[Call for Projects]—Solve for Coronavirus (COVID-19). (n.d.). Google Docs. Retrieved April 9, 2020, from https://docs.google.com/forms/d/e/1FAIpQLSeaBX3QExpXffg6mWDBZ77bftzR7zg9cduZBMoIwsD7DwSUDQ/viewform?usp=embed_facebook

Detail. (n.d.). Retrieved April 9, 2020, from https://www.fwf.ac.at/en/news-and-media-relations/news/detail/nid/20200326-2500/

5e7a3428d384390067cdb7be. (n.d.). Retrieved April 17, 2020, from https://mfr.osf.io/render?url=https://osf.io/s7hpm/?direct%26mode=render%26action=download%26mode=render

Patrick S. Forscher en Twitter: “.@ThreeLittleMigs and I are polishing a health behavior for @PsySciAcc’s COVID project. We expect to reach thousands of participants all over the world. We want our survey to be useful to epidemiologists. Would any epidemiologists be willing to give us feedback? DM me if so!” / Twitter. (n.d.). Twitter. Retrieved April 17, 2020, from https://twitter.com/psforscher/status/1245923025221849091

Collective Intelligence and COVID-19 | Trello. (n.d.). Retrieved April 20, 2020, from https://trello.com/b/STdgEhvX/collective-intelligence-and-covid-19

COVID-19 therapy, vaccine, epidemiology and policy development research boosted by twenty-one new projects—UK Research and Innovation. (n.d.). Retrieved April 21, 2020, from https://www.ukri.org/news/covid-19-research-boosted-by-new-projects/

Resource for the video script.

give students the ability to skip to specific areas. Carefully planning of the video is encouraged.

sampling process - students at the end of the full semester video experience.

for the activity, ask learners to pick a source of educational videos that they like, compare and contrast with another source. Or gage the effectiveness of that video based on what they learned.

include info about the shortness of videos - research further

Sebastian

first sighting of: skunkworks project

Rip

okay, answer to previous question above.

Note the differences between risk assessment and risk management. The project would look towards risk assessment and then migrate its focus to risk management potentially, but what then? and how will this transition be smooth/original?

golden.

nice nice

This is the crux of what I should be looking at I guess This is in regards to national strategies. Is this what I need to do?

Look into what these services are. Evaluating how effective these risk assessments are?

home page: https://github.com/diegohaz/constate#readme

With years of experience in the web designing industry, we’ve delivered hundreds of projects for our clients that have significantly increased the business conversion rates for them, using our web design psychology.

This is important.

combination of TPACK and SLO for the IIP.

important distinction; students can understand these simpler vocab words that essentially mean the same thing.

1. students collaborative with instructor to pick area of interest and work on a DQ to guide their research.
2. students engage in OCI as the do research and use digital tools to make discoveries 3.Students use critical thinking to evaluate online info by analyzing credibility of their info. 4.Students synthesize what they learned/researched by combining info in multiple, multimodal sources.
3. Students engage in online content construction by putting their research into their own words and choosing the best digital tool/text before sharing their answers.

IIP lines up with PBL

I think this is crucial. This intrinsically motivates students to be curious and conduct proper research.

IIQ helps students develop and craft web literacy by cultivating web knowledge and skills.

High school- top of her class, earning her a scholarship to Goucher College (1918, studied zoology and chemistry).

World War I- worked as a chemist at Hammersley Paper mIll, earned a scholarshiip to Yale University (1923, doctrates in biochem).

Post doctoral research at University of Chicago Taught Pathology (Sprague Memorial Institute) and Biochem (UPENN's Henry Phipps Institute)

University of Uppsala (Sweden) 1937-38 as a Guggenheim fellow, invented technique to isolate and purify active substance in tuberculin----- protein substance from tuberculosis causing bacillus Myobacterium Tuberulosis Produced first purified protein derivative tuberculin, enabled first reliable tuberculin test

1941, US adopts as standard test 1952, World Health Organization adopts standard test

Still in Use today

1958- retired from teaching. Served as a consultant to the United States Public Health Service

• Director of Cancer Research Laboratory @ Mound Park Hospital (aka Bayfront Medical Center) St. Petersburg

1990- Inducted into National Women's Hall of Fame

fluorine substitution in the protein secondary structure leads to increase in the protein's resistance

I really enjoy this layout for a project because not only is it easy to understand and navigate but it incorporates all of this generation's favourite medias; photo, video, sound, and text.

There is the suggestion here that student evaluations may not evaluate what they propose to measure. That is not exactly new information. This university does use them, though, and argues that they can be a source of faculty evaluation. Note that this is a university that is making the argument.

Student evaluations of teaching are not valid and should not be used in personnel decisions. That, simply, is the point of this article.

The American Association of University Professors commissioned a survey that garnered over 9,000 responses. The use of student evaluations alone is not recommended. There are complaints of 'bullying' and also complaints of low response rates. They too recommend numerous data sources that could include (their words) peer review, classroom visits, and teaching portfolios.

Here is another argument in the Chronicle that student ratings should not be used exclusively and that a holistic assessment that includes observation should be used. This is important because it comes from the Chronicle.

Here is an op ed piece in the Chronicle in which they report on the results of a survey they commissioned. The argument is that student evaluations are heavily relied upon to the detriment of students and teachers alike.

Here you can see that observations are available but seem optional at Vanderbilt. Survey style student evaluations appear routine.

The main point of this is that there is a bulleted list of items on which teaching can be judged. See page 102. Examples are whether the instructor asks interesting and challenging questions. These are not items that we used to use.

This book suggests (on page 84) that observing teaching can increase the teaching skill of the observer which constitutes another argument for the benefit to the university of observations.

The main point here is that one form of teacher evaluation is by the use of trained observers. It is not clear who these people are but apparently they are NOT faculty in the same content area BECAUSE faculty within the same subject area tend to focus on content rather than teaching practices.

The main point here is that white men are at the advantage when traditional student evaluations are used. So, the University of Southern California will no longer use them in P&T decisions.

This page advocates for a "thoughtful and holistic approach" that includes "self-assessment," "peer review," and student evaluations. The point is that peer review has a place in the process, includng for P&T.

The key piece of information here is that instructors themselves can collect some of the information. So can colleagues.

The key point on this page is that "the most important consideration in teaching evaluation, both for improvement purposes and for personnel decisions, is the use of multiple methods of teaching evaluation using multiple sources of of data.

note

project based learning While project based learning is more frequently used with children than adults, it can be useful for limited-time instruction for adults. This is a user friendly page that provides a decent description of project based learning and also discusses the design elements and teaching practices that should be used. rating 4/5

This is impotant!

https://youtu.be/O3ukHC3fyuc

Here's the beginning of the first excerpt we're focusing on for Week 2: Section II, parts A & B.

The second excerpt is below, Section III, Part A, subsections 1 and 2.

We are focusing on specific excerpts to make this lengthy document a little more manageable for this iteration of the project. That said, you are of course welcome and encouraged to annotate any part of the document you find noteworthy.

Jacob recommends Project 46 - Slide for anyone that likes House.

This is for the midterm.

Check this out here: https://youtu.be/O3ukHC3fyuc

If this is part of the probl;em how do you solve it? why doesnt it effect other careers

Yammer is Web 2.0 software which integrates with Microsoft 360 and allows users to communicate together and across the organization. It essentially functions as social networking software for corporations with the ability to collaborate on projects, maintain task lists, store files, documents and pictures all within a private enterprise network. In addition Yammer allows for the sharing of feedback and the management of group projects. Yammer is freemium software with a variety of custom add-ons. Licenses are currently issued for all learner participants and at this time no custom add-ons are necessary.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Digital promise website serves millions of underserved adults in the United States by offering educational resources via technology. With personalized learning and individual pathways, they stand a chance to advance in their careers and lives.

The site has a network of educators and developers who contribute to the "Beacon Project". As part of this project, the site includes resources across the country that help with support and access to education.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

consider for final project

This shows the likelihood of cavitation having effects on the growth rate of cottonwood trees

The scientific name of plain cottonwood of TR

prio:5

pro:aims at solving central steps: from deconstrructing heterogenous sources in atomic statements and relating those in a big picture.

con:seems not thought through and a relic of the past at the same time

TICA Checklist: Used for Project Based Learning (Check list for stages one, two, and three)

Great video to demonstrate PBL

Good source to further look into PBL

great descriptor of PBL

Looks like a great project to get involved in! Very collaborative (both in the classroom and in online), plus integrate technology while having students explore nature

This graf and the next, might be helpful for the Time Machine Project study. Cites: Adam on description of "school time."

Pros:

1.The map and text work together well, The map provides a graphic which gives support the information in the text. The text gives additional information which provides additional context for the map graphic. 2.The graphics and map are properly labeled and are free of misspellings and grammatical errors. The Legend contains are required information for the map to be accurately read.

Cons:

1. Personally, I do not like the added graphics of the otter fetuses and otter ovaries added to this map. In my opinion the images of the harvested fetuses give a weight to those graphics which should be playing a secondary role to the role of average otter ages. The author should be aware that images like these might distract the attention of a reader from the rest of the content.
2. The location of some of the names of the river basins could be moved for easier identification. Some of the labels on the map are well done, but three or four of them aren't as easy to spot or harder to read and could benefit from being moved to a different location.

The voyager record represents us as humans, the purpose of this was to relate the message to someone who doesn't even live on Earth hence "aliens". This can also be compared to the aids project in which we are supposed to create a post so that someone who knows nothing about it can understand it based on the information you provide to them.

Companies that try to make the same standards across their organization, will cause their people to get bogged down in trying to to make the standards fit their job function. This causes to many constraints and will lower project performance.

How can I monitor and evaluate the use of our project management processes and practices for better project performance?

S. McConnell adds an interesting take on this in his: Brooks' Law Repealed? article.

Personally, I did not believe the Democratic Writing Project to be helpful or well designed. It is a good idea but it would have been more beneficial if this conversation took place out loud among a class, rather than online. I will never read any annotations outside of my own and the four that I will comment on, and that is upsetting. This is nothing more than a way to force everyone to participate and have something tangible to grade, and the students are not retaining the value of analyzing this document. I think this would have been better if we all read it at home and we compared physical annotations in class.

Plan title - should this be the same as the grant title? Part of project metadata

http://www.bbsrc.ac.uk/documents/data-sharing-policy-pdf/ http://www.bbsrc.ac.uk/funding/apply/application-guidance/data-management/

I think of myself as a Moffett guy, in that early on in my teaching I found the notion of "Teaching the Universe of Discourse" and exciting and clear map for building curriculum and for assessing my students' progress at any moment. I learned to focus on a balance of the different kinds of writing in the UNIVERSE of discourse. When I began to think about what it meant to teach digital writing, I returned to Moffett's notion of looking at the range of possibility. And as the words here, "ever-changing" and "landscape," suggest, we can constantly be thinking about what to include in our digital curriculum. Snapchat? Instagram? Is blogging still an important part of the landscape? What does it mean to have more characters available on Twitter? Do my students need more time in something like a Google community with short, interactive online conversation or do they need to slow down a bit and create a web page? It's exciting to be playing in this field, and it's even more exciting when youth recognize that they can choose where they want to play and make a difference digitally as well -- and what they need to learn to have an impact digitally.

this is just so awful.

I think this is a great idea. I have conducted a project before where I collected data by querying a specific research terms on Twitter. Twitter is a treasure cove of data. Do you think you can use this data collection method for your research projects? If so, what type of hashtags or terms would you query?

[] (https://www.facebook.com/DarkMountainProject/)

"The Dark Mountain Project and a plan to save the planet through writing"

[] (https://www.newstatesman.com/culture/books/2017/08/dark-mountain-project-and-plan-save-planet-through-writing)

[unlike linear] nonlinear temporality is a feminist proposal to resist liberal individualistic modes of doing politics. Organizing politically in a nonlinear temporality involves creating situationist feminist politics; nonlinear activism is one that does not construct origins but mobilizes different political consciousness and creates many subject positions.

A data lake management service with an Apache licence. I am particularly interested in how well the monitoring features of this platform work.

This is an interesting SaaS system for exploring how to create good moderation systems.

A good overview of the elements of PBL.

I really like this because even though we have to cover certain content that aligns with state standards, students can still have a say in what they learn. In studying a particular topic, we can ask "What part of this most interests you? What should we learn more about within this topic of study?" And students can pick a driving question that most interests them.

Project with Real world connections in the TL!

Great project!

This may be a front group. Investigate, find additional sources, and leave research notes in the comments.

Three months later the group had a working prototype. Six months later, on November 1, the company announced it to the world as a real product called Voyager.

The James Bay hydroelectric project proposed to construct watersheds along the eastern shores of the Hudson Bay from James Bay to Ungava Bay in Canada. This distance is approximately 750 miles. It would alter nineteen waterways and create 27 reservoirs (Linton, 1991). The first phase of construction, called La Grande River phase, was planned to generate more than ten megawatts, which is the equivalent of roughly ten nuclear power plants. This portion of the project would require large impoundment reservoirs, comparable to the size of the state of Connecticut. The James Bay hydroelectric project was the first “mega-scale hydroelectric project to be built in the sub-Arctic.” The project was proposed in the early 1970s, at a time when “physical and social environmental effects were not taken into significant consideration” (Hornig, 2000). Due to its timing and lack of environmental assessment and research, the James Bay hydroelectric project was compared to the Mackenzie Valley pipeline proposals of Arctic Gas and Foothills within the Berger Inquiry. At the time, during the 1970s, there were few people who actively opposed the construction of the James Bay hydroelectric plant. They included the Cree inhabitants of the area and some environmental activists. However, during the 1980s, after the completion of the La Grande River phase, opposition became more frequent and more apparent as concerns about environmental impacts became more well-known. 

References

Hornig, J. F. (2000). Review: Social and Environmental Impacts of teh James Bay Hydroelectric Project. Natural Resources & Environment, 121.

Linton, J. I. (1991). Guest Editorial: The James Bay Hydroelectric Project -- Issue of the Century. Arctic, iii-iv.

The Churchill Falls hydro-electric project was inaugurated by Pierre Trudeau, the Canadian Prime Minister, on June 16, 1972. This hydro-electric plant was constructed between 1967 and 1975 and completed one year ahead of the predicted schedule. At the height of its construction, approximately 6,300 workers were present in the summer of 1970. The majority of construction occurred in the summer months, although construction continued year-round despite harsh conditions in Labrador where temperatures dipped to -21°C with a mean annual snowfall of 406 centimeters. The Churchill Falls power station is located in southern Labrador about 1,100 kilometers from an urban area. The Churchill Falls hydro-electric project was the largest hydro-electric project at the time, capable of generating 5,225 mW of electricity. It creates this energy by utilizing the water of the Churchill and Naskaupi Rivers which have a total catchment area of about 67,340 km2 combined. The underground power station is about 305 meters below ground. It uses eleven generators with a combined capacity of 5,225,000 kW. In order to utilize this harvested energy, large power lines capable of handling voltages up to 735 kV were put in place to transmit the energy from Churchill Falls to the Hydro-Quebec transmission system in the Manicouagan-Outardes hydro complex. The distance between these two stations is 606 kilometers. The energy from Churchill Falls was also transmitted via power lines to the Labrador City-Wabush area (Crabb, 1973). 

References

Crabb, P. (1973). Churchill Falls- The Costs and Benefits of a Hydro-Electric Development Project. Geography, 330-335.

Implement Radio Button's

• Stop slideshow when clicked, resume after 5 seconds
• Simulatenously, change Studio H2 opacity to 1.0 and reveal H3 as inline element stacked right, maintaining height dimension of H3 ( background:white, color:black)
• H3 A element is project name and allows user to jump directly to project

Jupiter reveals himself and Amphitruo is eased and pleased and pays thanks to the god.

Bromia recites the events that happened within the house to Amphitruo

Amphitruo shares his plans for revenge and rage, but faints. Bromia retells what happens within the house which mirrors Amphitruo’s feelings.

Alcmena gives birth and Jupiter reveals himself and his role to Amphitruo.

The separation I create with the middle acts adds to the theme of duplicity in the theme of the play. I have one act start with the return of Amphitruo from war and the second as his return from the harbor.

Jupiter thickens the plot by apologizing on Amphitruo’s behalf and consoles her.

Alcmena confesses her confusion of Amphitruo’s return and explains that he was here. Sosia argues her sanity.

Amphitruo and Sosia travel home and Sosia pleads his case that he is not insane about there being a second him.

Sosia argues his sanity, then threatens Alcmena’s sanity after she says Amphitruo just left.

Jupiter leaves Alcmena to “return to war” The serious matter of the play.

Mercury delays Sosia and makes him think he is not himself. The two provide comic relief to open the play. Mercury ends the scene on a slight heavy note.

The initial events of the play are laid out, where Sosia is to believe he is not himself and Jupiter has impregnated Alcmena with a second child.

Mercury explains the purpose and premise of the play. He denotes of costume differences so that the audience is able to separate the disguised gods from the real Amphitruo and Sosia.

I read this book for a class and highly enjoyed the priority lesson Menasche included in the overall theme of the book.

Carson H. Templeton was born in Wainwright, Alberta. He earned a diploma studying Mining Engineering at the Southern Alberta Institute of Technology (SAIT) in Calgary, Alberta. He worked at the Madsen Red Lake Mine in Northwest Ontario as an Assistant Assayer, Boat Boy, and Post Office Manager. He attended the University of Alberta to continue his studies of Mining Engineering and graduated with a Bachelor of Science. During World War II, Templeton worked on the Canol Pipeline Project. He then helped construct airports alongside the Alaska Highway for military use. In 1948, Templeton was appointed Assistant Chief Engineer of the Fraser Valley Dyking Board. In 1950, Templeton was appointed Chief Engineer of the Greater Winnipeg Dyking Board. In 1955, Templeton founded a consulting engineering firm which he named the Templeton Engineering Company. Before the Unicity Amalgamation of Winnipeg in 1972, his company worked as the City Engineer for several small cities in Canada. His company performed engineering estimates for the Royal Commission on Flood Cost-Benefits. These calculations led to the construction of the Winnipeg Floodway. Additionally, Carson Templeton’s consulting engineering firm conducted research that supported the writing of “Snow and Ice Roads: Ability to Support Traffic and Effects on Vegetation” by Kenneth Adam and Helios Hernandez (Adam and Hernandez 1977). In 1966, his company merged with Montreal Engineering and Shawinigan Engineering to form Teshmont Consultants Ltd. Teshmont Consultants Ltd. has completed over 50 percent of the world’s high-voltage, direct current projects. Templeton served as the Chairman of the Alaska Highway Pipeline Panel and Chairman of the Environmental Protection Board during the 1970s. As the Chairman of the Environmental Protection Board, Templeton orchestrated the hearing process for the Environmental Impact Assessments for the Mackenzie Valley Pipeline Inquiry (Winnipeg Free Press 2004). 

References

Adam, Kenneth, and Helios Hernandez. "Snow and Ice Roads: Ability to Support Traffic and Effects on Vegetation." Arctic, 1977: 13-27.

Winnipeg Free Press. Carson Templeton OC. October 10, 2004. http://passages.winnipegfreepress.com/passage-details/id-89334/Carson_Templeton_#/ (accessed April 8, 2017).

The word humanities appears in this third-largest topic of the model. It is an institutional topic, with words about organizations, officers, governing structures, development and resources.