at the beginning of ay 1, teachers can organzie this how they wish. Students may also need help with the powerpoint and publisher programse. It would be helpful for the teacher to have a full example fo a completed Playbook for studnets to reference. The last day (#4) should be the day of powerpoint presentations which can be to rthe whole classa nd gradeed by the teahcer or to smaller groups and graded by the students. Full rubrics are provided and should be gone over in detail with the students before they start the bigger progjects Evaluation Teacher Script Conclusion
21. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very much one that students can and should be able to facilitate on their own. Teachers should provide the handout questions printed out for students. Beyond that, the lesson is contained within the technology available. Teachers should facilitate the time management of the students in each activity, (suggested times for each section are on the student’s process slides) help students to stay on the appropriate websites, and keep them on task. The only roles not assigned are those at the beginning of Day 1, teachers can organize this how they wish. Students may also need help with the PowerPoint and Publisher programs. It would be helpful for the teacher to have a full example of a completed Playbook for students to reference. The last day (#4) should be the day of PowerPoint presentations which can be to the whole class and graded by the teacher or within smaller groups and graded by the students. Full rubrics are provided and should be gone over in detail with the students before they start the bigger projects. Evaluation Teacher Script Conclusion
22. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Resources need to implement this lesson: Students should preferably have access to their own individual computers that have Word, PowerPoint, and Publisher, & plenty of printer paper. Drawing utensils, crayons, markers, etc. are also recommended. Having library books related to the topics that are being researched is a supplement the students can use as well. This activity can be done with only the classroom teacher, but it could help to have computer tech aides or others to help with the programs if necessary. Evaluation Teacher Script Conclusion Websites Used 1.General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html
23. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on the expectations you have for your class as a whole, the evaluations will vary. Each student should contribute to produce the playbook which should look professional and mimic the model you present at the beginning of the lesson. A huge part of the evaluation is the PowerPoint presentation in which they are not only evaluated on what they have learned, but also how they present that material to their peers. Extensive rubrics are provided to help guide you. They cater to the planning process as well as the final presentation after extensive revision and editing. Refer to the rubrics on the student pages: Journal Newspaper PowerPoint Collaborative Evaluation Teacher Script Conclusion
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26. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Design your own webquest: The WebQuest Page and share it with others: The WebQuest Slideshare Group . Evaluation Teacher Script Conclusion Websites used for this activity: 1.General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html Photos: Compliments of Flickr