Hubler, S. (2020, June 28). ‘We Could Be Feeling This for the Next Decade’: Virus Hits College Towns. The New York Times. https://www.nytimes.com/2020/06/28/us/coronavirus-college-towns.html

Huckins, J. F., dasilva, a., wang, w., Hedlund, E. L., Rogers, C., Nepal, S. K., … Campbell, A. T. (2020, May 4). Mental Health and Behavior During the Early Phases of the COVID-19 Pandemic: A Longitudinal Mobile Smartphone and Ecological Momentary Assessment Study in College Students. https://doi.org/10.31234/osf.io/4enzm

Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu

Papini, S., Dainer-Best, J., Rubin, M., Zaizar, E. D., Telch, M. J., & Smits, J. A. J. (2020). Psychological Networks can Identify Potential Pathways to Specific Intervention Targets for Anxiety in Response to Coronavirus Disease 2019 (COVID-19) [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/4zr25

What’s needed to make a campus safe now is at odds with the iconic college experience people crave (opinion) | Inside Higher Ed. (n.d.). Retrieved June 3, 2020, from https://www.insidehighered.com/views/2020/06/02/what%E2%80%99s-needed-make-campus-safe-now-odds-iconic-college-experience-people-crave

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez

Sorrell, M. J. (2020, May 15). Colleges Are Deluding Themselves. The Atlantic. https://www.theatlantic.com/ideas/archive/2020/05/colleges-that-reopen-are-making-a-big-mistake/611485/

Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., & Kizilcec, R. F. (2020). Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost. Science Advances, 6(15), eaay5324. https://doi.org/10.1126/sciadv.aay5324

COVID-19. (n.d.). Imperial College London. Retrieved April 15, 2020, from http://www.imperial.ac.uk/medicine/departments/school-public-health/infectious-disease-epidemiology/mrc-global-infectious-disease-analysis/covid-19/

Imperial researchers develop lab-free COVID-19 test with results in less than an hour. (n.d.). Science|Business. Retrieved April 20, 2020, from https://sciencebusiness.net/network-updates/imperial-researchers-develop-lab-free-covid-19-test-results-less-hour

If this statement is implying all guys has the same level of sensitivity and pride, then that is clearly wrong. I, for example, this situation won't strip my masculinity away as well as many guys. But if the author is implying that a man's masculinity is sensitive, then yes, I agree that is true. But each man have a certain degree of masculinity, and how they respond varies. (This is just an introductory to their point of their article, I will continue reading)

Yes and No...It is true that these horrific events happened. The articles are all over the web with a simple search. So the facts are true. But the last few statement contradict each other. It is true that the events she specifically provided all involves a male culprit. But by saying "Girls aren't pulling the trigger"..."many other sites of American Carnage"..."its boys. It's almost always boys" is contradicting, thus false. There are female shooters too. Here's some examples. 1) A women shooter at YouTube Headquarters in California, a very recent event. 2) A women who shot up a elementary school in the lates 1900s: Brenda Spencer. So far of what I have read, I believe that gender has nothing to do with shooting and crimes. The causation is more related to gun laws, federal/city laws, and mental illness, but that is another argument.

But what I agree on is that there are more male shooters/criminals that male. But why is that? What I believe is that is has to do with biological, psychological, and social factors, which I will answer a bit more as I get through the reading.

This is a remarkable letter from the Dean's office assigning responsibility to a young professor at OSU to head a committee to oversee the relocation of Axis-related college students in the Pacific Northwest and listing institutions that might accept Japanese American college students. Although Italian and German students are named, only the Nisei relocation is "imminent" (and, presumably, the only one that actually occurred). I wonder how the tuition arrangements were to be made, particularly for those who had scholarships, or were paying state school tuition but were being transferred to a private college?

It is so interesting how "kin" varies so widely throughout the world. In some societies with multiple wives to one man, the children of them will just consider all of them mothers and not worry about blood. While here in the United States, we have whole TV dramas about finding your blood related mother or father. In the U.S., we have definitely glamorized being a blood related parent more than someone who takes care of kids they have taken duty of. Even now, when speaking of adopting a child, there will still be people that say "When are you going to have real kids" or ask women why they won't have kids if they don't want them.

It’s interesting to see the same identical problem come out with different results depending if the infinity is negative or positive

doing this section of the practice problems proved to be a fun challenge.

Nonetheless, they should be thought as an important method of mathematics.

This reminds me of the exercise we had this morning in class.

A visual representation of a Tangent Line is very useful, I honestly wasn’t visualizing what a Tangent Line was, in my head.

Will the L’Hospital method be explained in this chapter?

Will we have to memorize all of the types of limits and the properties to determining them?

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Yes and No...It is true that these horrific events happened. The articles are all over the web with a simple search. So the facts are true. But the last few statement contradict each other. It is true that the events she specifically provided all involves a male culprit. But by saying "Girls aren't pulling the trigger"..."many other sites of American Carnage"..."its boys. It's almost always boys" is contradicting, thus false. There are female shooters too. Here's some examples. 1) A women shooter at YouTube Headquarters in California, a very recent event. 2) A women who shot up a elementary school in the lates 1900s: Brenda Spencer. So far of what I have read, I believe that gender has nothing to do with shooting and crimes. The causation is more related to gun laws, federal/city laws, and mental illness, but that is another argument.

But what I agree on is that there are more male shooters/criminals that male. But why is that? What I believe is that is has to do with biological, psychological, and social factors, which I will answer a bit more as I get through the reading.

If this statement is implying all guys has the same level of sensitivity and pride, then that is clearly wrong. I, for example, this situation won't strip my masculinity away as well as many guys. But if the author is implying that a man's masculinity is sensitive, then yes, I agree that is true. But each man have a certain degree of masculinity, and how they respond varies. (This is just an introductory to their point of their article, I will continue reading)

Same School as Gilbert Austin

The question to ask here is how to set in motion this cultural shift. Titles prevent us from considering a more flexible learning credential or format.

​BUT, our students will not (most) have the economic, cultural, historical provenances nor intention ... the reality of community college students is that most will not produce academic discourse but will eak through multiple courses with minimum academic writing (and if so, poorly) while they will continue their certain continued marginalized communities that are, per Bourdieu, decapitalized (lacking cultural capital)​, whereas critical rhetoric could address these systemics inegalitarianism.

Early College High School

Learning Center

need to know/understand why. motivation? finances?

HS-College transition

There was no mention of such programs at Capital. Did they not exist, I wonder? Or just not exist for the kids in the study?

Computer Information Systems

Computer Information Systems

p. 77 Description of Rochdale in 1967 (i.e. before the tower went up)

At the moment there are some 30 full-time members of the college, who come from all over North America and range from Ph.D.'s to high school dropouts. They are much younger than a cross-section of the university, but somewhat older than a cross-section of undergraduates. There are another 50-200 part-time participants, mostly students or teachers at degree-granting institutions in Toronto. We occupy six rented houses this year; next fall we'll move into an 18-storey building which is under construction at the corner of Huron and Bloor. It will house 850 residents, who will own and operate the building cooperatively; it will also become a focal point for the college's external members. It is up to each member to determine the extent, form, and content of his participation in the college's educational life--including, in a number of cases, none at all.

In my Mortality and Morality engagement class, we often times talk about the role of family in the event that someone does become sick and how their presence can make a huge impact on how a situation is carried out. Family is often time seen as an extra layer of protection over any individual, especially for children. We assume that children are not old enough or mature enough to make major decisions for themselves, so it is ideal to keep them within reach in case of emergency. Therefore, if a school can supply resources that could be beneficial in times of need many parents would view that as a plus. - Kayla Thomas

Barry Schwartz proposed this idea in the Chronicle of Higher Education in 2005: http://works.swarthmore.edu/fac-psychology/11/

Close reading, critical thinking, digital literacy and citizenship as h-aligned through lines here.

Finding tutors can be a really tiring job if not taken in a proper direction. Also, it is equally important to find a competent and knowledgeable tutor, who can provide a proper direction and guidance in your studies rather than just basic teaching. As a student, you should always keep in mind that before hiring a tutor you should have a complete idea of his knowledge about that particular subject.

"Germany proves tuition-free college is not a silver bullet for America's education woes"

One explanation for this could be that the “thrivers” did better because they had to step their game up because of the difficulty of the classes while the “divers” stuck with the same habits they had in high school. The thrivers wanted to become better students than they were in the previous years. The divers thought that their academic abilities needed no change. The thrivers were the students that tried their best to succeed and push themselves forward no matter any obstacle. They are also resilient and try their best to learn from their mistakes in order to succeed. Thrivers have a growth mindset where they strive for success and do not let every little bump in the road alter their paths. Divers, on the other hand were the students that would give up easily when things get difficult, they are the students that would find the easy way out of hard situations instead of challenging themselves. Divers do not necessarily fail because they “lack the skills” but because they have developed a fixed mindset. Divers can still be able to learn how to become thrivers. They just need a little more guidance and assistance in order to get to that level. Thrivers have a different mindset apart from divers. Thrivers want to succeed, to move forward in their educational journey. But a student can become either personality very quickly. A thriver can thrive for a while, and then plummet just as hard as a diver. College is about preparing yourself and trying new things in order to find out what works best for you. Divers are not a lost cause, they might need some extra help, but we should not ignore them because they are failing in their classes, we do not know what is going through their head. Media has made college out to be an option to what happens next after high school. There are more movies portraying a college lifestyle of partying, rather than of success. The movie The Social Network is an example of someone who was a thriver then a diver then rose back to a thriver. Instead of making college seem as glamorous as a party, students need to understand the difficulty of college and the journey they are starting. Here is a link to the Mark Zuckerberg story and his success as both a thriver and diver. https://astrumpeople.com/mark-zuckerberg-biography-success-story-of-facebook-founder-and-ceo/

Page 28

Borgman discusses the invisible College of scientists

In this paragraph they talking about how college players should get paid since they don't have any time to work or make money.

This is important so that these college players can get payed.

This connect to me because I will like to play college soccer and hopefully get payed for it.

In this paragraph they talking about how Roosevelt was trying to change the way college sports was played, football particularly because people were getting injured an dying.

This is important so that these college players can stay safe and avoid death or any injuries.

This connects to me because I have a friend that play foot ball.

great bibliography on ethnographies of different disciplines

Sounds like Innov@Cité!

"Historic trove of documents discovered in city attic," Herald.ie (2016-05-16) http://www.herald.ie/news/historic-trove-of-documents-discovered-in-city-attic-34707155.html

The four missing volumes of Prisoner Books listing the arrests of more than 30,000 people between 1905 and 1918 include the "crimes" of labour leaders Jim Larkin (seditious conspiracy), James Connolly (incitement to crime), revolutionary Maud Gonne MacBride (defence of the realm), and suffragette Hanna Sheehy-Skeffington (glass-breaking with other suffragettes).

"Dublin Metropolitan Police Prisoner Books 1905-1918," The British GENES blog (2016-05-12) http://britishgenes.blogspot.ie/2016/05/dublin-metropolitan-police-prisoner.html

University College Dublin's Digital Library (http://digital.ucd.ie) has just uploaded digitised editions of four Dublin Metropolitan Police prisoners books from 1905-1908, and 1911-1918, at http://digital.ucd.ie/view/ucdlib:43945.

Wow. Dose response relationship of sorts.

If people "aren't spending much" (on textbooks, or food, or healthcare, etc.) it might be because they can't afford what they genuinely need.

First-generation students are likely to need advice about which books to get, and how to get them.

Cost of textbooks and what students are able to spend.

It never fails to amaze me how whenever a larger country went to a smaller country to colonize the natives ended up suffereing

Professor Christine Ortiz is stepping down from her post [at MIT] as dean for graduate education to found a new residential research university.

...

Ortiz said the university would focus on project-based learning and would dispense with some of the familiar hallmarks of university education, like the lecture.

"I don't see it having any face to face, on-the-ground lectures, actually," she said. "No majors, no lectures, no classrooms."

College students respond to articles by professors about the pros and cons of lectures.

Jerad Maplethorpe

This is in response to Hillary Clinton's comment during the Democratic debate on Saturday, 19 December:

“I don’t believe in free tuition for everybody. I believe we should focus on middle-class families, working families and poor kids who have the ambition and the talent to go to college and get ahead.”

I haven't heard anyone mention that we can provide more education without paying an extra dime of tuition to any college. Neither schools nor teachers are necessary for learning and demonstration of knowledge.

tuition

rankings

class of 1936. Tall building on the left - Main Hall - was classrooms, lower building on the right was dorms. Had more trees...

• CAA's long awaited guidelines for the fair use - reuse - of images within publications.

We could probably claim we have (had) this many student users over time.

Then again, with the right kind of added infrastructure (tagging of annotations aligned with standards) and extraction of that data for visualization, I don't see why h couldn't fit this category. (At least we would have to say we are MVP stage for this level, though.)

hypothes.is would seem to fit best within this scope.

We cannot make these users work for it. Features needs to be built-in.

Responses to student annotations could be seen as micro-lessons in writing.

Important to articulate this intervention

Need source for that.

Web annotation engages students where they already are: on the Internet. And gives them a powerful tool for being thoughtful, engaged citizens therein.

Why not use a web-based application that allows for this kind of collaboration!?

There's a lot to learn about the leadership and vision shown by these questions and this process.

1. We want to know what the burning issues are in your field, and we want to know how you are dealing with these issues in your general courses and in the advanced courses.

2. What so important in your classes that everybody needs to learn it?

3. Let's forget credits and course requirements. Instead tell us what students need to know to be successful in your department.

4. Let's assume that your work with students is one piece of a larger picture. How do you think they might connect the work in your classes with their work in other classes? Let's think about the connections, not just hope they get there.

5. We value the liberal arts and professional learning. How do you see the two interacting.

The scheduled discussions make clear that this is a self-research project. This is what we need to do in schools at all levels.

Selected images from the Desmond FitzGerald Photographs collection in UCD Archives were used to illustrate Conor Mulvagh's video presentation, "The Destruction of Dublin, 1916," issued as part of the UCD Decade of Centenaries web site; it is also available on youtube.