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The document summarizes an online course taken through the Vermont Virtual Learning Cooperative, including classes taken in Geometry, English, and SAT Prep. It provides details on how the online courses are structured, with lessons, computer-graded problems, and teacher-graded assignments. It also notes pros and cons of online learning compared to traditional in-person classes, and discusses the student's experience and performance in each class.
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This document provides an overview and syllabus for the ARTDM 171 Web Design course taught by Gilbert Guerrero. The course will cover HTML, CSS, JavaScript, and Dreamweaver CS4. It lists required textbooks, evaluation procedures based on projects, homework and participation. The class will involve weekly exercises, reading assignments, blog posts, group projects, and an individual final project. Attendance requirements and lab schedules are also outlined.
INTR 101 04 Note taking Online
This document provides guidance on effective note-taking strategies. It recommends being prepared for class by doing readings and looking at announcements. During class, it is important to engage with the material, turn off technology, and look for cues from the instructor. Good notes include labeling, dating, titling and organizing by class and lecture. Key details like definitions, formulas and dates should be recorded precisely in the note-taker's own words. Effective recording methods include outlining, charting, the Cornell method and concept mapping. Notes should be reviewed after class to fill in gaps and solidify understanding before the next class.
Learning environment optimisation: Doing less with more for better outcomes
A maxi-edition of my guide to Learning Management Environment optimisation, whereby we hack the workload model to our favour, make marking easier (and more fun) for the lecturer, and put the students second in the pursuit of "How can we use this teaching technology to deliver something superior to our own work days?". Because quite often, the better systems for improving academic workplace effectiveness never get sold on the basis of "Want to do less work with more resources for better personal outcomes?"
Open house calc
This document provides information for students attending Mr. Canales' Calculus class at Cy-Ridge High School, including his contact information, supply lists, a typical class schedule, homework policies, grading procedures, tutoring availability, and an overview of calculus topics covered. Tests are scheduled on odd weeks and tutoring is available on Mondays and Wednesdays after school and by appointment. Progress reports will be distributed every 4 weeks and grades can be checked online.
U of I INTR 101 03 Notetaking
This document provides guidance on effective note-taking strategies. It recommends being prepared for class by doing readings and looking at announcements. During class, it is important to engage with the material, turn off technology, and look for cues from the instructor. Good notes include labeling, dating, titling, paraphrasing key details, and leaving space for important formulas and examples. Notes should be organized into folders or binders by class. Effective review methods include outlining, charting, the Cornell method, mapping, rewriting notes to solidify concepts, and writing summaries.
Intr 101 02_notetaking
This document provides guidance on effective note-taking strategies. It recommends being prepared for class by doing readings and looking at announcements. During class, it is important to engage with the material, turn off technology, and look for cues from the instructor. Good notes include labeling, dates, titles, paraphrasing key details, and leaving space for important formulas and examples. Notes should be organized into folders or binders after class. It also discusses outlining, charting, the Cornell method and concept mapping as effective note-taking methods. The document stresses reviewing and revising notes after class to fill in gaps and solidify understanding.
Notetaking - INTR 101 Spring 1 2021
This document provides guidance on effective note taking strategies for students. It discusses four key elements of note taking: being prepared, being present, recording information, and reviewing notes. Some best practices include coming to class prepared, actively engaging with the material, labeling and organizing notes, paraphrasing information, and revising notes after class. The document also describes different note taking methods like outlining, charting, the Cornell method, and concept mapping that students can use depending on their learning style and content area.
Ways To Be Successful In Online Courses
Here are the tips to help you to succeed in your online classes. If you need someone to do your difficult assignment or if you think, "I want to pay someone to do my online class," call Online Class Help 911 today. Visit our website https://onlineclasshelp911.com/ to know more.
Exciting Strategies for 2014 GED Test Prep: Orange You Glad?
Sample lesson and workshop for "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.
York pgce modern languages gcse
This document provides information about the new GCSE French exams in the UK, which will begin in 2018. It discusses the exam structure, content themes, and assessment formats. The exams will be linear, with all exams taken at the end of the course. Assessment will include listening, speaking, reading, and writing components. The speaking exam will involve a role-play, photo card, and conversation section. Reading and writing exams will include multiple choice questions, short answer questions, translations, and longer writing responses. The document also discusses potential activities to use in French lessons to prepare students for the new exams.
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Lecture 1: Introduction to the Course (Practical Information)
Lecture 1: Introduction to the Course (Practical Information)
[AsiaTEFL 2016] Flipped Classroom as a Paradigm Shift for Teaching EFL in Korea
[AsiaTEFL 2016] Flipped Classroom as a Paradigm Shift for Teaching EFL in Korea
Supporting deaf students from the curriculum to the classroom
Supporting deaf students from the curriculum to the classroom
Learning environment optimisation: Doing less with more for better outcomes
Learning environment optimisation: Doing less with more for better outcomes
Exciting Strategies for 2014 GED Test Prep: Orange You Glad?
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More from Amelia Payne
SBHS Classes
This document provides information about classes at South Burlington High School, including Physics, Football, and Drivers ED. It discusses topics covered in Physics like motion formulas and the metric system. Examples are provided for calculating the time and distance a ball will fall. The benefits of the metric system are outlined compared to imperial units. The document also briefly describes a touch football championship and learning various topics in Drivers ED class.
Internship fall 2015
This presentation summarizes Amelia Payne's internship at the Weiss Lab. It discusses freezing decellurized lungs using different mediums and defrosting them to seed with human lung fibroblast cells. The presentation outlines experiments to count and freeze the cells and plans to defrost lung tissues at intervals to test cell growth using a WST assay. It thanks the mentors who supported Amelia's internship work.
Time tracking
This document summarizes a person's efforts to track their time over two months in order to set and meet goals related to driving, exercise, TV watching, and sleep. In the first month, the person found it difficult to accurately track multitasking time but was able to gather data. They reviewed this data to set goals for the second month, which they largely met by reducing travel, TV and increasing exercise and sleep time.
Crash course world history
Crash Course World History is a YouTube video series about world history taught by John Green. It partners with Khan Academy and PBS Digital Studios. The document discusses how the creator watched 69 Crash Course videos over 10-15 minutes each, took extensive notes, and made infographics about each video using Pictochart. The creator learned note taking skills, how to make infographics that use graphics, images, data visualization, and cite sources while limiting text. Overall, the creator gained knowledge of history, design skills, and how to work quickly and efficiently from this experience.
Classes
The document provides summaries of various classes taken by the author, including chemistry, visualizing algebra, and Italian. For chemistry, they attended class 5 days a week, did labs and homework, and learned chemistry, math, and lab skills. For visualizing algebra, they completed video lessons and exercises for 1 hour per day 6 days a week, totaling over 168 hours. For Italian, they listened to audio for 1 hour per week and did computer exercises for vocabulary, phrases, and speaking practice. They also briefly discussed a chemistry experiment and solving a quadratic equation in algebra.
Weiss lab [autosaved]
This document summarizes Amelia Payne's spring term exhibition at the Weiss Lab in 2015. It describes some of the classes Amelia took, including Visualizing Algebra, Chemistry, and Italian. It then discusses several projects Amelia worked on at the lab, including harvesting mouse lungs, photographing microscopy slides, testing the pH of washes, and investigating a sodium deoxycholate mystery. The document provides details on these projects and what Amelia learned, such as how to take microscope photos, test pH, and interact with coworkers. It concludes with a thank you to those who helped Amelia learn and a Q&A section.
Weiss lab
The intern gained experience in decellularizing mouse, pig, and human lungs under the mentorship of Dr. Franzi Uhl. Some of the intern's responsibilities included removing mouse lungs, mixing solutions, and desk work. For a science fair project, the intern designed an experiment to investigate preventing bacterial contamination in decellularized mouse lungs by testing different antibiotic concentrations. The intern also assisted with a pig lung decellularization photo protocol and learned how to make sterile agar plates by properly mixing, autoclaving, cooling, and pouring the solution.
The seven minute workout [autosaved]
The document summarizes the seven minute workout, which is a high intensity circuit training routine developed by Brett Klika and Chris Jordan at the Human Performance Institute. It consists of exercises like jumping jacks, pushups, and squats that are done for 30 seconds each with 10 second breaks in between. Research shows that high intensity interval training provides benefits like increased calorie burn and VO2 max even with short duration workouts. The seven minute workout meets U.S. physical activity guidelines if done 3 times a week for a total of 21 minutes of high intensity exercise.
Non cognitive varables
This document discusses non-cognitive variables that can be used in college admissions to assess applicants beyond standardized test scores. It argues that non-cognitive variables measure important life skills and experiences. Specifically, it examines eight non-cognitive variables: positive self-concept, realistic self-assessment, navigating systems and understanding discrimination, preference for long-term goals, strong support system, leadership experience, community service, and knowledge in a field from internships. Examples are given for each variable showing how they are demonstrated and their importance for success.
Bossing computers around
The document compares two vocabulary quiz games - an SAT vocab game and a Harry Potter trivia game. The SAT vocab game uses arrays, functions, and randomizes questions, while the Harry Potter game uses preset questions in alert boxes. The author created the SAT vocab game over 6 weeks with help from others, using HTML, CSS, JavaScript, and jQuery. They created the Harry Potter game alone in the last week of a 12-week JavaScript class using only JavaScript. Going forward, the author wants to add multiple choice answers and refine definitions to their SAT vocab game.
Weiss lab
The internship involved assisting with decellularization of mouse, pig, and human lungs through various tasks. The intern worked on two main projects: 1) Developing a photo protocol for pig lung decellularization. 2) A science fair project investigating preventing contamination in decellularized mouse lungs by testing different antibiotic concentrations. The intern gained experience with decellularization processes, protocol writing, and teaching lab skills like making agar plates. The mentor was Franzi Uhl, a PhD from Germany in natural science with a masters in bioengineering.
Visualizing algebra
This document outlines four projects: 1) A Udacity online algebra class involving video lessons, problems, and midterms requiring 7 hours per week. 2) Use of the Duolingo app to learn Ilatilan by completing lessons and exercises for 2.5 hours per week. 3) Taking a high school chemistry class involving homework, labs, tests, and one accident where sodium metal was exploded. 4) Participation in the high school cyber security club which works as a team to secure computer systems, competes nationally by fixing vulnerabilities, and scored over 200 points.
Building a house in st john (2)
The document outlines plans to build an eco-friendly and hurricane-proof house in St. John that considers the local building codes and slope of the property. Several building methods are considered like mud bricks, shipping containers, and earth bags. Plumbing would use a cistern and rain water with a $3359 septic system. The author has done research and learned about alternative building methods and insulation needs. Future plans include finalizing the design and raising money through kickstarter.
9th Making a website (1)
The document discusses how to build a website from scratch by learning HTML and CSS through online courses, tutorials, and trial and error. It describes building a sample website for Amelia Payne Babysitting using HTML and CSS to add content and style it. The website was hosted online using a hosting service on a subdomain URL. The key lessons learned were to avoid tables for layout, stick with challenging tasks, and understand what hosting and good web design entail.
The pit and the pendulum (1)
This document outlines an integrated mathematics unit on statistics based on Edgar Allan Poe's short story "The Pit and the Pendulum". The unit aims to determine if Poe's prisoner would have had enough time to escape from under a swinging pendulum. Students collect data on pendulum lengths and periods to formulate an equation. Applying this to the 30-foot rope in the story, students find the prisoner would have had 78 seconds to escape, giving him plenty of time. The unit covers statistical concepts like standard deviation and is designed to help students meet proficiencies in reasoning through statistics, communicating information mathematically, and taking responsibility for learning.
The effect of cell phone radiation on yeast (1)
The student conducted an experiment to test the effect of cell phone radiation on yeast metabolism. Yeast and sugar mixtures were placed in test tubes near a cell phone, 30cm away, 1m away, and in another room as a control. The cell phone was used to make calls for 30 minutes by each test tube. Balloon diameters measured the yeast's CO2 output, indicating metabolism. Results showed yeast closest to the phone grew most, while the control grew second most, supporting the hypothesis that closer proximity increases yeast growth due to cell phone radiation. The student learned about cell phone operation and their classification as a potential carcinogen, while gaining experience with the scientific method.
Biomes of the world
The document contains links to webpages about different biomes and habitats around the world. It includes links about tundra, taiga/boreal forests, temperate coniferous forests, tropical rainforests, temperate rainforests, temperate grasslands, savannas, shrublands, deserts, rocky shores, coral reefs, hydrothermal vents, estuaries, lakes, rivers, freshwater wetlands, and marshes/swamps. The links provide information on the location, climate, plants, and animals commonly found in each habitat type.
Biology class (1)
The 10th grade accelerated biology class covered topics like ecology, populations, biochemistry, and cell biology. Major projects included creating a biome book, completing a dialysis lab and ecology plot lab, and an individual science fair project. The class also learned about tropical rainforests, which receive 200-400cm of rain per year and have temperatures between 20-34 degrees Celsius. Tropical rainforests support many species of trees, plants, birds, monkeys, snakes and other animals. The student received an A in the class and aims to improve their skills in research, problem-solving, collaboration, and communicating scientific information.
Can mushrooms eat oil (2)
This document discusses an experiment to test the ability of oyster mushroom mycelium to break down and consume diesel fuel in soil. The student hypothesizes that oyster mushrooms will be able to grow and consume diesel even without soil present. To test this, the student will grow mushrooms in mixtures containing 5%, 10%, 25%, 50%, and 100% diesel by volume, and measure the percentage of oil remaining over time. The results of the experiment will be analyzed and presented at a local science fair, with the possibility of advancing to an international competition. The project aims to determine the maximum oil concentration mushrooms can consume and applies the scientific method to address environmental remediation.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Presentation required for the master in Education.
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Online classes
- 1. Online Classes WITH VERMONT VIRTUAL LEARNING COOPERATIVE
- 2. Classes • Geometry • English • SAT Prep
- 3. Online courses • Read Lesson • Complete Computer graded problems • Submit teacher graded assignments • Do discussion based assignments PRO Self directed Any time Easier to catch up No lectures Con Harder to get help Harder to ask questions Easier to get behind Less interaction with other students
- 4. GEOMETRY Basic Constructions Proofs Compass Vs. Computer A- in quarter 1
- 5. English • Learned about writing • Learned about advertising • Wrote narrative essay about The Cask of Amontillado by Edgar Allan Poe • Wrote research paper on ethics of advertising • Did NOT learn to spell I got an A in quarter 2
- 6. SAT prep Math English Writing I got an -A
- 7. Problems With Course • Isn't updated to the new SAT format • Doesn't make you take practice tests • Lots of busy work • Not sure its helping
- 8. STP I AM TRYING TO DO MY STP ON SETTING UP AN EXCHANGE PROGRAM WITH COOKS HILL CAMPUS AUSTRALIA