The Romantic Period in literature was a response to the Enlightenment and focused more on emotions, imagination, and nature rather than reason and science. Romanticism emphasized understanding the world through one's senses and feelings. It spread throughout Europe and influenced genres like novels, music, and visual art. Mary Shelley's Frankenstein and Beethoven's music exemplified Romantic themes of nature, emotions, and imagination. The movement renewed interest in medieval history and nature versus urban environments.
More and more Americans are going tocollege, but how many of.docxgilpinleeanna
More and more Americans are going to
college, but how many of them are actually
learning anything?
M
A CRITIC AT LARGE
LIVE AND LEARN
Why we have college.
by Louis Menand
JUNE 6, 2011
y first job as a professor was at an Ivy
League university. The students were happy
to be taught, and we, their teachers, were happy to
be teaching them. Whatever portion of their time
and energy was being eaten up by social
commitments—which may have been huge, but
about which I was ignorant—they seemed earnestly
and unproblematically engaged with the academic
experience. If I was naïve about this, they were
gracious enough not to disabuse me. None of us
ever questioned the importance of what we were
doing.
At a certain appointed hour, the university
decided to make its way in the world without me,
and we parted company. I was assured that there
were no hard feelings. I was fortunate to get a
position in a public university system, at a college
with an overworked faculty, an army of part-time instructors, and sixteen thousand students.
Many of these students were the first in their families to attend college, and any distractions
they had were not social. Many of them worked, and some had complicated family
responsibilities.
I didn’t regard this as my business any more than I had the social lives of my Ivy League
students. I assigned my new students the same readings I had assigned the old ones. I
understood that the new students would not be as well prepared, but, out of faith or ego, I
thought that I could tell them what they needed to know, and open up the texts for them. Soon
Debating the Value of College in America : The New Yorker http://www.newyorker.com/arts/critics/atlarge/2011/06/06/1106...
1 of 11 8/5/11 8:40 AM
after I started teaching there, someone raised his hand and asked, about a text I had assigned,
“Why did we have to buy this book?”
I got the question in that form only once, but I heard it a number of times in the
unmonetized form of “Why did we have to read this book?” I could see that this was not only a
perfectly legitimate question; it was a very interesting question. The students were asking me to
justify the return on investment in a college education. I just had never been called upon to think
about this before. It wasn’t part of my training. We took the value of the business we were in for
granted.
I could have said, “You are reading these books because you’re in college, and these are the
kinds of books that people in college read.” If you hold a certain theory of education, that
answer is not as circular as it sounds. The theory goes like this: In any group of people, it’s easy
to determine who is the fastest or the strongest or even the best-looking. But picking out the
most intelligent person is difficult, because intelligence involves many attributes that can’t be
captured in a one-time assessment, like an I.Q. test. There is no intellectual equivalent of the
hundred-yard dash. An intelligent person is open-minded ...
This article shows the need for the University to adjust to the new times by updating the curriculum structure of higher education that should not only respond to market demands, but also provide knowledge to develop the qualification and the humanistic formation of the individual, besides showing how to achieve individual and collective happiness.
More and more Americans are going tocollege, but how many of.docxgilpinleeanna
More and more Americans are going to
college, but how many of them are actually
learning anything?
M
A CRITIC AT LARGE
LIVE AND LEARN
Why we have college.
by Louis Menand
JUNE 6, 2011
y first job as a professor was at an Ivy
League university. The students were happy
to be taught, and we, their teachers, were happy to
be teaching them. Whatever portion of their time
and energy was being eaten up by social
commitments—which may have been huge, but
about which I was ignorant—they seemed earnestly
and unproblematically engaged with the academic
experience. If I was naïve about this, they were
gracious enough not to disabuse me. None of us
ever questioned the importance of what we were
doing.
At a certain appointed hour, the university
decided to make its way in the world without me,
and we parted company. I was assured that there
were no hard feelings. I was fortunate to get a
position in a public university system, at a college
with an overworked faculty, an army of part-time instructors, and sixteen thousand students.
Many of these students were the first in their families to attend college, and any distractions
they had were not social. Many of them worked, and some had complicated family
responsibilities.
I didn’t regard this as my business any more than I had the social lives of my Ivy League
students. I assigned my new students the same readings I had assigned the old ones. I
understood that the new students would not be as well prepared, but, out of faith or ego, I
thought that I could tell them what they needed to know, and open up the texts for them. Soon
Debating the Value of College in America : The New Yorker http://www.newyorker.com/arts/critics/atlarge/2011/06/06/1106...
1 of 11 8/5/11 8:40 AM
after I started teaching there, someone raised his hand and asked, about a text I had assigned,
“Why did we have to buy this book?”
I got the question in that form only once, but I heard it a number of times in the
unmonetized form of “Why did we have to read this book?” I could see that this was not only a
perfectly legitimate question; it was a very interesting question. The students were asking me to
justify the return on investment in a college education. I just had never been called upon to think
about this before. It wasn’t part of my training. We took the value of the business we were in for
granted.
I could have said, “You are reading these books because you’re in college, and these are the
kinds of books that people in college read.” If you hold a certain theory of education, that
answer is not as circular as it sounds. The theory goes like this: In any group of people, it’s easy
to determine who is the fastest or the strongest or even the best-looking. But picking out the
most intelligent person is difficult, because intelligence involves many attributes that can’t be
captured in a one-time assessment, like an I.Q. test. There is no intellectual equivalent of the
hundred-yard dash. An intelligent person is open-minded ...
This article shows the need for the University to adjust to the new times by updating the curriculum structure of higher education that should not only respond to market demands, but also provide knowledge to develop the qualification and the humanistic formation of the individual, besides showing how to achieve individual and collective happiness.
Este artículo describe los principales problemas a los que se enfrenta la educación científica en los países industrializados: una disminución del número de estudiantes que optan por estudiar ciencias y una disminución del número de estudiantes que se inscriben en programas de doctorado en ciencias. El artículo plantea la hipótesis de que todo esto es el resultado de un escenario conflictivo: los estudiantes tienen identidades postmodernas, mientras que la educación es moderna. Con este fin, el artículo revisa los principales aspectos filosóficos y sociales de la posmodernidad, y la crítica de la educación moderna que ha surgido de la misma. A continuación, el artículo describe el difícil culto que los discursos postmodernos tienen en la propuesta de una pedagogía postmoderna. Por último, propone que la práctica de la performatividad podría participar.
Essays About Education. Essay for education - College Homework Help and Onlin...Amanda Harris
Write An Essay On The Importance Of Education - SHALOMEC.ORG. Business paper: Education essay sample. Education Should be Free Essay | Essay on Education Should be Free for .... 001 Essay About School Example ~ Thatsnotus. High School Essay - 10+ Examples, Format, Pdf | Examples. College Essay Format: Simple Steps to Be Followed. Argumentative Essay | PDF | Higher Education | Government. Essay writing about education - College Homework Help and Online Tutoring.. essay examples: importance of education essay. Essay on good education is the only path to success / cheap assignment .... College Essay: Example essay about education. Essay for education - College Homework Help and Online Tutoring.. College Essay: Importance of higher education essay. Essay On Education – Ilustrasi. Admission Essay: Short essay on education. Essays on Education | Importance, Value, Meaning & Purpose in Life. Impressive Essay On Education ~ Thatsnotus. Essay on Education for all - ExamPlanning. 004 Essay Example Why Is College Important On Importance Of Education .... Scholarship essay: Important of education essay. College essay: Education importance essay. College Essay: Education essays topics. What Is an Education Essay. The importance of education essay - The importance of education- Essay .... Importance of Education Essay Example | Topics and Well Written Essays .... Essay on Online Education | Advantages and Disadvantages of Online .... The Importance of Education - Essay - Studienett.no. The Importance of Education Essay Example | Topics and Well Written .... Why is education important essay - College Homework Help and Online .... An Essay On Education - Analysis of Education System in India. What We .... College Essay Examples - 9+ in PDF | Examples. School Essay: Argumentative essay about education is important. ️ International education essay. Short Essay on the Importance of ... Essays About Education
The focus of this presentation is to discuss emergent social media as a disruptive force facilitating the open sharing of educational content. The author presents case studies on the uses of social media to encourage open learning, collaborative learning, shared content and resources, curriculum collaborations, and student generated content.
Bolter and Grusin propose that new digital media are not external agents that come to disrupt an unsuspecting culture. They emerge from within cultural contexts, and they refashion other media, which are embedded in the same or similar contexts. I demonstrate that social media can indeed serve as a disruptive force when appropriated, refashioned, and placed within a framework of critical inquiry and analysis, and that a movement to share open educational resources is part of this disruption.
According to Lev Manovich in his seminal work The Language of New Media, the computer media revolution affects all stages of communication, including acquisition, manipulation, storage, and distribution; it also affects all types of media- texts, still images, moving images, sound, and spatial constructions. Social media such as Facebook, MySpace, Twitter, Youtube, blogs, collaborative wikis, and a wide range of web 2.0 tools are taking this revolution to the next level as students and faculty appropriate the new media to create innovative approaches to teaching, learning, collaborating, and the open sharing of intellectual property and creative content. In addition, virtual worlds such as Second Life provide both an immersive medium and extensive tools for content creation, social networking, and the sharing of educational content.
The author presents case studies on the uses of social media to encourage open learning, collaborative learning, shared content and resources, curriculum collaborations, and student generated content.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
Introduction to digital scholarship and digital humanities in the liberal art...kgerber
Introduces the scholarly conversation around the emerging topic of Digital Humanities and how it relates to smaller, liberal arts institutions. The conclusion of the presentation provides examples of ways you can learn more and get involved in the discussion and practice of Digital Humanities and Digital Liberal Arts.
Introduction to 21st Century Learning: The Digital Natives are Restless
What is 21st Century learning? Why is it important? Come gain an understanding of the shifting learning literacies that the 21st Century demands and why developing a 21st Century pedagogy is critical to student learning in a digital age. Leave with a sense of urgency for why you should shift your classroom practice toward more engaging approaches.
Higher education and the digital revolutionMarie Tessier
Distance learning–—that is, providing education to students who are separated by distance and in which the pedagogical material is planned and prepared by educational institutions–—is a topic of regular interest in the popular and business press. In particular, MOOCs (Massive Open Online Courses), which are open-access online courses that allow for unlimited participation, as well as SPOCs (Small Private Online
Courses), are said to have revolutionized universities and the corporate education landscape. In this article we provide a nuanced analysis of the phenomenon of online distance learning. We first provide an overview of its historical evolution, and subsequently define and classify key concepts. We further discuss in detail the optimal target group in terms of participating students and teaching professors and propose corresponding
frameworks for driving intrinsic student motivation and for choosing a successful online teacher. We also outline the benefits that institutions can achieve by offering online distance learning. Finally, we speak about the specific connection between online distance learning and social media by focusing on the difference between MOOCs based on traditional lecture formats (xMOOCs) and connectivist cMOOCs.
Essay on I Love My Family | I Love My Family Essay for Students and .... Essays about family relationships - ESL worksheet by Majedimen. Essay on My Family | I Love My Family Essay. Relationships within a family essay. Persuasive Essays, Narrative Essay, Essay Writing, Essay Tips, Essay .... Family relationships essay conclusion. An essay about family relationships - FREE A Relationship Essay Example .... Marriage and Family Essay | PDF | Family | Marriage. Short Essay About Family : 009 Sample Short Essay Family Essays English .... Essay About Family: How to Write It? What to Include?. Essay - Family Relationships in Literature | PDF | North And South .... Why are families so important essay. Essay on My Family for Kids .... College Essay: Essay of family. Essay On My Family | I Love My Family Essay in English. Families and Parent-Child Relationships Essay Example | Topics and Well .... Family Essay | Value (Ethics) | Family. Student essays: Family relationships essay. Family Law Relationship Breakdowns Essay | Legal Studies - Year 12 HSC .... To establish positive and productive relationships with families Essay .... Family Relationships Essay Example | Topics and Well Written Essays ....
Universities have played a pivotal role in shaping societies, fostering knowledge, and advancing human civilization. Their evolution over centuries has been marked by significant transformations, reflecting changes in societal needs, technology, and educational philosophies. In this blog post, we will delve into the fascinating history of universities, from their humble beginnings in ancient Greece to the dynamic and diverse institutions they are today.
As described in Lecture Note 1, geography is a part of everyday life.docxssusera34210
As described in Lecture Note 1, geography is a part of everyday life and the study of which ranges from how we design our cities to what lies on the ocean floor. One of the more important kinds of geography is political geography, which can involve everything from the creation of local zoning areas to borders between nations. In your opinion, which level of political geography is more important, that at the local level that impacts people’s everyday lives such as the ability to build an addition onto their house or a national one, which may involve disputed territory and result in armed conflict? Be sure to use examples to support your key points.
.
As an extra credit, Must discuss at least one (1) o.docxssusera34210
As an extra credit,
:
Must discuss at least one (1) other student's topic
Student discussion:
Since its emergence in the 1960's, plate tectonic theory has gained wide-spread acceptance as the model of how Earth's land masses shift over time. Plate tectonics developed historically in 1915 when Alfred Wegener proposed his theory of "continental drift." He stated that the continents plowed through crust of ocean basins, which would explain why the outlines of many coastlines, such as South America and Africa, appeared to fit like missing pieces of a jigsaw puzzle.
There are various types of plate boundaries such as: convergent plate boundaries, when two collide; divergent plate boundaries, when they spread apart; and transform boundaries, when they slide past each other.
http://scecinfo.usc.edu/education/k12/learn/plate2.htm
.
More Related Content
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Este artículo describe los principales problemas a los que se enfrenta la educación científica en los países industrializados: una disminución del número de estudiantes que optan por estudiar ciencias y una disminución del número de estudiantes que se inscriben en programas de doctorado en ciencias. El artículo plantea la hipótesis de que todo esto es el resultado de un escenario conflictivo: los estudiantes tienen identidades postmodernas, mientras que la educación es moderna. Con este fin, el artículo revisa los principales aspectos filosóficos y sociales de la posmodernidad, y la crítica de la educación moderna que ha surgido de la misma. A continuación, el artículo describe el difícil culto que los discursos postmodernos tienen en la propuesta de una pedagogía postmoderna. Por último, propone que la práctica de la performatividad podría participar.
Essays About Education. Essay for education - College Homework Help and Onlin...Amanda Harris
Write An Essay On The Importance Of Education - SHALOMEC.ORG. Business paper: Education essay sample. Education Should be Free Essay | Essay on Education Should be Free for .... 001 Essay About School Example ~ Thatsnotus. High School Essay - 10+ Examples, Format, Pdf | Examples. College Essay Format: Simple Steps to Be Followed. Argumentative Essay | PDF | Higher Education | Government. Essay writing about education - College Homework Help and Online Tutoring.. essay examples: importance of education essay. Essay on good education is the only path to success / cheap assignment .... College Essay: Example essay about education. Essay for education - College Homework Help and Online Tutoring.. College Essay: Importance of higher education essay. Essay On Education – Ilustrasi. Admission Essay: Short essay on education. Essays on Education | Importance, Value, Meaning & Purpose in Life. Impressive Essay On Education ~ Thatsnotus. Essay on Education for all - ExamPlanning. 004 Essay Example Why Is College Important On Importance Of Education .... Scholarship essay: Important of education essay. College essay: Education importance essay. College Essay: Education essays topics. What Is an Education Essay. The importance of education essay - The importance of education- Essay .... Importance of Education Essay Example | Topics and Well Written Essays .... Essay on Online Education | Advantages and Disadvantages of Online .... The Importance of Education - Essay - Studienett.no. The Importance of Education Essay Example | Topics and Well Written .... Why is education important essay - College Homework Help and Online .... An Essay On Education - Analysis of Education System in India. What We .... College Essay Examples - 9+ in PDF | Examples. School Essay: Argumentative essay about education is important. ️ International education essay. Short Essay on the Importance of ... Essays About Education
The focus of this presentation is to discuss emergent social media as a disruptive force facilitating the open sharing of educational content. The author presents case studies on the uses of social media to encourage open learning, collaborative learning, shared content and resources, curriculum collaborations, and student generated content.
Bolter and Grusin propose that new digital media are not external agents that come to disrupt an unsuspecting culture. They emerge from within cultural contexts, and they refashion other media, which are embedded in the same or similar contexts. I demonstrate that social media can indeed serve as a disruptive force when appropriated, refashioned, and placed within a framework of critical inquiry and analysis, and that a movement to share open educational resources is part of this disruption.
According to Lev Manovich in his seminal work The Language of New Media, the computer media revolution affects all stages of communication, including acquisition, manipulation, storage, and distribution; it also affects all types of media- texts, still images, moving images, sound, and spatial constructions. Social media such as Facebook, MySpace, Twitter, Youtube, blogs, collaborative wikis, and a wide range of web 2.0 tools are taking this revolution to the next level as students and faculty appropriate the new media to create innovative approaches to teaching, learning, collaborating, and the open sharing of intellectual property and creative content. In addition, virtual worlds such as Second Life provide both an immersive medium and extensive tools for content creation, social networking, and the sharing of educational content.
The author presents case studies on the uses of social media to encourage open learning, collaborative learning, shared content and resources, curriculum collaborations, and student generated content.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
Introduction to digital scholarship and digital humanities in the liberal art...kgerber
Introduces the scholarly conversation around the emerging topic of Digital Humanities and how it relates to smaller, liberal arts institutions. The conclusion of the presentation provides examples of ways you can learn more and get involved in the discussion and practice of Digital Humanities and Digital Liberal Arts.
Introduction to 21st Century Learning: The Digital Natives are Restless
What is 21st Century learning? Why is it important? Come gain an understanding of the shifting learning literacies that the 21st Century demands and why developing a 21st Century pedagogy is critical to student learning in a digital age. Leave with a sense of urgency for why you should shift your classroom practice toward more engaging approaches.
Higher education and the digital revolutionMarie Tessier
Distance learning–—that is, providing education to students who are separated by distance and in which the pedagogical material is planned and prepared by educational institutions–—is a topic of regular interest in the popular and business press. In particular, MOOCs (Massive Open Online Courses), which are open-access online courses that allow for unlimited participation, as well as SPOCs (Small Private Online
Courses), are said to have revolutionized universities and the corporate education landscape. In this article we provide a nuanced analysis of the phenomenon of online distance learning. We first provide an overview of its historical evolution, and subsequently define and classify key concepts. We further discuss in detail the optimal target group in terms of participating students and teaching professors and propose corresponding
frameworks for driving intrinsic student motivation and for choosing a successful online teacher. We also outline the benefits that institutions can achieve by offering online distance learning. Finally, we speak about the specific connection between online distance learning and social media by focusing on the difference between MOOCs based on traditional lecture formats (xMOOCs) and connectivist cMOOCs.
Essay on I Love My Family | I Love My Family Essay for Students and .... Essays about family relationships - ESL worksheet by Majedimen. Essay on My Family | I Love My Family Essay. Relationships within a family essay. Persuasive Essays, Narrative Essay, Essay Writing, Essay Tips, Essay .... Family relationships essay conclusion. An essay about family relationships - FREE A Relationship Essay Example .... Marriage and Family Essay | PDF | Family | Marriage. Short Essay About Family : 009 Sample Short Essay Family Essays English .... Essay About Family: How to Write It? What to Include?. Essay - Family Relationships in Literature | PDF | North And South .... Why are families so important essay. Essay on My Family for Kids .... College Essay: Essay of family. Essay On My Family | I Love My Family Essay in English. Families and Parent-Child Relationships Essay Example | Topics and Well .... Family Essay | Value (Ethics) | Family. Student essays: Family relationships essay. Family Law Relationship Breakdowns Essay | Legal Studies - Year 12 HSC .... To establish positive and productive relationships with families Essay .... Family Relationships Essay Example | Topics and Well Written Essays ....
Universities have played a pivotal role in shaping societies, fostering knowledge, and advancing human civilization. Their evolution over centuries has been marked by significant transformations, reflecting changes in societal needs, technology, and educational philosophies. In this blog post, we will delve into the fascinating history of universities, from their humble beginnings in ancient Greece to the dynamic and diverse institutions they are today.
Similar to The Romantic Period Characteristics The Roman.docx (20)
As described in Lecture Note 1, geography is a part of everyday life.docxssusera34210
As described in Lecture Note 1, geography is a part of everyday life and the study of which ranges from how we design our cities to what lies on the ocean floor. One of the more important kinds of geography is political geography, which can involve everything from the creation of local zoning areas to borders between nations. In your opinion, which level of political geography is more important, that at the local level that impacts people’s everyday lives such as the ability to build an addition onto their house or a national one, which may involve disputed territory and result in armed conflict? Be sure to use examples to support your key points.
.
As an extra credit, Must discuss at least one (1) o.docxssusera34210
As an extra credit,
:
Must discuss at least one (1) other student's topic
Student discussion:
Since its emergence in the 1960's, plate tectonic theory has gained wide-spread acceptance as the model of how Earth's land masses shift over time. Plate tectonics developed historically in 1915 when Alfred Wegener proposed his theory of "continental drift." He stated that the continents plowed through crust of ocean basins, which would explain why the outlines of many coastlines, such as South America and Africa, appeared to fit like missing pieces of a jigsaw puzzle.
There are various types of plate boundaries such as: convergent plate boundaries, when two collide; divergent plate boundaries, when they spread apart; and transform boundaries, when they slide past each other.
http://scecinfo.usc.edu/education/k12/learn/plate2.htm
.
As an institution, Walden has long supported days of service and.docxssusera34210
As an institution, Walden has long supported days of service and encouraged students, faculty, and staff to give back to their communities. In the companion Assignment for this module, you are developing a plan for a proposed Global Day of Service project. For this Discussion, you will explain the Global Day of Service project you are proposing for your Assignment and offer feedback and support for your colleagues’ projects.
Important Note:
You will share your ideas regarding your Module 5 Assignment in this Discussion. Be sure to read through the instructions for this Discussion and the Module 5 Assignment prior to beginning work this week.
To prepare:
Review the instructions for the Module 5 Course Project assignment.
Review the Walden University sites regarding social change and Walden’s Global Days of Service. Consider the many meaningful opportunities found in early childhood programs, K–12 schools, and communities for enacting social change. How will the Walden Global Day of Service project you are proposing in this module’s Assignment support social change in your program and field?
Review the Callahan et al. (2012) paper in the Learning Resources. Which of the eight features of social change will be reflected the most in your Day of Service project?
An explanation of the following:
The Day of Service project you are proposing for this module’s Assignment
How your proposed project would support social change in your program and field
Which of the eight features of social change are integrated the most in your Day of Service project
For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.
Learning Resources
Note:
To access this module’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Fullan, M. (2016).
The new meaning of educational change
(5th ed.). New York, NY: Teachers College Press.
Chapter 13, “The Future of Educational Change” (pp. 258–265)
Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., . . . Yob, I. (2012).
Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project
[White paper]. Minneapolis, MN: Walden University.
Social Change Web Maps
[Diagrams]. Adapted from Expanding our understanding of social change, by Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., Ouzts, K., & Yob, I., 2008. Baltimore, MD: Walden University. Adapted with permission of Walden University.
Cooper, K. S., Stanulis, R. N., Brondyk, S. K. Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85–113. .
As computer and internet technologies have advanced and become m.docxssusera34210
As computer and internet technologies have advanced and become more easily accessible across the world, we are seeing an explosion of social activists, government agencies and terrorists using these technologies to further their efforts. Government and non-government entities use the internet to spread propaganda and information, recruit support and demonize opponents. The efforts of some radical groups, like ISIS, to shut down US infrastructure and thwart military activity can clearly be labeled as cyberterrorism. However, some groups, such as the loosely associated international network of self-proclaimed “hacktivists” identified as Anonymous, are blurring the lines between what constitutes terrorism and what is simply social activism. As technology continues to advance and further our capabilities, we are continuously presented with new and intriguing moral questions.
After reading the module notes and all of the supplemental materials, respond to the following:
Briefly define cyberterrorism. Define hacktivism. Illustrate examples of each in current events within the last decade.
What is the fundamental difference between these two?
How has technology helped to advance these groups?
How do you think our government’s response to such groups has changed our attitudes towards our own freedoms?
In your opinion, do you think Hacktivism is justified or is it just a subset of cyberterrorism? Give some examples to support your stance.
Support your position using appropriate sources that are properly cited.
.
As cultural and literary scholar Louis Henry Gates claims, Repetit.docxssusera34210
As cultural and literary scholar Louis Henry Gates claims, "Repetition and revision are fundamental to black artistic forms, from painting and sculpture to music and language use." This "Signifyin(g)" is a dynamic noted throughout hip-hop music because its foundation is rooted in "sampling" music that came before. But the content of rap also expresses a Black experience. Therefore, in your final response this week, discuss three significant subjects or themes that hip-hop artists Signify on in the African American literary tradition as they express their own notions of Blackness in lyrical rap music.
.
As an African American male, social issues are some that seem to.docxssusera34210
As an African American male, social issues are some that seem to be a part of our everyday life at the time of birth. Whether it’s our skin being threatening towards other groups of society, police brutality, not receiving the same education, jobs, or housing as those of other cultures; it’s something that burned into our part of growing up and learning how to maneuver the world around us. Being that this is something that is thrown in our face time and time again, I would like to talk about the trust or lack thereof, between “professional helpers” and African American males. You must first stop and take a look at the deep roots of past and current events that lead to African Americans not trusting the help that’s provided by doctors, lawyers, therapists, etc. For example, historical adversity, which includes slavery, sharecropping, and race-based exclusion from health, educational, social, and economic resources, translates into socioeconomic disparities experienced by Black and African American people today. Socioeconomic status, in turn, is linked to mental health: People who are impoverished, homeless, incarcerated, or have substance use problems are at higher risk for poor mental health.
Despite progress made over the years, racism continues to have an impact on the mental health of Black and African American people. Negative stereotypes and attitudes of rejection have decreased, but continue to occur with measurable, adverse consequences. Historical and contemporary instances of negative treatment have led to a mistrust of authorities, many of whom are not seen as having the best interests of Black and African Americans in mind. The culture from which many African Americans are raised, has a greater distrust of the medical helpers and medical offices alike, from the belief of racial bias. A great example is that of the Tuskegee experiment, where the abuses of slaves by white doctors, simply for the use of medical experimentation. There was no sense of consent or refusal from the African American participants to participate, just because of their lower level in society and the mass discrimination during that time. It’s those issues of the past, that resist black males from seeking the help they truly need, in order to bring them back to the feeling of self and self-worth; and to add a more recent impact, just look at the COVID vaccine, many are skeptical of receiving it, just because of what happens at Tuskegee. Despite progress made over the years, racism continues to have an impact on the mental health of Black and African American people. Negative stereotypes and attitudes of rejection have decreased, but continue to occur with measurable, adverse consequences. Historical and contemporary instances of negative treatment have led to a mistrust of authorities, many of whom are not seen as having the best interests of Black and African Americans in mind.
Most importantly, one must be willing to understand how having a multicultu.
As a work teamDecide on the proto personas each team member .docxssusera34210
As a work team
Decide on the proto personas each team member will create.
● Begin with your user assumptions worksheet
● Individually, create a list of audience attributes/characteristics (your own views on the user) on sticky notes
● cluster these into 3 - 8 profiles (Take a photo)
● discuss your clusters and move around notes as needed.
● decide as a team, which clusters will be turned into your proto personas.
Each team of three should have at least 3 different user types that you think will use your site. (4 if you are in a team of 4).
Individually
● Create two personas
o PROTO-PERSONA
The first should be one of the proto-personas agreed by your team members in the process above
▪ Use the information from the Lean UX reading and learning materials to help you create your persona
▪ This can be hand drawn and included in your final document as a photograph.
o TRADITIONAL PERSONA
The second is a traditional persona (NOT related to your project website). Use the student data & template provided:
▪ The persona needs to represent the statistical data provided
▪ Use the given ppt template to create the traditional persona or find your own and use that.
.
As an astute social worker and professional policy advocate, on.docxssusera34210
As an astute social worker and professional policy advocate, once you have selected a social problem, you begin the process of creating and implementing a policy that addresses that social problem.
Address the following items within your group's Wiki page for Part 2:
Topic is Immigration
Is the policy identified by your group dictated by local, state, or federal statute—or a combination thereof?
APA FORMAT
2 REFERENCES
.
As a special education professional, it is important to be aware of .docxssusera34210
As a special education professional, it is important to be aware of how social and cultural influences can impact the assessment process. Lack of awareness can lead to charges of discrimination and possible litigation.
Using support from the required readings, the Instructor Guidance, supplemental information derived from outside sources and your discussion, and information from the scenario below, you will (a) use information you have learned about Manuel to complete the
Child Study Team Referral Form
found in the
Week Three Instructor Guidance
, and (b) write a 3 page report with your recommendations for Tier Two RTI interventions that take Manuel's social and cultural background into account.
Scenario:
Manuel is becoming more and more listless in class and is still not doing well with his assignments. You have noticed though, that he seems to be making friends, as outside of class each morning you notice him joking and talking with a group of boys. They talk about BMX bikes and an online computer game that they all play. You are aware that some of the boys in that group are involved in the school robotics team and you begin to wonder how you could use his newly formed friendships and your insights into his interests to support his language arts skills.
You and Mr. Franklin are also excited about a workshop you just attended with Dr. Janette Klingner who talked about
how to realize the potential of RTI (Links to an external site.)
(Klingner, J, 2011) with culturally and linguistically diverse learners. The Child Study Team has been doing diagnostic work to see if there are other variables within the classroom and/or school environment that may be affecting Manuel's performance. What the Child Study Team discovers is that Manuel feels embarrassed by his slow reading compared to his classmates and does not see the relevance of classes that are not related to his intended career goal, engineering. The team also notes that Manuel is able to write well, but he often does not finish in-class assignments and tests, and his homework written assignments are very short. The lack of length in his assignments consistently costs him points.
When you talk to Manuel he shows pride when you compliment him on his bilingual ability and ask for his help in translating for a new student from Guatemala. Finally, the team becomes aware that Manuel does not want to be labeled "dumb" and is worried that he will be made fun of if he is pulled out of his regular classes for more intensive support. Manuel’s vision and hearing test were both are normal and his medical exam does not reveal any medical issues.
As a member of the Child Study Team (CST) and taking into account Manuel's interests and the social and cultural influences that may be affecting Manuel's school performance, you and the CST are planning your next steps. You and Mr. Franklin discuss what interventions would take into account Manuel’s cultural and linguistic background. .
As an incoming CEO, how would you have approached the senior leaders.docxssusera34210
As an incoming CEO, how would you have approached the senior leadership team that neglected to stop the bleeding and encouraged the toxicity? Where would you say your organization lands on Deloitte's Six Personas of Change? Which of the six signature traits are you most comfortable with? And which requires more of a stretch for you?
.
As a prison administrator (wardensuperintendent), what would your r.docxssusera34210
As a prison administrator (warden/superintendent), what would your recommendation be for HIV testing within the prison system? Why or why not? If so, when should it take place (e.g. during admission, anytime during incarceration, just prior to release)? Should the offenders who are HIV/AIDS positive be segregated? Would it be a violation of the offender’s rights to be segregated from the general population? reaponse must be 400- 500 words
.
As a helpful tool for schools, organizations, and agencies working w.docxssusera34210
As a helpful tool for schools, organizations, and agencies working with families to have on hand to refer families to services that might be needed to assist the child and/or family.
Create a resource guide for your community (Mississippi) on services available that might help children and or families. This does not have to be an extensive list, but a representation of what should be included in an in-depth guide.
.
Article
Interspecies ChimerismwithMammalian Pluripotent
Stem Cells
Graphical Abstract
Highlights
d Naive rat PSCs robustly contribute to live rat-mouse
chimeras
d A versatile CRISPR-Cas9 mediated interspecies blastocyst
complementation system
d Naive rodent PSCs show no chimeric contribution to post-
implantation pig embryos
d Chimerism is observed with some human iPSCs in post-
implantation pig embryos
Wu et al., 2017, Cell 168, 473–486
January 26, 2017 ª 2017 Elsevier Inc.
http://dx.doi.org/10.1016/j.cell.2016.12.036
Authors
Jun Wu, Aida Platero-Luengo,
Masahiro Sakurai, ..., Emilio A. Martinez,
Pablo Juan Ross,
Juan Carlos Izpisua Belmonte
Correspondence
[email protected]
In Brief
Human pluripotent stem cells robustly
engraft into both cattle and pig pre-
implantation blastocysts, but show
limited chimeric contribution to post-
implantation pig embryos.
mailto:[email protected]
http://dx.doi.org/10.1016/j.cell.2016.12.036
http://crossmark.crossref.org/dialog/?doi=10.1016/j.cell.2016.12.036&domain=pdf
Article
Interspecies Chimerism
with Mammalian Pluripotent Stem Cells
Jun Wu,1 Aida Platero-Luengo,1 Masahiro Sakurai,1 Atsushi Sugawara,1 Maria Antonia Gil,2 Takayoshi Yamauchi,1
Keiichiro Suzuki,1 Yanina Soledad Bogliotti,3 Cristina Cuello,2 Mariana Morales Valencia,1 Daiji Okumura,1,7
Jingping Luo,1 Marcela Vilariño,3 Inmaculada Parrilla,2 Delia Alba Soto,3 Cristina A. Martinez,2 Tomoaki Hishida,1
Sonia Sánchez-Bautista,4 M. Llanos Martinez-Martinez,4 Huili Wang,3 Alicia Nohalez,2 Emi Aizawa,1
Paloma Martinez-Redondo,1 Alejandro Ocampo,1 Pradeep Reddy,1 Jordi Roca,2 Elizabeth A. Maga,3
Concepcion Rodriguez Esteban,1 W. Travis Berggren,1 Estrella Nuñez Delicado,4 Jeronimo Lajara,4 Isabel Guillen,5
Pedro Guillen,4,5 Josep M. Campistol,6 Emilio A. Martinez,2 Pablo Juan Ross,3 and Juan Carlos Izpisua Belmonte1,8,*
1Salk Institute for Biological Studies, 10010 N. Torrey Pines Road, La Jolla, CA 92037, USA
2Department of Animal Medicine and Surgery, University of Murcia Campus de Espinardo, 30100 Murcia, Spain
3Department of Animal Science, University of California Davis, One Shields Avenue, Davis, CA 95616, USA
4Universidad Católica San Antonio de Murcia (UCAM) Campus de los Jerónimos, N� 135 Guadalupe 30107 Murcia, Spain
5Clinica Centro Fundación Pedro Guillén, Clı́nica CEMTRO, Avenida Ventisquero de la Condesa 42, 28035 Madrid, Spain
6Hospital Clı́nico de Barcelona-IDIBAPS, Universitat de Barcelona, 08007 Barcelona, Spain
7Present address: Graduate School of Agriculture, Department of Advanced Bioscience, Kinki University, 3327-204 Nakamachi,
Nara 631-8505, Japan
8Lead Contact
*Correspondence: [email protected]
http://dx.doi.org/10.1016/j.cell.2016.12.036
SUMMARY
Interspecies blastocyst complementation enables
organ-specific enrichment of xenogenic pluripotent
stem cell (PSC) derivatives. Here, we establish a ver-
satile blastocyst complementation platform based
on CRISPR-Cas9-mediated zygote genome editin.
As a future leader in the field of health care administration, you m.docxssusera34210
As a future leader in the field of health care administration, you may face many chronic health threats to various systems. As you work to combat these threats and ensure community wellness, you are likely to become an agent of social change. This objective may be more challenging and critical to achieve in matters such as health emergencies and outbreaks. For leaders, outbreaks, epidemics, and pandemics elicit critical and timely attention to situations in health care administration.
In this week’s article by Gostin, Lucey, & Phelan (2014), the authors highlight the challenges present with an Ebola epidemic on a global scale. Using this Learning Resource from this week as well as 2–4 additional resources you may find from the Walden Library, current events, etc., consider your leadership perspective during an outbreak, epidemic, or pandemic.
As you collaborate with your group, individually select one of the following leadership roles that would respond during this outbreak:
Director, FEMA
Director, CDC
Governor of an afflicted state
Incident Response Commander
Response Leader, American Red Cross (or other nongovernmental organization)
***Health Care Administrator for a large medical center (
I HAVE SELECTED THIS ROLE
)****
After selecting your leadership role, use a systems approach to work with your group to establish an immediate response in preventing another pandemic.
The Assignment—Part 1:Individual Case Analysis (1–2 pages):
Based on the leadership role you selected for the Assignment, include the following:
A summary of the leadership challenges this leader would face in assuring the system changes necessary to be prepared for the next outbreak, epidemic, or pandemic
An explanation of how your leadership challenges as this leader relate to challenges of the other leaders listed above
Note:
The leadership challenges that you describe should be those you would face as an individual in the role of your selected leader, rather than the functional challenges of the agency this individual leads.
The Assignment—Part 2:Group Case Study Analysis (2–3 pages):
Then, using your leadership Assignment for the Case Study, collaborate with your colleagues to create a Group Case Study Analysis that includes:
An explanation of how the challenges identified in the individual case analyses collectively affect crisis response by the system and the individuals within it
An explanation of how transformational and transactional leaders might influence outcomes within this case
A summary of how poor leadership might affect the outcome of the case
.
Article Title and Date of the Article .docxssusera34210
Article
Title
and
Date
of
the
Article
The
Economist
“Insider
dealing:
euro
outs
fear
that
euro
ins
might
do
them
down”
October
17,
2015
Summary
This
article
posted
as
a
special
news
report
by
The
Economist,
is
focused
on
the
Eurozone
and
European
Union,
and
how
they
are
experiencing
some
problems
that
might
hurt
both
the
euro
currency
and
relations
with
non-‐-‐-‐euro
zone
countries.
At
the
moment,
in
Europe
there
are
two
types
of
observers:
the
Europhiles
and
Euroskeptics.
The
Europhiles
are
those
who
admire
Europe
and
favor
the
participation
of
the
European
Union,
while
on
the
other
side
of
the
spectrum
are
the
Euroskeptics,
who
are
those
who
are
opposed
to
increasing
the
powers
of
the
European
Union.
Currently,
the
alarming
political
issue
that
has
been
growing
in
Europe
is
the
negative
relationship
between
those
countries
that
belong
to
the
European
Union
and
Eurozone,
against
those
who
are
members
of
the
European
Union
but
not
the
Eurozone.
The
argument
here
is
that
those
members
belonging
to
the
Eurozone
have
been
meeting
together,
while
excluding
non-‐-‐-‐Eurozone
members
and
making
decisions
such
as
bails,
which
affect
all
countries
within
the
European
Union.
The
Eurozone
countries
believe
that
that
only
those
countries
that
are
members
of
the
Eurozone
should
be
allowed
to
voice
their
opinions
and
make
decisions
on
everything
regarding
the
euro,
since
they
are
the
ones
directly
affected
by
it.
On
the
other
hand,
the
non-‐-‐-‐Eurozone
countries
feel
like
the
euro
members
are
“ganging
up”
on
them,
meaning
that
they
feel
like
those
countries
in
the
Eurozone
are
making
decisions
regarding
their
own
interests,
and
not
the
collective
interests
of
all
members
of
the
European
Union.
Association
to
specific
chapter
material
and
concepts
2.4
A
Single
Currency
for
Europe:
The
Euro
(40)
Chapter
2
discusses
the
global
financial
environment
including
the
European
Union,
the
Euro.
Article The Effects of Color on the Moods of College .docxssusera34210
Article
The Effects of Color on the Moods
of College Students
Sevinc Kurt1 and Kelechi Kingsley Osueke2
Abstract
This research aims to discover the psychological effects of colors on individuals, using the students’ union complex in a
university campus. This building was chosen due to its richness in color variances. The research method is survey, and
questionnaires were drawn up and distributed to an even range of students, comprising both international and local
students; undergraduate and graduate. Questionnaires have been collected and analyzed to find out the effects different
colors had on students’ moods in different spaces of the students’ union complex. This research would contribute to
understand more about colors and how they affect our feelings and therefore to make better decisions and increase the
use of spaces when choosing colors for different spaces to suit the purpose for which they are designed.
Keywords
color, mood, architectural space
Introduction
We live in a world of color (Huchendorf, 2007, p. 1).
According to the various researches, the color that
surrounds us in our daily lives has a profound effect on our
mood and on our behavior (e.g., Babin, Hardesty, & Suter,
2003; Kwallek, Lewis, & Robbins, 1988; Kwallek,
Woodson, Lewis, & Sales, 1997; Rosenstein, 1985). In
clothing, interiors, landscape, and even natural light, a color
can change our mood from sad to happy, from confusion to
intelligence, from fear to confidence. It can actually be used
to “level out” emotions or to create different moods (Aves
& Aves, 1994, p. 120). The design of an environment
through a variety of means such as temperature, sounds,
layout, lighting, and colors can stimulate perceptual and
emotional responses in consumers and affect their behavior
(Kotler, 1973 in Yildirim, Akalinbaskaya, & Hidayetoglu,
2007, p. 3233). Therefore, it may follow that if we could
measure it, we may get a clue as to how our mood varies
when in any enclosed space. The ambiance of the interior
space affects the users’ behaviors and perception of that
place by influencing their emotional situation. In this
context, it is believed that the various physical components
including light and color have a great importance on the
environmental characteristics of space, especially in public
use like students’ union centers.
Hence, using the appropriate color in design is important
in such buildings. It is also significant to draw cognitive
map and way finding in interiors. Environmental
interventions that promote way finding can be implemented
on two levels: the design of the floor plan typology and
environmental cues, which comprise signage, furnishings,
lighting, colors, and so on. Vivid color coding may enhance
short-term memory and improve functional ability (Cernin,
Keller, & Stoner, 2003). So the use of color is one of the
crucial elements in designing the appropriate circulation of
public interiors. Furtherm.
Art museums and art galleries are two different types of entitie.docxssusera34210
Art museums and art galleries are two different types of entities.
The primary difference is that while one goes to an art museum to view art and learn about art from an educational or cultural experience; one goes to an art gallery to view art, discover new artists, possibly from the perspective of purchasing the art.
Most museums are funded by governments, foundations, and corporate and private donors, and they are operated on a non-for-profit basis. Galleries seek to make profit and gain exposure for themselves and the artists they represent.Art galleries, are usually small businesses or centers that exhibit art for the purposes of promoting and selling art. One would typically visit an art gallery to discover an artist, possibly with an interest in buying the art. Art museums, on the other hand, are larger and are intended for education and cultural experiences. One would typically visit an art museum to view and study its permanent collection or to visit a touring exhibit of works on loan from another museum or institution.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
Dallas Museum of Art
https://dma.org/
Nasher Sculpture Center
https://www.nashersculpturecenter.org/
Meadows Museum of Art
www.meadowsmuseumdallas.org/
Crow Collection
www.crowcollection.org
Kimbell Art Museum
www.kimbellart.org
Modern Art Museum of Fort Worth
www.themodern.org
Amon Carter Museum of American Art
www.cartermuseum.org
Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose one of the more time or region specific museums.
ARTS 1301 NLC Art Appreciation Museum Critical Review Assignment and Worksheet
I hope you are inspired by your visit to the museum websites.
This assignment is designed to meet both
Communication and Social Responsibility Student Learning Objectives.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
· Dallas Museum of Art
www.dma.org
· Nasher Sculpture Center
www.nashersculpturecenter.org
· Meadows Museum of Art
www.meadowsmuseumdallas.org/
· Crow Collection
www.crowcollection.org
· Kimbell Art Museum
www.kimbellart.org
· Modern Art Museum of Fort Worth
www.themodern.org
· Amon Carter Museum of American Art
www.cartermuseum.org
· Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose to go to one of the more time or region specific museums. Your instructor may choose to.
As a clinical social worker it is important to understand group .docxssusera34210
As a clinical social worker it is important to understand group typology in order to choose the appropriate group method for a specific population or problem. Each type of group has its own approach and purpose. Two of the more frequently used types of groups are task groups and intervention groups.
For this Assignment, review the “Cortez Multimedia” case study, and identify a target behavior or issue that needs to be ameliorated, decreased, or increased. In a 2- to 4-page report, complete the following:
Choose either a treatment group or task group as your intervention for Paula Cortez.
Identify the model of treatment group (i.e., support, education, teams, or treatment conferences).
Using the typologies described in the Toseland & Rivas (2017) piece, describe the characteristics of your group. For instance, if you choose a treatment group that is a support group, what would be the purpose, leadership, focus, bond, composition, and communication?
Include the advantages and disadvantages of using this type of group as an intervention.
REQUIRED resource for assignment
A Meeting of an Interdisciplinary Team
Paula has just been involuntarily hospitalized and placed on the psychiatric unit, for a minimum of 72 hours, for observation. Paula was deemed a suicidal risk after an assessment was completed by the social worker. The social worker observed that Paula appeared to be rapidly decompensating, potentially placing herself and her pregnancy at risk.
Paula just recently announced to the social worker that she is pregnant. She has been unsure whether she wanted to continue the pregnancy or terminate. Paula also told the social worker she is fearful of the father of the baby, and she is convinced he will try to hurt her. He has started to harass, stalk, and threaten her at all hours of the day. Paula began to exhibit increased paranoia and reported she started smoking again to calm her nerves. She also stated she stopped taking her psychiatric medications and has been skipping some of her
HIV
medications.
The following is an interdisciplinary team meeting being held in a conference room at the hospital. Several members of Paula’s team (HIV doctor, psychiatrist, social worker, and OB nurse) have gathered to discuss the precipitating factors to this hospitalization. The intent is to craft a plan of action to address Paula's noncompliance with her medications, increased paranoia, and the pregnancy.
Click one the above images to begin the conversation.
Physician
Dialogue 1
Paula is a complicated patient, and she presents with a complicated situation. She is HIV positive, has Hepatitis C, and multiple foot ulcers that can be debilitating at times. Paula has always been inconsistent with her HIV meds—no matter how often I explain the need for consistent compliance in order to maintain her health. Paula has exhibited a lack of insight into her medical conditions and the need to follow instructions. Frankly, I was astonished an.
artsArticleCircling Round Vitruvius, Linear Perspectiv.docxssusera34210
arts
Article
Circling Round Vitruvius, Linear Perspective, and the
Design of Roman Wall Painting
Jocelyn Penny Small †
Department of Art History, Rutgers University, New Brunswick, NJ 08901, USA; [email protected]
† Mail: 890 West End Avenue, Apartment 4C, New York, NY 10025-3520, USA.
Received: 1 April 2019; Accepted: 2 September 2019; Published: 14 September 2019
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Abstract: Many scholars believe that linear perspective existed in classical antiquity, but a fresh
examination of two key texts in Vitruvius shows that 1.2.2 is about modularity and symmetria,
while 7.Pr.11 describes shading (skiagraphia). Moreover, these new interpretations are firmly based on
the classical understanding of optics and the history of painting (e.g., Pliny the Elder). A third text
(Philostratus, Imagines 1.4.2) suggests that the design of Roman wall painting depends on concentric
circles. Philostratus’ system is then used to successfully make facsimiles of five walls, representing
Styles II, III, and IV of Roman wall painting. Hence, linear perspective and its relatives, such as
Panofsky’s vanishing vertical axis, should not be imposed retrospectively where they never existed.
Keywords: linear perspective; skenographia; skiagraphia; Greek and Roman painting; Roman fresco;
Vitruvius; Philostratus
Two systems for designing Pompeian wall paintings have dominated modern scholarship: a
one- or center-point perspective and a vanishing vertical axis.1 Neither method works for all the
variations seen on the walls of Styles II–IV. The vanishing vertical axis is considered a precursor of
linear perspective, whereas center-point construction is a form of linear perspective. Many scholars
believe that linear perspective was invented by the Greeks, only to be forgotten during the Middle
Ages and “reinvented” in the Renaissance.2 In contrast, I propose that linear perspective was not
known in any form in antiquity but, rather, was an invention of the Renaissance, which also created its
putative ancient pedigree.
1. Background
1.1. Definitions
First, it is important to define four key terms.
“Perspective” applies loosely to a wide range of systems that convert a three-dimensional scene
to two dimensions. Most scholars, however, mean “linear perspective” when they use the unqualified
term “perspective”. No standard definition exists for linear perspective, but only linear perspective
obeys the rules of projective geometry. Formal definitions refer to “station points” (the point or
place for the “eye” of the “viewer” and/or “artist”), vanishing points, horizon lines, and picture
planes, among other aspects. Horizontal lines converge to the “center point” or, in the case of
1 This topic is remarkably complex with a massive bibliography. Small (2013) provides a reasonable summary of the
scholarship to its date of publication. Since then, I have realized that the standard interpretations of key texts and objects
needs to be totally rethought. This artic.
Artists are often involved in national social movements that result .docxssusera34210
Artists are often involved in national social movements that result in the transformation not only of the art world, but also of society at large. Discuss the transformations that occurred as a result of any of the following civil rights movements (African American, Chicano/a, Native American, gay/lesbian) or the feminist movement. Use a specific example of a work of art in your discussion.
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
The Romantic Period Characteristics The Roman.docx
1. The Romantic Period
Characteristics:
The Romantic Era was in response to the tenets of The
Enlightenment. Where Enlightenment ideals
focused on reason, the ideals of the new periods focused on
understanding the world though one’s
senses, feelings, and imagination. There was a renewed interest
in natural settings and Nature as
opposed to urban surroundings. Rather than an interest in
science and technology, the mysterious and
infinite were emphasized. Poets of the period believed that
Nature – with a capital N – in general and
the nature of humanity were idealized and that the common ills
of contemporary society were caused
by the difficulties of city life. Also, the Romantic poets were
inspired by England’s Medieval past, which
seemed like a Golden Age compared to the urbanization and
industrialization around them.
The ideals of Romanticism affected novelists, like Mary
2. Wollstonecraft Shelley (1797-1851) who wrote
the Romantic gothic novel Frankenstein in 1818, composers like
Ludwig von Beethoven (1770-1827), and
a variety of artists . The poems you will study in this module,
exemplify this emphasis on Nature,
emotions, and the imagination. Romanticism spread throughout
Europe and, later, the United States.
Read more about art at New York City’s Metropolitan Museum
of Art, “Heilbrunn Timeline of Art
History”:
http://www.metmuseum.org/toah/hd/roma/hd_roma.htm
Read about Mary Wollstonecraft Shelley at the Encyclopædia
Britannica:
http://www.britannica.com/EBchecked/topic/539744/Mary-
Wollstonecraft-Shelley
Read more about Ludwig von Beethoven also at the
Encyclopædia Brittanica:
http://www.britannica.com/EBchecked/topic/58473/Ludwig-
van-Beethoven
http://www.metmuseum.org/toah/hd/roma/hd_roma.htm
http://www.britannica.com/EBchecked/topic/539744/Mary-
Wollstonecraft-Shelley
http://www.britannica.com/EBchecked/topic/58473/Ludwig-
van-Beethoven
3. VISUAL ORGANIZER FOR RHETORICAL ANALYSIS
Text:
Rhetor/ Speaker
Who is the author? What can you figure out about the author’s
ideology that might provide useful context for analyzing the
text?
Audience
Who is this author’s intended audience? How do you know?
Situation
What is going on that motivated this author to write?
Purpose
What is this author trying to get the audience to do/think/feel?
Genre
What kind of text is this? Why might that matter in terms of
how the author has structured the argument?
Style
Does the author’s tone and/or diction help him or her appeal to
the audience?
Claim(s)
What claims does the author make in the text and are they
claims of fact, value, or policy?
Support
What kind of evidence does the author use to support the
argument? Is it credible? Is it persuasive?
Counterarguments/ Concessions
4. Does the author acknowledge any viewpoints counter to his
own? How does this work within the essay?
Appeal to Ethos
How does the author establish authority?
Appeal to Pathos
How does the author elicit an emotional response from readers?
Appeal to Logos
How does the author appeal to logos? Does the author use
inductive or deductive reasoning to reach the conclusion?
Logical Fallacies
Does the author commit any logical fallacies or used flawed
reasoning?
ANALYSIS: Now step back and analyze the data you have
compiled above. My hope is that you’ll see lots of connections
between these elements because they work together. For
example, you might ask yourself how the intended audience
determines what kind of appeal the author makes. Use this
information to come up with some sort of meaningful statement
about the way the author has constructed his or her argument.
Big Problems
Big
5. Solution
s
Introduction
Education
Traffic
Energy
By Nicholas Carr on September 27, 2012
Ahundred years ago, higher education seemed on the verge of a
technological revolution. The spread
of a powerful new communication network—the modern postal
system—had made it possible for
universities to distribute their lessons beyond the bounds of
their campuses. Anyone with a mailbox
could enroll in a class. Frederick Jackson Turner, the famed
University of Wisconsin historian, wrote that
the “machinery” of distance learning would carry “irrigating
6. streams of education into the arid regions”
of the country. Sensing a historic opportunity to reach new
students and garner new revenues, schools
rushed to set up correspondence divisions. By the 1920s, postal
courses had become a full-blown
mania. Four times as many people were taking them as were
enrolled in all the nation’s colleges and
universities combined.
The hopes for this early form of distance learning went well
beyond broader access. Many educators
believed that correspondence courses would be better than
traditional on-campus instruction because
assignments and assessments could be tailored specifically to
each student. The University of
Chicago’s Home-Study Department, one of the nation’s largest,
told prospective enrollees that they
would “receive individual personal attention,” delivered
“according to any personal schedule and in any
place where postal service is available.” The department’s
director claimed that correspondence study
offered students an intimate “tutorial relationship” that “takes
into account individual differences in
learning.” The education, he said, would prove superior to that
delivered in “the crowded classroom of
7. the ordinary American University.”
We’ve been hearing strikingly similar claims today. Another
powerful communication network—the
Internet—is again raising hopes of a revolution in higher
education. This fall, many of the country’s
leading universities, including MIT, Harvard, Stanford, and
Princeton, are offering free classes over the
Net, and more than a million people around the world have
signed up to take them. These “massive open
online courses,” or MOOCs, are earning praise for bringing
outstanding college teaching to multitudes
of students who otherwise wouldn’t have access to it, including
those in remote places and those in the
middle of their careers. The online classes are also being
promoted as a way to bolster the quality and
productivity of teaching in general—for students on campus as
well as off. Former U.S. secretary of
education William Bennett has written that he senses “an
Athens-like renaissance” in the making.
Stanford president John Hennessy told the New Yorker he sees
“a tsunami coming.”
The excitement over MOOCs comes at a time of growing
dissatisfaction with the state of college
8. education. The average price tag for a bachelor’s degree has
shot up to more than $100,000. Spending
four years on campus often leaves young people or their parents
weighed down with big debts, a burden
not only on their personal finances but on the overall economy.
And many people worry that even as the
cost of higher education has risen, its quality has fallen.
Dropout rates are often high, particularly at
public colleges, and many graduates display little evidence that
college improved their critical-thinking
skills. Close to 60 percent of Americans believe that the
country’s colleges and universities are failing to
provide students with “good value for the money they and their
families spend,” according to a 2011
survey by the Pew Research Center. Proponents of MOOCs say
the efficiency and flexibility of online
instruction will offer a timely remedy.
But not everyone is enthusiastic. The online classes, some
educators fear, will at best prove a distraction
to college administrators; at worst, they will end up diminishing
the quality of on-campus education.
Critics point to the earlier correspondence-course mania as a
cautionary tale. Even as universities
rushed to expand their home-study programs in the 1920s,
9. investigations revealed that the quality of the
instruction fell short of the levels promised and that only a tiny
fraction of enrollees actually completed
the courses. In a lecture at Oxford in 1928, the eminent
American educator Abraham Flexner delivered a
withering indictment of correspondence study, claiming that it
promoted “participation” at the expense
of educational rigor. By the 1930s, once-eager faculty and
administrators had lost interest in teaching by
mail. The craze fizzled.
Is it different this time? Has technology at last advanced to the
point where the revolutionary promise of
distance learning can be fulfilled? We don’t yet know; the
fervor surrounding MOOCs makes it easy to
forget that they’re still in their infancy. But even at this early
juncture, the strengths and weaknesses of
this radically new form of education are coming into focus.
Rise of the MOOCs
“I had no clue what I was doing,” Sebastian Thrun says with a
10. chuckle, as he recalls his decision last year
to offer Stanford’s Introduction to Artificial Intelligence course
free online. The 45-year-old robotics
expert had a hunch that the class, which typically enrolls a
couple of hundred undergraduates, would
prove a draw on the Net. After all, he and his co-professor,
Peter Norvig, were both Silicon Valley stars,
holding top research posts at Google in addition to teaching at
Stanford. But while Thrun imagined that
enrollment might reach 10,000 students, the actual number
turned out to be more than an order of
magnitude higher. When the class began, in October 2011, some
160,000 people had signed up.
The experience changed Thrun’s life. Declaring “I can’t teach at
Stanford again,” he announced in
January that he was joining two other roboticists to launch an
ambitious educational startup called
Udacity. The venture, which bills itself as a “21st-century
university,” is paying professors from such
schools as Rutgers and the University of Virginia to give open
courses on the Net, using the technology
originally developed for the AI class. Most of the 14 classes
Udacity offers fall into the domains of
computer science and mathematics, and Thrun says it will
11. concentrate on such fields for now. But his
ambitions are hardly narrow: he sees the traditional university
degree as an outdated artifact and
believes Udacity will provide a new form of lifelong education
better suited to the modern labor market.
Udacity is just one of several companies looking to capitalize
on the burgeoning enthusiasm for MOOCs.
In April, two of Thrun’s colleagues in Stanford’s computer
science department, Daphne Koller and
Andrew Ng, rolled out a similar startup called Coursera. Like
Udacity, Coursera is a for-profit business
backed with millions of dollars in venture capital. Unlike
Udacity, Coursera is working in concert with big
universities. Where Thrun wants to develop an alternative to a
traditional university, Koller and Ng are
looking to build a system that established schools can use to
deliver their own classes over the Net.
Coursera’s original partners included not only Stanford but
Princeton, Penn, and the University of
Michigan, and this summer the company announced affiliations
with 29 more schools. It already has
about 200 classes on offer, in fields ranging from statistics to
sociology.
12. On the other side of the country, MIT and Harvard joined forces
in May to form edX, a nonprofit that is
also offering tuition-free online classes to all comers.
Bankrolled with $30 million from each school, edX
is using an open-source teaching platform developed at MIT. It
includes video lessons and discussion
forums similar to those offered by its for-profit rivals, but it
also incorporates virtual laboratories where
students can carry out simulated experiments. This past summer,
the University of California at Berkeley
joined edX, and in September the program debuted its first
seven classes, mainly in math and
engineering. Overseeing the launch of edX is Anant Agarwal,
the former director of MIT’s Computer
Science and Artificial Intelligence Laboratory.
The leaders of Udacity, Coursera, and edX have not limited
their aspirations to enhancing distance
learning. They believe that online instruction will become a
cornerstone of the college experience for
on-campus students as well. The merging of virtual classrooms
with real classrooms, they say, will
13. propel academia forward. “We are reinventing education,”
declares Agarwal. “This will change the
world.”
Professor Robot
Online courses aren’t new; big commercial outfits like the
University of Phoenix and DeVry University
offer thousands of them, and many public colleges allow
students to take classes on the Net for credit.
So what makes MOOCs different? As Thrun sees it, the secret
lies in “student engagement.” Up to now,
most Internet classes have consisted largely of videotaped
lectures, a format that Thrun sees as deeply
flawed. Classroom lectures are in general “boring,” he says, and
taped lectures are even less engaging:
“You get the worst part without getting the best part.” While
MOOCs include videos of professors
explaining concepts and scribbling on whiteboards, the talks are
typically broken up into brief segments,
punctuated by on-screen exercises and quizzes. Peppering
students with questions keeps them
involved with the lesson, Thrun argues, while providing the
14. kind of reinforcement that has been shown to
strengthen comprehension and retention.
Norvig, who earlier this year taught a Udacity class on
computer programming, points to another
difference between MOOCs and their predecessors. The
economics of online education, he says, have
improved dramatically. Cloud computing facilities allow vast
amounts of data to be stored and
transmitted at very low cost. Lessons and quizzes can be
streamed free over YouTube and other
popular media delivery services. And social networks like
Facebook provide models for digital campuses
where students can form study groups and answer each other’s
questions. In just the last few years, the
cost of delivering interactive multimedia classes online has
dropped precipitously. That’s made it
possible to teach huge numbers of students without charging
them tuition.
It’s hardly a coincidence that Udacity, Coursera, and edX are all
led by computer scientists. To fulfill their
grand promise—making college at once cheaper and better—
MOOCs will need to exploit the latest
15. breakthroughs in large-scale data processing and machine
learning, which enable computers to adjust
to the tasks at hand. Delivering a complex class to thousands of
people simultaneously demands a high
degree of automation. Many of the labor-intensive tasks
traditionally performed by professors and
teaching assistants—grading tests, tutoring, moderating
discussions—have to be done by computers.
Advanced analytical software is also required to parse the
enormous amounts of information about
student behavior collected during the classes. By using
algorithms to spot patterns in the data,
programmers hope to gain insights into learning styles and
teaching strategies, which can then be used
to refine the technology further. Such artificial-intelligence
techniques will, the MOOC pioneers believe,
bring higher education out of the industrial era and into the
digital age.
To fulfill their grand promise, MOOCs will need to exploit the
latest breakthroughs in data processing and
machine learning. Delivering a complex class to thousands of
16. people simultaneously demands a high degree of
automation.
While their ambitions are vast, Thrun, Koller, and Agarwal all
stress that their fledgling organizations are
just starting to amass information from their courses and
analyze it. “We haven’t yet used the data in a
systematic way,” says Thrun. It will be some time before the
companies are able to turn the information
they’re collecting into valuable new features for professors and
students. To see the cutting edge in
computerized teaching today, you have to look elsewhere—in
particular, to a small group of academic
testing and tutoring outfits that are hard at work translating
pedagogical theories into software code.
One of the foremost thinkers in this field is a soft-spoken New
Yorker named David Kuntz. In 1994, after
earning his master’s degree in philosophy and working as an
epistemologist, or knowledge theorist, for
the Law School Admission Council (the organization that
administers the LSAT examinations), Kuntz
joined the Educational Testing Service, which runs the SAT
college-admission tests. ETS was eager to
17. use the burgeoning power of computers to design more precise
exams and grade them more efficiently.
It set Kuntz and other philosophers to work on a very big
question: how do you use software to measure
meaning, promote learning, and evaluate understanding? The
question became even more pressing
when the World Wide Web opened the Internet to the masses.
Interest in “e-learning” surged, and the
effort to develop sophisticated teaching and testing software
combined with the effort to design
compelling educational websites.
Three years ago, Kuntz joined a small Manhattan startup called
Knewton as its head of research. The
company specializes in the budding discipline of adaptive
learning. Like other trailblazers in instructional
software, including the University of California-Irvine spinoff
ALEKS, Carnegie Mellon’s Open Learning
Initiative, and the much celebrated Khan Academy, it is
developing online tutoring systems that can
adapt to the needs and learning styles of individual students as
they proceed through a course of
instruction. Such programs, says Kuntz, “get better as more data
is collected.” Software for, say,
teaching algebra can be written to reflect alternative theories of
18. learning, and then, as many students
proceed through the program, the theories can be tested and
refined and the software improved. The
bigger the data sets, the more adept the systems become at
providing each student with the right
information in the right form at the right moment.
Knewton has introduced a remedial math course for incoming
college students, and its technology is
being incorporated into tutoring programs offered by the
textbook giant Pearson. But Kuntz believes
that we’re only just beginning to see the potential of
educational software. Through the intensive use of
data analysis and machine learning techniques, he predicts, the
programs will advance through several
“tiers of adaptivity,” each offering greater personalization
through more advanced automation. In the
initial tier, which is already largely in place, the sequence of
steps a student takes through a course
depends on that student’s choices and responses. Answers to a
set of questions may, for example,
trigger further instruction in a concept that has yet to be
19. mastered—or propel the student forward by
introducing material on a new topic. “Each student,” explains
Kuntz, “takes a different path.” In the next
tier, which Knewton plans to reach soon, the mode in which
material is presented adapts automatically
to each student. Although the link between media and learning
remains controversial, many educators
believe that different students learn in different ways. Some
learn best by reading text, others by
watching a demonstration, others by playing a game, and still
others by engaging in a dialogue. A
student’s ideal mode may change, moreover, at each stage in a
course—or even at different times during
the day. A video lecture may be best for one lesson, while a
written exercise may be best for the next. By
monitoring how students interact with the teaching system
itself—when they speed up, when they slow
down, where they click—a computer can learn to anticipate
their needs and deliver material in whatever
medium promises to maximize their comprehension and
retention.
Looking toward the future, Kuntz says that computers will
ultimately be able to tailor an entire “learning
environment” to fit each student. Elements of the program’s
20. interface, for example, will change as the
computer senses the student’s optimum style of learning.
Big Data on Campus
The advances in tutoring programs promise to help many
college, high-school, and even elementary
students master basic concepts. One-on-one instruction has long
been known to provide substantial
educational benefits, but its high cost has constrained its use,
particularly in public schools. It’s likely that
if computers are used in place of teachers, many more students
will be able to enjoy the benefits of
tutoring. According to one recent study of undergraduates
taking statistics courses at public
universities, the latest of the online tutoring systems seem to
produce roughly the same results as
face-to-face instruction.
While MOOCs are incorporating adaptive learning routines into
their software, their ambitions for data
mining go well beyond tutoring. Thrun says that we’ve only
seen “the tip of the iceberg.” What
particularly excites him and other computer scientists about free
online classes is that thanks to their
21. unprecedented scale, they can generate the immense quantities
of data required for effective machine
learning. Koller says that Coursera has set up its system with
intensive data collection and analysis in
mind. Every variable in a course is tracked. When a student
pauses a video or increases its playback
speed, that choice is captured in the Coursera database. The
same thing happens when a student
answers a quiz question, revises an assignment, or comments in
a forum. Every action, no matter how
inconsequential it may seem, becomes grist for the statistical
mill.
Scholars who are skeptical of MOOCs warn that the essence of
a college education lies in the subtle interplay
between students and teachers that cannot be simulated by
machines, no matter how sophisticated the
programming.
Assembling information on student behavior at such a minute
level of detail, says Koller, “opens new
22. avenues for understanding learning.” Previously hidden patterns
in the way students navigate and
master complex subject matter can be brought to light.
The number-crunching also promises to benefit teachers and
students directly, she adds. Professors will
receive regular reports on what’s working in their classes and
what’s not. And by pinpointing “the most
predictive factors for success,” MOOC software will eventually
be able to guide each student onto “the
right trajectory.” Koller says she hopes that Lake Wobegon, the
mythical town in which “all students are
above average,” will “come to life.”
MIT and Harvard are designing edX to be as much a tool for
educational research as a digital teaching
platform, Anant Agarwal says. Scholars are already beginning
to use data from the system to test
hypotheses about how people learn, and as the portfolio of
courses grows, the opportunities for
research will proliferate. Beyond generating pedagogical
insights, Agarwal foresees many other
practical applications for the edX data bank. Machine learning
may, for instance, pave the way for an
automated system to detect cheating in online classes, a
23. challenge that is becoming more pressing as
universities consider granting certificates or even credits to
students who complete MOOCs.
With a data explosion seemingly imminent, it’s hard not to get
caught up in the enthusiasm of the MOOC
architects. Even though their work centers on computers, their
goals are deeply humanistic. They’re
looking to use machine learning to foster student learning, to
deploy artificial intelligence in the service
of human intelligence. But the enthusiasm should be tempered
by skepticism. The benefits of machine
learning in education remain largely theoretical. And even if AI
techniques generate genuine advances in
pedagogy, those breakthroughs may have limited application.
It’s one thing for programmers to
automate courses of instruction when a body of knowledge can
be defined explicitly and a student’s
progress measured precisely. It’s a very different thing to try to
replicate on a computer screen the
intricate and sometimes ineffable experiences of teaching and
learning that take place on a college
campus.
The promoters of MOOCs have a “fairly naïve perception of
24. what the analysis of large data sets allows,”
says Timothy Burke, a history professor at Swarthmore College.
He contends that distance education
has historically fallen short of expectations not for technical
reasons but, rather, because of “deep
philosophical problems” with the model. He grants that online
education may provide efficient training in
computer programming and other fields characterized by well-
established procedures that can be
codified in software. But he argues that the essence of a college
education lies in the subtle interplay
between students and teachers that cannot be simulated by
machines, no matter how sophisticated the
programming.
Alan Jacobs, a professor of English at Wheaton College in
Illinois, raises similar concerns. In an e-mail to
me, he observed that the work of college students “can be
affected in dramatic ways by their reflection
on the rhetorical situations they encounter in the classroom, in
real-time synchronous encounters with
other people.” The full richness of such conversations can’t be
replicated in Internet forums, he argued,
“unless the people writing online have a skilled novelist’s
ability to represent complex modes of thought
25. and experience in prose.” A computer screen will never be more
than a shadow of a good college
classroom. Like Burke, Jacobs worries that the view of
education reflected in MOOCs has been skewed
toward that of the computer scientists developing the platforms.
Flipping the Classroom
The designers and promoters of MOOCs don’t suggest that
computers will make classrooms obsolete.
But they do argue that online instruction will change the nature
of teaching on campus, making it more
engaging and efficient. The traditional model of instruction,
where students go to class to listen to
lectures and then head off on their own to complete
assignments, will be inverted. Students will listen to
lectures and review other explanatory material alone on their
computers (as some middle-school and
high-school students already do with Khan Academy videos),
and then they’ll gather in classrooms to
explore the subject matter more deeply—through discussions
with professors, say, or through lab
exercises. In theory, this “flipped classroom” will allocate
26. teaching time more rationally, enriching the
experience of both professor and student.
Here, too, there are doubts. One cause for concern is the high
dropout rate that has plagued the early
MOOCs. Of the 160,000 people who enrolled in Norvig and
Thrun’s AI class, only about 14 percent
ended up completing it. Of the 155,000 students who signed up
for an MIT course on electronic circuits
earlier this year, only 23,000 bothered to finish the first
problem set. About 7,000, or 5 percent, passed
the course. Shepherding thousands of students through a college
class is a remarkable achievement by
any measure—typically only about 175 MIT students finish the
circuits course each year—but the
dropout rate highlights the difficulty of keeping online students
attentive and motivated. Norvig
acknowledges that the initial enrollees in MOOCs have been an
especially self-motivated group. The
real test, particularly for on-campus use of online instruction,
will come when a broader and more typical
cohort takes the classes. MOOCs will have to inspire a wide
variety of students and retain their interest
as they sit in front of their computers through weeks of study.
27. The greatest fear among the critics of MOOCs is that colleges
will rush to incorporate online instruction
into traditional classes without carefully evaluating the possible
drawbacks. Last fall, shortly before he
cofounded Coursera, Andrew Ng adapted his Stanford course on
machine learning so that online
students could participate, and thousands enrolled. But at least
one on-campus student found the class
wanting. Writing on his blog, computer science major Ben
Rudolph complained that the “academic rigor”
fell short of Stanford’s standards. He felt that the computerized
assignments, by providing automated,
immediate hints and guidance, failed to encourage “critical
thinking.” He also reported a sense of
isolation. He “met barely anyone in [the] class,” he said,
because “everything was done alone in my
room.” Ng has staunchly defended the format of the class, but
the fact is that no one really knows how
an increasing stress on computerized instruction will alter the
dynamics of college life.
The leaders of the MOOC movement acknowledge the
challenges they face. Perfecting the model, says
Agarwal, will require “sophisticated inventions” in many areas,
from grading essays to granting
28. credentials. This will only get harder as the online courses
expand further into the open-ended,
exploratory realms of the liberal arts, where knowledge is rarely
easy to codify and the success of a
class can hinge on a professor’s ability to guide students toward
unexpected insights. The outcome of
this year’s crop of MOOCs should tell us a lot more about the
value of the classes and the role they’ll
ultimately play in the educational system.
At least as daunting as the technical challenges will be the
existential questions that online instruction
raises for universities. Whether massive open courses live up to
their hype or not, they will force college
administrators and professors to reconsider many of their
assumptions about the form and meaning of
teaching. For better or worse, the Net’s disruptive forces have
arrived at the gates of academia.
Credits: Brian Cronin
Tagged: Computing, Web, e-learning
30. Higher Education.” This text is an essay that explores the
potential value and consequences of MOOCs (massive open
online courses), but what is he really trying to argue? And why
does he choose his particular style of writing for his particular
audience? Read the text slowly and closely, and focus your
annotations on identifying and labeling the author’s rhetorical
moves. Then, consider his strategy and decide whether or not
you think it was effective.
For your second major writing assignment, you will put the
principles of rhetoric you’ve been
studying to work. You will be writing a rhetorical analysis e s s
a y , so it is your job to say something
meaningful about the way the author has constructed his or her
argument. To write an in-depth
rhetorical analysis essay, you will use the terms from Inquiry
(Chapters 2, 3, and 8) to help you break
down the text into its various components, and then you will
show how these parts relate to the
whole. Your essay should respond to the following question:
How does Carr’s awareness of his
audience shape his rhetorical decisions?
A successful essay will use these terms (when and where
31. applicable) to analyze the text:
! Rhetor
! Audience
! Situation
! Purpose
! Genre
! Style (diction, tone)
! Claims (of fact, value, policy)
! Support (recent? reliable? accurate?)
! Concessions
! Counterargument
! Ethos
! Pathos
! Logos
! Logical Fallacies
Essay Requirements:
! a relevant introduction that leads to your thesis
! body paragraphs organized by point
! appropriate textual evidence to support your points (quotes,
paraphrase, summary)
32. ! ample analysis
! a conclusion
! formal academic prose
! MLA format, in-text citations (please use the PDF page
numbers), and a Work(s) Cited page
! 5-6 pages
See Insight for Due Dates!
1
George Gordon Byron, Lord Byron
George Gordon Byron was born in London, England on January
22, 1788, and named after his
33. maternal grandfather, George Gordon of Gight, a descendent of
King James I of Scotland. Byron
traveled throughout Europe. According to the Poetry
Foundation, “With the death in 1798 of his
great-uncle, the "Wicked" fifth Lord Byron, George became the
sixth Baron Byron of Rochdale, heir to
Newstead Abbey, the family seat in Nottinghamshire. He
enjoyed the role of landed nobleman . . .”
(para. 4). Known for his scandalous lifestyle, Lord Byron left
England forever, on April 15, 1816. He
was part of the famous group in Geneva that produced Mary
Wollstonecraft Shelley’s famous gothic
novel Frankenstein (1818). The Poetry Foundation explains his
early demise, stating,
On 9 April, having been soaked by a heavy rain while out
riding, Byron suffered fever
and rheumatic pains. By the twelfth he was seriously ill.
34. Repeated bleedings, which he
initially resisted, further debilitated him. On Easter Sunday, he
entered a comatose
state. At six o’clock on the evening of Easter Monday, 19 April
1824, during a violent
electrical storm, Byron died . . . .
Byron’s body arrived in England on 29 June, and for two days
lay in state in a house in
Great George Street, London. On Friday, 16 July 1824, Lord
Byron was buried in the
family vault beneath the chancel of Hucknall Torkard Church
near Newstead Abbey.
(para. 53, 55).
Today, he is known now simply as Lord Byron.
Read more about Lord Byron at the Poetry Foundation:
35. http://www.poetryfoundation.org/bio/lord-byron
Read the Poetry on Bartleby.Com:
"She Walks in Beauty": http://www.bartleby.com/101/600.html
Lord Byron, by Thomas Phillips, 1823
http://www.poetryfoundation.org/bio/lord-byron
http://www.bartleby.com/101/600.html
2
"When We Two Parted": http://www.bartleby.com/101/597.html
"Youth and Age ": http://www.bartleby.com/41/465.html
Discussion Board:
Choose one poem from this collection (one of the 3 poems listed
for Wordsworth or one of the 3
poems listed for Byron in this lesson) and explain what it means
36. to you: What does the poems have to
say that is meaningful in your life or in modern life in general?
Reply to at least 3 other students. Your
"new post" should be 150-200 words; replies an be 30-40 words.
http://www.bartleby.com/101/597.html
http://www.bartleby.com/41/465.html
3
Works Cited
“Lord Byron (George Gordon).” The Poetry Foundation. The
Poetry Foundation. n.d. Web. 19 Dec. 2014.
Phillips, Thomas. Lord Byron. 1823. Newstead Abby,
Nottinghamshire. Wikimedia Commons. Web 21
Dec. 2014.
37. 1
William Wordsworth
The leader of the Romantic Movement in England was born on
April 7, 1770 in Cockermouth,
Cumberland. After his final year at St. John’s College at
Cambridge University, he set out on a walking
tour of Europe, which influence both is poetry and his political
38. thinking. He was in France during the
French Revolution and lived in France for a period of time. In
1795, he met English poet Samuel Taylor
Coleridge and collaborated on a book of poems, Lyrical Ballads,
in 1798. In the preface to the second
edition, Wordsworth stated his views on his craft and his place
in the world. It is one of the most
important statements of the Romantic period. He died on April
23, 1850.
Read more about Wordsworth at the BBC:
http://www.bbc.co.uk/history/historic_figures/wordsworth_willi
am.shtml
Read the Poetry on Bartleby.Com:
"Lines Composed a Few Miles above Tintern Abbey":
http://www.bartleby.com/145/ww138.html
"I Wandered Lonely as a Cloud":
39. http://www.bartleby.com/145/ww260.html
"The World Is too much with Us":
http://www.bartleby.com/145/ww317.html
Discussion Board:
Choose one poem from this collection (one of the 3 poems listed
for Wordsworth or one of the 3
poems listed for Byron in this lesson) and explain what it means
to you: What does the poems have to
say that is meaningful in your life or in modern life in general?
Reply to at least 3 other students. Your
"new post" should be 150-200 words; replies an be 30-40 words.
William Wordsworth by Benjamin
Robert Haydon, oil on canvas, 1842
http://www.bbc.co.uk/history/historic_figures/wordsworth_willi
am.shtml
http://www.bartleby.com/145/ww138.html