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Brief Project Overview Introduce your organization and the purpose of the RFP.State not only what you want the service provider to do but also why: what is the central “pain point” your organization has? If it’s a website redesign, what about the current one isn’t working for your purposes? This is high level, so be details will come below and a birds-eye view is fine Custom Writen Papers Academic Writing Service in Canada tz details will come below and a birds-eye view is fine.
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By focusing more on the job to be done, it encourages the responder to think outside the box.Your Organization’s Background Describe your organization, what it does, and what you ’s a good chance we’ve never heard of you and may not be able to figure that out by visiting your existing web site (which may be why you need a new website).Additionally, tell us a little about your values.What makes you unique? Why does what you do matter? Why It's Important: By describing your values, you’re more likely to find an organization that’s a good value fit both for your goals and processes.Firms may have a specialty in a certain area of web design (e.
), and by knowing if you fit into one of their niches, they can make better example, one of our specialties is non-profit web site design. If we know up front you're a non-profit, we can make specific recommendations from our team members that have a lot of experience and familiarity with how non-profits succeed on the web.However, if you're looking for a B2B website, we'd make very different recommendations, since they not only cater do different audiences but often involve different t Goals & Target Audience Explain what you plan to accomplish or what outcome you have in are the three most important things that, if done well, will make the redesign a success in your eyes? Do you know of any quantitative metrics that will help, such as increased sales or more newsletter subscribers or better-qualified leads? Think in terms of what you want visitors to the site to do, not just what you want them to do you plan to serve with the website? Which constituencies most rely on a successful website, in order of importance? Sometimes, the audience you’re intending to reach or serve with the website is not the same as your wider market.For example, a non-profit site might need mainly to demonstrate its programs’ efficacy to donors and supporters, while not necessarily serve its beneficiaries.A B2B website also wants to demonstrate its efficacy, usually via client stories and case is also mostly interested in converting new, qualified leads through sending email or picking up the phone to call with It’s Important: It goes without saying, but the more clearly you articulate what you want out of the process, the more likely you are to get g both the concrete goals and specific site visitors whose needs you’re trying to meet makes the development team’s job that much easier.
It also means when facing a decision point, you’ll be guided more by objective outcomes than personal p One of the main reasons people reach out to NMC for a redesign, beyond a dated visual aesthetic, is that the content is poorly organized or hard to much as the visual design impacts visitors' perception of your company is the information design, which in turn reflects how well you've thought through your major site sections and navigation schema.Where to get an trade research proposal single spaced business college sophomore oxford If you already have a good idea how you'd like to reorganize it, include that here.(If not, that's OK too! Expect it to be one of the first things you'll do during the discovery phase with your vendor.) The sitemap will help you determine which new content you need to write and what from the existing site will be migrated The examiner will have already provided you a writing answer document on which to write your essay.Make sure you haveExtra sheets of paper or scratch paper will not be scored.
Please use only theWhen you have selected your topic, remember to fill in “1” or “2” in the ECPE Writing Response box in the front of your.) The sitemap will help you determine which new content you need to write and what from the existing site will be migrated.Much of it may be outdated or irrelevant, so new copy will need to be written (especially if you're introducing a new product, service, or initiative).What does make it over to the new site will have to be imported into the content management system; be sure to let the vendor know whether that's something your team plans to do or whether you expect the vendor to handle it Writing a sales proposal is a very important step in gaining a new client, or selling to a current one.This guide teaches youThe purpose of the Business Builder is to describe how to develop a proposal that gets the sale, wins the bid, is awarded the contract.
Generally speaking, there is no standard length to a does make it over to the new site will have to be imported into the content management system; be sure to let the vendor know whether that's something your team plans to do or whether you expect the vendor to handle it. Giving the vendor an idea of what content is moving helps them understand the size and scope of the site.Why It's Important: Next to the Technical Requirements (below), many web vendors use a sitemap to identify the different kinds of content that the site needs to publish — such as blogs, articles, news, photo galleries, case studies, etc.— to determine how many distinct templates or views must be uniquely designed /presentation/where-to-buy-a-gm-food-presentation-british-college-senior-cse-cheap.— to determine how many distinct templates or views must be uniquely kinds of content will use the same but additional design time is needed for each custom of Work & Deliverables Here’s where you want to provide more detail about the project.
To the extent you can, describe all the services you know that you’ll be hiring a web team example, with a web redesign project, you might be paying for: Project management Visual Design, it might be source files in Photoshop or Sketch ing like Project Management doesn’t really have a deliverable but it’s a non-trivial part of the process and doing it well is a valuable part of successful to be explicit about what's important to be delivered but it’s OK if you don’t know exactly what’s It’s Important: Some creative firms look at a task, estimate the typical time to completion, and arrive at a cost by multiplying by an hourly rate.Your vendor is trying its hardest to scope out the work and knowing what the team is in for means you get a more accurate ne You may not know how long something will take to do, but you do have a timeline you have to accomplish it there some hard deadline you need to hit, such as the launch of a new product or ad campaign? Maybe you have a big trade show coming up and need the site live by then? Be sure to mention any firm dates beyond the vendor selection advised: web sites vary widely in their time to completion.Even very simple sites can take as much as 4 weeks; it can take time to assimilate your organization’s goals, values, and unique market other cases for complex sites or web applications, 9-12 months is not up front about your timeline, and your vendors will be honest about its It's Important: So the vendor knows whether or not it's possible to finish the project on time! 7.Technical Requirements This is a pretty broad subject but your goal here is to describe what limitations or requirements you know in advance.A website is, at its core, a technical software product, so these are the details that may most materially impact the schedule and examples of technical requirements include: E-commerce: Do you expect to sell products or charge credit cards? A non-profit may only want to accept simple (or recurring) donations but retail merchants require shopping carts, user accounts, inventory control, and shipping calculators.
Essay writing service get reliable uk essay help uk best essay You’ll definitely need to encrypt the transmission via SSL, which incurs an additional annual fee, though depending on the solution, this may be t Management Software: Do you require something specific, such as Drupal or Wordpress? Are you open to alternatives you may not be familiar with? (There are literally thousands of off-the-shelf CMS software options.) The vendor may also have developed an in-house solution that will meet your needs well 29 Nov 2017 - Research My Assignment - Call Now - 02032395555 - Mark WhatsApp - 07842798340 Our company offe.Admission Essay / Scholarship Essay / Personal Statement / SOP / Writer / PhD Research ProposalOur varied services on almost every niche have made it possible to deliver top notch quality.) The vendor may also have developed an in-house solution that will meet your needs well.Large projects can require writing custom ones for you -end Programming Language: For custom web software development, is your system compatible only with a specific language, such as PHP, or Ruby, or Python? Do you have an existing infrastructure that the vendor needs to be fluent in? Legacy Browser Support: How many visitors are still on old browsers, such as Internet Explorer 8 (released March 2009)? Do they need to be supported? To make a website perform or display in a legacy browser almost always requires additional development Integrations: Does your organization depend on 3rd party services for things like email newsletters, marketing automation, CRM / contact management, inventory control, intranet, accounting / Quickbooks, or inventory management? If so, be sure to include the ones for which synching / integration with the website is essential and describe how you expect it to work In the first part of the Research Project in International Trade students are expected to (i) identify the research topic and supervisor, (ii) develop a research proposal, (iii) present the research proposal, and (iv) formally submit the research proposal.
In the second part of the Research Project in International Trade, under the.Web Integrations: Does your organization depend on 3rd party services for things like email newsletters, marketing automation, CRM / contact management, inventory control, intranet, accounting / Quickbooks, or inventory management? If so, be sure to include the ones for which synching / integration with the website is essential and describe how you expect it to example, when someone subscribes to a newsletter, the contact should be added automatically to Highrise or someone purchases a product and opts in, she should be added to our Mailchimp database, etc /paper/best-website-to-purchase-a-pollution-paper-american-25-pages-6875-words-20-days-originality.If someone purchases a product and opts in, she should be added to our Mailchimp database, etc.Sometimes this functionality will be included out of the box and sometimes the vendor will have to write something Accounts: Do you require membership management on your site? This would be for allowing people to access special or hidden content on your site, perhaps after submitting an email address or paying to view a whitepaper.A simpler example would be password-protected pages that anyone can see with the same password and does not require a logged in ibility: Do you require the website to be accessible to blind or limited-vision users? For websites whose audience skews older, larger default text and click areas will inform the ment & public sites often require Section 508 compliance.
Mobile Responsive Design: Do you require a separate mobile-optimized version of the website? Most smartphones have no trouble displaying the full site and that’s enough for many a layout optimized for small screens and tablets can make a big difference in the delight and satisfaction of site It’s Important: The technical requirements section may be one of the longest sections of your RFP, depending on the complexity, because there are tons of variables to work out that will impact the more details you can provide up front, the better the web shops specialize only in certain technologies (like Wordpress or Rails), while others don’t work with them at all.You want to let vendors self-select for overall fitness and there’s no need to solicit a vendor that doesn’t have experience in technologies you pal Point of Contact Usually, most writers of the RFP are the ones who will lead the not, or if there are other team members involved, specify who they you or they worked on a similar web project before? Also, do you have final authority for making decisions or is there a committee that the designs will be presented to? Why It’s Important: The clearer you can set expectations from the outset, the better.Unless you work in Marketing or Communications, you might only be able to devote a few hours a week and that helps the services team know much to rely on your direct engagement, which can affect the y, if we come up with a solution together but need to present to superiors for buy-in, it helps to know that, : Assets (“Parts”) & Service (“Labor”) Yes, you really need to include your budget, even if it’s your best you need to specify a range (“We’d like to spend $x,000 but are willing to go to $y,000 for the right proposal”), that’s fine too.Best websites to write college trade research proposal 100% plagiarism free double spaced custom writing apa 7 days Websites are like cars: you can get good ones anywhere from $5,000 to $500, is no price point for which you cannot find a tinkering undergraduate freelancer to put something together for ile, professional agencies will do professional work and the proposal will let you know the difference PandaTip: This Advertising Proposal is written in the voice of a company that runs a publication and is contacting a company that could potentially be interested in advertising in that space.Try embedding an image from your website on this page, or swap the image field for a video if you have one on hand.
ile, professional agencies will do professional work and the proposal will let you know the difference.If you want to buy a car, telling me your budget means letting you know what I can provide at that price: a Hyundai, a Toyota, a BMW or a great cars, all with different value propositions Advertising Proposal Template Get Free Sample PandaDoc.
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All great cars, all with different value propositions.In the case where a budget truly isn't known, at least let your vendor know what "level" you want by pointing out other sites online that you admire or want to emulate or you think would suit your ’re a professional company seeking a professional y, if you have a separate budget for assets like photographs, illustrations, software licenses, services, don’t often end up being a substantial part of the overall cost but they can eat into the final extend the car metaphor, a mechanic has to buy the new part before installing it, which is separate from the cost to perform the It’s Important: You don’t want to waste your time (or the vendor’s) preparing a proposal that’s way out of your stating explicitly what you want to pay, you permit the vendors to compete with each other for what they will offer you at the same er, many agencies will work within the budget you prescribe to address the most important items of the scope first.
Meaning that vendors can help you identify the top priorities so that you can exclude or move non-essential elements to a later phase or example, for an initial redesign password-protection of pages is a typical request, but if it's not crucial to the project, we can forgo it in favor of other tasks that are crucial with the result that you still get a high-quality product at the same price g Support / Retainer When the web project is done and launched, what then? It’s pretty typical to engage the vendor in an ongoing retainer agreement for support, training, ongoing development, or all 3 The Migrant Artist s Handbook by African Arts Institute issuu.
Meaning that vendors can help you identify the top priorities so that you can exclude or move non-essential elements to a later phase or example, for an initial redesign password-protection of pages is a typical request, but if it's not crucial to the project, we can forgo it in favor of other tasks that are crucial with the result that you still get a high-quality product at the same price g Support / Retainer When the web project is done and launched, what then? It’s pretty typical to engage the vendor in an ongoing retainer agreement for support, training, ongoing development, or all 3.
Realistically, the launch of a website is only the beginning of a process: beyond fixing bugs or adding features moving forward, you must also consider how will you'll drive traffic to the new site.Websites are ongoing efforts that adapt to new technologies and use cases — or, in the best case scenario, must be scaled to accommodate huge amounts of traffic! If the post-launch marketing and advertising piece is important to your project, look for full-service web firms that will not only design and build the site but also work with you on maximizing its value It’s Important: Great web partners are like other professional service providers: your family doctor, or accountant, or plumber succeeds on long-term the web firms with multi-year client ics How do you plan to track inbound visitors and the success of your content? You’ll want to ask the vendor how best to manage and track these data after (or indeed, before) the project has launched.Google Analytics is a popular choice because it's free and works well but there are other many options that offer additional functionality, such as Crazy Egg, which generates heat maps to help increase an additional monthly fee, some vendors like Chartbeat will offer to interpret the analytics and prepare a report on how the site is performing with suggestions for It's Important: Great websites are lengthy, involved don't want to spend time and money only to launch it and leave it; many of your initial assumptions can change and it's best to think of a website as a dynamic publication rather than a static ics will inform your hunches with real data.Where to get a research proposal trade british a4 (british/european) premium writing from scratch Web Hosting Do you have a web host in mind already? If not, ask for vendor will have clear preferences at various price example, with our WordPress projects, we use and recommend WP Engine, which is tuned specifically for WordPress performance Tips on How to Write a Great nbsp Request for Proposal nbsp RFP for Your example, with our WordPress projects, we use and recommend WP Engine, which is tuned specifically for WordPress performance.Who handles site backups? Is there an automated process for the files and the database? Is this included, or an extra fee? Be sure to ask the vendor about its caching or content delivery networks (CDN) strategy.
Why It’s Important: Different hosts offer different technical abilities, security, speed, and g a vendor use its preferred provider means letting them use one for which its very familiar, which means fewer hiccups down the e Sites This one's easy: which websites do you like or admire, and why? It can be the overall experience or specific, discrete elements like a single contact form or image help me do a astronomy laboratory report Proofreading double spaced one e Sites This one's easy: which websites do you like or admire, and why? It can be the overall experience or specific, discrete elements like a single contact form or e examples of "best of breed" websites within your industry so the vendor can get a feel for the market leaders.Excellent example sites from other, unrelated industries are useful It's Important: A website is worth a thousand can be difficult to explain your vision so providing concrete examples of websites whose user experience you'd like to emulate will communicate a lot of value to the vendor and help clarify what we're all in ia for Selection You’re going to get a lot of different proposals back and each company will have different strengths, reputations, and capabilities.Some will compete on low cost; others on best quality; still others on more out what you want in a vendor: cheapest option? Fastest delivery? Highest quality? Is a distributed team OK, or do you need every member to be local to your headquarters? Are sub-contractors OK or only full-time in-house staff? You’re balancing the expertise of the team with the limitations of your budget but in the end, you want the best work (and partner) that you can doubt several of these are typically important, so weight them according to what matters most to er, the goal of the proposal you receive back is to evaluate the quality of vendor fitness for your questions you might ask the proposer to include in the reply: Examples of similarly-complex projects (to assess technical capability) Client references and whether email or phone is better (to assess credibility) Project timeline with major tasks and milestones (to assess process) Project budget by line item (to assess process) Plan for mobile / responsive design (to assess familiarity with current trends) Why It’s Important: You’ll encourage the company to focus the proposal on its qualities that matter most to you, which means not wasting time on the things it does well that you don’t care about.A vendor might be an expert in some service or possess some charateristic that’s important to your project’s success and fail to mention it, thinking it’s not worth & Proposal Timeline Does the proposal need to be submitted in a particular format, such as MS Word or PDF? Do you require signed & notarized hard copies? Does it need to be single-spaced with no staples (we've actually seen this a few times, believe it or not)? Is it OK for the vendor to use freelancers or sub-contractors or does every member of the team need to be full-time? What's the timeline for submitting the proposals? Typically, there's a deadline for receipt, for selecting semi-finalists, for scheduling interviews and for final the semi-final interviews need to be in-person or is remote OK? This is all standard fare but it can be easy to y, how much detailed information do you require about the vendor? If you need granular details, such as the names, titles, and bios of the vendor's team working on it, be sure to ask.For large teams, who will be available to work on the project may change depending on the vendor's production It's Important: Most RFPs are pretty standard fare and are similar from project to project and the tips above reflect all if there's specific, unusual, or detailed information you need from the vendor, you can include it in a separate paragraph so you only get back qualified RFPs are Easy (When You Know What to Include) These are the essential elements to may seem like a lot but there's a really good chance you've already answered most of these questions in conversations with colleagues and your task in selecting a good vendor is just to get them down on paper.
Order a custom research proposal trade without plagiarism 78 pages / 21450 words formatting academic senior Obviously this list isn't all-inclusive and there may be other elements to include but if NMC were to receive a request for proposal that included each of these bits, we’d be overjoyed at the thoroughness! It signals to us that you’re taking the project seriously, that you’re investing time to understand what success means to you, and to identify what you’re really looking says to us, “Hey, we’d be a great partner to work with!” If your vendors are excited about the work, it’ll likewise lead to better , the better the RFP is, the better the proposal your vendors can send in response 19 Aug 2017 - For example, consumer magazines are generally per-word rates.Trade magazines can be either per-word or a flat fee.Business, technical and marketing writing work is likely to be priced out at a per-hour rate or by the project.One caveat on charging per-hour rates applies here.Again, the better the RFP is, the better the proposal your vendors can send in response.Now, you're ready to get started! Feel free to use the example web design RFP template we prepared based on this you already have an RFP? We happen to know an experience web vendor we'd be happy to recommend, so send it our way! Either way, best of luck with your project.Related Posts Quality and Custom-Written Papers We offer the services of a team of highly qualified academic matter what type of paper is required, our experienced writers will produce only the highest quality of essays, coursework, custom research papers, term papers, or skilled experts will be matched to you to assist you in your research and writing on whatever academic subject your paper requires /laboratory-report/ skilled experts will be matched to you to assist you in your research and writing on whatever academic subject your paper and every paper our qualified writers work on is always 100% original and will reflect your standards and the specific needs of your purchasing a paper from us, you are guaranteed that it will be checked for plagiarism to ensure that you receive only the highest quality, original paper.Reasonable Prices We offer a pricing scale that will fit into every budget, thus saving you both time and offer the lowest prices possible without ever compromising the quality of work from our highly educated and experienced explore your options with one of the most trusted custom writing services in the offer discounts to returning customers, as well as to customers who require orders in quantity.21 per page Available! Order now! Strategy research book that writen by joel a c baum in english related book free version of coca cola in 1983 globalization research papers are must always visit the official website of national testing service (nts) for paper is custom-written for you - no papers as low as $, absolutely non plagiarized organize research papers ipad custom term papers for prints, framed art, home accessories, and.
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0 Expo extravaganza over the last few days of school year was largely (and I don’t use the word lightly) adjudged as ‘a success’, ‘eye opening’, ‘interesting’, ‘informative’, ‘fun’, ‘enjoyable’, ‘a bit crazy’, ‘unusual’ by a range of people around the school (eclectic and funky as our cover clip 🙂 ) For four days, three teachers (Simon Carabetta, Jaeik Jeong & myself) and about a dozen student-helpers (13 to 15 years old), put on a ’23 things’ of a kind for our school community to inform, teach and stir about ‘Web 2.0’ and its culture-changing potential that is starting to be realised in our societies yet (still) largely outside school walls.To ‘walk the talk’, we not only set up stations, but also created the event’s wiki (largely student work!), even a Ning (well, sort of … 🙂 ), got a bunch of students to start up their blogs, Twitter, set up RSS readers, fooled around with Skype, Etherpad, Twiddla, Moodle etc.We had a number of educators from around the world dropping in virtually via Etherpad (copy of excellent contributions here, thank you SO MUCH to all who have contributed), we had encouraging tweets from around the world … all in all, we were ‘doing’ Web 2.But out of the four days of messing up, playing, teaching, learning, succeeding, working together, guessing and generally having a ball, the last day will remain seared in my mind forever.Until the last day, we had very few staff that came to the expo.They would bring groups of students down but then (most of them) didn’t quite engage with the expo in any way.“That’s for the kids, not for us…” was the general sentiment, with few notable exceptions.With the whole thing PRIMARILY for staff, we weren’t making the dent.
The matter was raised at our regular morning ‘war briefing’.We made the decision that the last day was going to be ‘catch-a-teacher’ day.Student-helpers were encouraged to approach a teacher, invite them to the expo, try to work out and ask what the teacher might be interested in to learn…then demonstrate, teach and help them learn (about) a particular Web 2.0 tool and how it could be useful to them (the teacher).
We also asked our student-helpers to note down on the central ‘tally’ board what teachers they taught what.Students took up the challenge very seriously and we had them literally chasing teachers down the halls to invite, talk to, teach the teachers.With most teachers agreeing to come (even if out of courtesy if not curiosity) it was an incredible sight.live 21 teachers, 10 different tools, 4 hours - ALL by students! Yes, I repeat: teachers are far less likely to say no to a student than a ‘tech integrator’ with a resonable (tech) proposition for teacher’s problem/idea in class.
It just works! Another highlight of the day was the technically so damn easy yet so profoundly different (to ‘regular school’) Skype conference of our ‘helpers’ with a good friend Ira Socol.I saw Ira tweeting, hooked up over Skype and within seconds the whole class said ‘Hello” to Ira and his dog (“with a weird name Sir…”) in Michigan.We soon shared a screen with Google Earth on it where Ira literally showed us around his neighbourhood, place he works, we zoomed out to see and learn a bit about the Great Lakes (some of the kids watching have not been further than a few blocks from their place in their life!), cracked a joke or two and after a few minutes thanked Ira for his time.After the event Ira tweeted: I read the tweet aloud to claps, cheers and hollers of approval at our post-expo ice cream ‘debrief’ (yes, we did treat the awesome crew 🙂 Yum! Well deserved.The sense of community, appreciation, working together, problem solving, the JOY of learning, particularly on the last day of our Expo was palpable.
Many of our student-helpers ‘got off’ on it, dare say far, far more than many a lesson in the year just finished.There it was, a working rhizome of education I dream of, where roles/status/label/credit did not matter, only what we can learn, share, help, improve.Sure, it was quite an intense day, but one where the students saw the potential of what many of us have been banging on about for … years now.Before we took our parting group photo, I asked the student-helpers is they would like to attend a school organised and run a bit like our expo – passionate, hard-working, following people’s interests, funny, a bit messy and unexpected, unclear at times but always valuing learning of all kinds: “Yes, sure, we’d love to…” I replied with just a line: “Demand it for your own kids.” Just imagine! Or as a colleague quoted in his farewell speech yesterday: Logic will get you from A to B, imagination will get you anywhere.
And since I mentioned farewell speeches – I delivered mine yesterday too (copy here).I will miss the people of Belmont City College (and my first Moodle, my baby 🙂 ).Thank you! Today, we kicked off a Web 2.
The first one is to make staff and students see and reflect on the changes in online world that are rapidly transforming and building communities on and offline…and all with a slightly pointy educational bend (see clip below).The second aim is to go hands on and start to dabble in or improve on ‘Web 2.0’ with a helping hand nearby – a modified “23 things” of a kind.While the expo is the brainchild and organisational baby of ‘three amigos’ (Simon Carabetta, Jaeik Jeong & yours truly), it is the students as volunteer helpers that are the real drivers and superstars.During the first day, we had a bunch of kids creating blogs, wikis, even a newly born Ning dedicated to the expo.
We had a wonderful but usually very withdrawn student, who doesn’t have Internet access at home, absolutely flourishing after setting up his Gmail account (first ever) and within 45 minutes TEACHING (!!!) five other kids how to set up RSS through iGoogle (very “hole-in-the-wall”-ish).We had teachers saying things like “wow, this Skype is really neat!”, or “do you think we could set up a Ning with our pen pals in Hawaii?” (OK, we had our share of stuff-ups too :-P) When asked about Ning, I simply pointed my colleague who asked the question to a self-appointed ‘Ning specialist’ among our student helper crew and 30 minutes later I saw them in deep conversation about “settings and updates”.I said it before and I repeat – magic happens when students help teachers.I have not seen a teacher who refused help with tech when a kid says “did you know Miss there’s a really good way to do … Do you want me to show you?” If I said it, it would not stick nearly as much (if at all).For the occasion, I made an ‘introduction’ clip about Web 2.
0, based on a fantastically funky YouTube clip by Kutiman (Thru-You-01 Mother of All Funk Chords) .The wording is appropriate because it is through the changing web (shhh, don’t mention Web 3.0 yet) and through the people that I for one hope to see the changes happen.I hope you enjoy the re-mix, feel free to share (see CC licence).
I knew we were onto a good thing with it when a Year 10 student clapped when he saw it first.Students – the yardstick that matters by far the most in things ‘educational’.We are hoping to bumble through our next few days just as well 😛 A message to people who were happy to ‘drop in’ – look out (& pass onward if you like) for tweet(s) with a drop-in link.
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Sorry, but it’s a little “crazy good as we go”.
Any line, sound, tweet, comment from ‘the outside world’ will be read and appreciated, thank you.(If you see an ad on top of the post… not my idea(l) 🙁 Sorry) Today, 10 December, is the International Human Rights Day How to buy an human rights essay A4 (British/European) Rewriting 141 pages / 38775 words Standard.(If you see an ad on top of the post… not my idea(l) 🙁 Sorry) Today, 10 December, is the International Human Rights Day.
I could not help but share this great clip on the Universal Declaration of Human Rights.I have shown this in class many times and had some great conversations with kids around it select a teacher with whom to work; gather data related to professions development needs you can use observation form attend 5 lessons for the same Type of paper, Academic level, Subject area Carefully consider whether the proposed strategy will meet the intersectional and human rights needs of participants..I have shown this in class many times and had some great conversations with kids around it.Let’s not just imagine, let’s do! 10/12/2009 I can’t claim some sort of exclusive on this line, I think it belongs to Michael Wesch, collected through Twitter (where else!) select a teacher with whom to work; gather data related to professions development needs you can use observation form attend 5 lessons for the same Type of paper, Academic level, Subject area Carefully consider whether the proposed strategy will meet the intersectional and human rights needs of participants..Let’s not just imagine, let’s do! 10/12/2009 I can’t claim some sort of exclusive on this line, I think it belongs to Michael Wesch, collected through Twitter (where else!).But I just had to put it in a strip comic this afternoon.The tall person in the comic is meant to be a teacher, the small one a student.On the ground, where it matters most, questions like these stick more than seminars full of ‘gurus’.No, this isn’t some book-bashing, it is about seeing education as a part of OR divorced from the society it operates within, draws from and sustains.
Speaking of seminars, our school will be running a ‘Web 2.0 Expo’ for four days next week (Tuesday, 14 Dec to Friday, 17 Dec; 9.The three amigos Simon Carabetta, Jaeik Jeong and myself plus 15 student volunteers who have signed over the last few days through our school forum will try to live our expo slogan: “This is not about computers, this is about people.
0’ and demonstrate what it runs on – people, their care and their ‘cognitive surplus’.For that reason, we would love it if you or anyone you know might be interested to drop in via Twitter, Skype or other ways to meet, share, laugh, ask, learn.For now, if you could tell us your location, contact (you can tweet me @lasic, leave a comment below or email me moodlefan at gmail dot com), when you could drop in and maybe a mode (Twitter, Skype, your choice…) it would be FANTASTIC! Thank you & feel free to spread the word.Thank you! Yep, it’s time for the annual ‘Eddies’ ritual of nominating peers for this year’s Edublog Awards (nominations close on 8 December!).
This is so hard! I think of the people mentioned below not as ‘winners’ but rather as a particularly skewed list of people and connections that shape and help me think, learn and … be.I stumbled upon Ira’s work about mid-year and never left.You will just have to read his excellent insights laced with hope and guidance.We have hit it off personally too and editing the “Why is everyone an expert on education?” post series right here on ‘Human’ has been a highlight in my own professional career.I know you don’t care much about awards but here is a tip of a hat to you and your work! This is an ‘impossible’ nomination but this friendly Canuck’s tweets are simply a great mixture of links, insights, personal moments, humour and tweeting style, his blog a must to subscribe for edu-things ‘Open’.Thanks Alec! PS How’s the #hamster going? 😀 Simon is a blogging champ at our school, running and managing our school blog (College eVoice) and his own.His enthusiasm is contagious around the school and, importantly, among the kids! Simon’s blog is a healthy bunch of insights of a living, breathing classroom teacher growing and changing by the day.To many more Simon! Larry, if you read this I got a question for you: When do you sleep? You are bloody amazing with your posts, lists, links, advice, comments, tweets, insights.
If you can sustain this pace by all means – you are making the world a better place! A sincere thank you from myself and dozens of kids and staff around here who have benefited from your hard work.
I have read many great posts this year, many of them linger, this one is to quote and act upon.OK, he is an administrator/teacher … but that just doesn’t matter.
Last year I think I called him a leader who leaps over 30ft chasm with one 40ft leap, not two ten-footers like many in his position.After all his work this year, particularly on developing professional learning networks, 1:1 programmes, connectivism etc (etc etc etc) he is still one of the people I’d have a beer anytime, anyplace and we wouldn’t be out of time or out of place.Thanks Darcy, can we clone you? Best librarian / library blog – Jenny Luca’s Lucacept More than a librarian! Master of Nings, literacy and engagement of kids from Melbourne – here is tip of a hat to you from across the Nullarbor.Our rapid-fire tweet-distractions when writing reports are turning into a personal folklore 🙂 Thanks Jenny, you rock! Best elearning / corporate education blog – Global Classroom The tireless Joe Thibault and his team run a blog full of stories to tickle every moodler’s heart.I love dropping by and checking what fellow moodlers come up with and make a difference where it matters most – on the ground! Thank you.
Best educational use of audio – Podkids by Paul Fuller He is not the winner of 2009 Australian Innovative Teaching Awards for nothing.Podkids bring the world into their Year 4 and 5 classroom and make things that many adults would be proud of.Here is to them and their wonderful, humble and very clever, passionate teacher and a friend.Cheers Paul! I share so many things and interests with this fella I wish I could share the desk with him one day.I often drop by his blog for a dose of his take on things open, rhizomy, messy yet wonderfully raw and clear of hype.
You will just have to read/view his ‘Presenting with live slides’ post and the video.If that’s the future…sign me up! Cheers Dave and thanks for all your ‘stuff’.An assemblage to connect to 😉 Yes, lists and collections of tools abound but I’ve lost track of how many times I’ve dipped into this one.It’s the clarity, brevity and the fact it is all ‘crowd sourced’ that keeps me coming back.Drew ‘Digitalmaverick’ Buddie, take a bow across the oceans! Thanks mate.
Best educational use of a social networking service – Classroom 2.0 As Nings and networks come, Classroom 2.Steve Hargadon‘s (whom I had a great pleasure of sharing a meal with last month in Perth when visiting with another favourite and friend Sheryl Nussbaum-Beach) project is just a stunning example of collaboration and technological, pedagogical and, often, emotional support across the globe.Well done Steve and the team! Lucid, insightful, tireless, respected … I stop before inflating superlatives.
If you know/read him, you are probably nodding now.Enough said – thank you Stephen! There are sooooooo many more people to mention here but I will save it for the “Christmas special” post.Now, I beat the deadline for nominations.Have you? Here is that link to 2009 Eddies again … Source: ‘Lucky Roll’ /photos/chaehbom/2246451899/ It’s been a while since I wrote anything ‘moodling’ but after this morning’s class I can’t help but quickly share this little gem.In my Year 9 and 10 classes (both deemed ‘lower end’, damned labels…), I am trying to teach research skills, critical thinking skills and a bit of critical pedagogy to boot this term.
It’s my last term at this school so I thought I’d go out with a bang 🙂 Last night, I created a monopoly board in a Moodle wiki.Nothing fancy, just a simple table in wiki’s HTML editor (no HTML knowledge required, just a bit of tinkering with 13 x 13 table in the enlarged editor).I entered the correct colour fields, nominal values of fields, utilities and stations.I then created a wiki page for each student by enclosing their names with hard brackets on the main wiki page (eg.Matthew ) andcopied the table with instructions into each personal page.
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This way, students simply click their name of the main wiki page, click ‘Edit’ and go for it.If you are not so handy with Moodle wikis, here is a “2 Minute Moodle” on it.At the most basic level of the task, students have to find median house prices in Perth suburbs and enter them accordingly on the board, as well as find names of train stations and utilities .At the most basic level of the task, students have to find median house prices in Perth suburbs and enter them accordingly on the board, as well as find names of train stations and utilities.
Basic internet search demonstrated – easily, but not for all.They have to create 10 of their own Chance and Community Chest cards that need to reflect the realities of life in our city – more digging around and seeing what kids know, value (and not).
If they choose to do so (commensurate with higher achievement too), kids can come up with their own monopoly topic/theme – eg.Swan River (main river in Perth) and write their own ‘values’, cards and rules.But they need to ‘keep it real’ and back what they write with info they find.Because this whole thing is in a wiki, kids can share and help each other out at any time.All boards are easily printable, exportable and of course – ultimately playable.
We had our first run this morning and I sent out a tweet: I wish I could bottle this engagement & open it on a bad day.While the kids are beavering on their own game, I’m creating my own version – but with a twist.The idea came from a passing comment by a student, while brainstorming for open ended questions about Monopoly a few days ago: “What if Monopoly was like real life.You sort of get your chance card when you are born, don’t you?” (who says kids aren’t great philosophers) We have done a little bit of work of chances and choices in life and the difference between them.
In light of that, my Chance card will have a theme “chances” in life, Community Chest will be “choices” in life.
The cards will have statements with NO assigned further action (eg.A Community Chest card may be “You fail to graduate from high school”.I will design a few sample cards, the rest will be decided by class before we settle and design our ‘Monopolife’.The statements will (I hope!) lead to an open ended discussion and negotiation between players how far should the player go forward, backward, penalties, advances etc.
And it is this discussion I am most interested in, to see how kids reason, argue, feel, value on their own terms.I am hoping for a discussion with questions like: What can we do with choices in life? What about chances? Should we simply give up? Why are choices and chances (not) the same? What if you were really rich/poor and had different chances? etc.Those are in no textbook I have seen but they are life.A life where chances of those with the most are often presented as universal choices, breeding resentment, stress and, so often misery.And all in between in all its messiness, through lack (and oversupply) of understanding and care.We may not ‘succeed’ in everything planned with this game, but if we enjoy next week or two in class, develop some valuable life skills, and see each other as fellow, struggling, hoping human beings – our work will be done.Pass’n’Go ! 🙂 12/11/2009 This week, I showed the series of classic clips ‘A Class Divided‘ in my Philosophy & Ethics class.At certain points I paused the clips and asked questions like: Does this sound familiar? Is this you? Anyone you know? And pennies dropped… I wanted to show that fighting any form of discrimination (in this case racism) is not just a matter of throwing more information and exposing the fallacy of harmful, deeply prejudiced and logically flawed ways of seeing things.It is a matter of bravely ‘touching the soul’ too.
Watch the little kids turn nasty, watch them lose faith in their abilities while others flourish when seemingly better, then ask yourself: Is this what we (are asked to) do, overtly and covertly, in our educational system? Broader society? Take a few minutes to watch the first two parts ofJane Elliot’s classic ‘Brown Eyes/Blue Eyes” exercise in its original version with her 3rd grade class and share what I’ve shared with my class today.Jane, thank you! 07/11/2009 ‘Pray to Play’ Source: /photos/dannynorton/228708030/in/photostream/) In the previous post, we have looked at the seductive, yet problematic, empirical, scientific ‘breaking down’ of actors in education.The primacy of belief that we can measure humans and then improve in a steady march of progress generates not only volumes of data, interpretations and ‘solutions’ but also has a more pernicious side to it in schools.The perceived ‘scientific’ certainty limits what students and other actors in the process of schooling are and become, it locks them into roles that are hard to escape and make meaningful change very difficult.This time, we are looking at another major generator of much educational chatter.
It is the idea of education as production.Here production is not meant narrowly and only as vocational preparation.There has been much excellent critique of education as an ‘industrial production line’ and its historical roots, here is but one example.We contend that there is nothing wrong with education as production, without production schools actually – do nothing! Whether it is organisational skills or the learner’s recognition of their place in the world, schools are inextricably linked to producing ‘good citizens’.The problem is that some attributes of the ‘good citizen’ aspired to through education are becoming increasingly problematic in a changing world.
No longer can we expect that the same types of good citizens historically valued in periods such as the Industrial Revolution will necessarily meet the unique challenges of the new millenia.Hence, we declare that the problem of education is not the idea of effort and production itself but rather what is valued in schools and, as a result of these values, what education is producing.Better world? We explore this broader view in two ways.First, we look at ‘production of a better world’ through different, yet historically intertwined ideals we have inherited.These two ideals both want the same thing (better world) yet they grate against each other, frame much of the chatter and stunt deep(er) change.
Secondly, we interrogate some ‘common sense’ statements we hope you will recognise as well, to demonstrate just how disconnected the endless debate is with the real problems and changes we face in the (future) world our students will grow up in.Two fundamental views Schools didn’t just happen.They were historically produced, and as a result, can be considered as artefacts of the distant past.In his excellent work Rethinking the School, Ian Hunter makes the case that the mass, compulsory schooling as experienced by most in the Western world (and certainly in Australia & USA) is a curious mixture of two discordant views on education – the liberal and the vocational (dialectic).While they are not reducible to the following, it may be best to think of the liberal view as the upward-looking, Christian imperative of salvation through the glory of good deeds.
The vocational view is a downward-looking need to occupy the (otherwise) idle hands and minds of the ‘great unwashed’ to keep them healthy, productive and in check with industrial demands.They both genuinely aim to create a better world and they have both been occurring since the 1700s England.One of England’s successes was the transportation, not of (so much of 🙂 ) convicts, but of schools absorbed by these competing ideals.As a result, we have inherited a schooling system that is full of paradoxes and contradictions.For example, we discipline the child as if they were an autonomous chooser (“choose your actions and their consequences”) yet we deny them much real choice in the ways they are educated.
We see schools and education as the way to arrest poverty and disadvantage, yet we work within a school system that actively encourages secondary schools in lower socioeconomic status (SES) areas to offer vocational courses that deny young people the opportunity to be educated as their peers in wealthier areas.In short, the system operates on the notion of saving young people, either from their circumstances (if they are poor vocational ), or from their hubris (if they are rich liberal ), yet is organised in such a way as to enshrine privilege and maintain disadvantage.This is not new, it is a particularly persistent hangover of the past that will not seem to go away.Schools invented childhood (maybe an exaggeration, but they are certainly the chief protagonists) and then imbued childhood with the paradoxes and contradictions of salvation versus vocation.
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Ever seen a teacher, parent, administrator, even a student (again, particularly in low SES areas) who wants to ‘save the kids’ and ‘open their eyes’ but also want and teach them how to comply and work hard? Ever heard a dispute between a teacher who thinks students should be treated gently as respected, autonomous individuals, allowing for them to flourish, and the rule-worshipping, no-bull, ‘school-nazi’ teacher who gets the kids to work and ‘gets the work done’? Ever read about a dispute between teacher unions and curricular bodies about grading practices or reasons for (not) publishing league tables? Then you know what this paradox sounds like… The trouble is that over the years, the alignment of schools along the salvation/vocation ideals has gotten out of whack.
As a result, schools, particularly those in the lower SES areas, now present these paradoxes as the same thing – saving children through jobs.Religious-like morality through economic utility Movie Review My House In Umbria CLICK HERE Quetto.Religious-like morality through economic utility.
The “future will be peachy if we just roll up our sleeves and go harder at it”.Seductive at first, this has some particularly unpleasant implications.
Rather than going too theoretical at this point, let’s look answer some of the common questions and statements about ‘education as production’ we often hear around the place 19 Dec 2009 - I stumbled upon Ira's work about mid-year and never left. You will just have to read his excellent insights laced with hope and guidance. We have hit it off personally too and editing the “Why is everyone an expert on education?” post series right here on 'Human' has been a highlight in my own professional .
Rather than going too theoretical at this point, let’s look answer some of the common questions and statements about ‘education as production’ we often hear around the place.
This is to demonstrate how and why so many educators remain largely trapped in the increasingly irrelevant, inequitable and unhelpful ideals of the past, despite the enormous good will and effort of thousands.“Education is the great leveller, the kids have the same chance and learn the same stuff, so if they work hard they’ll reap the rewards, won’t they?” Let’s get back to the salvation/vocation (mis)alignment.Interestingly, it does not seem to happen at the elite schools, dominated by the Christian liberal tradition of ‘salvation’.If asked why they go to school, students at elite schools are probably more likely to say things like “to make a better world”.Majority of them then all trot off to uni to become (powerful) lawyers, doctors, politicians, executives etc.
They do so while enshrining their privilege and ‘saving’ themselves and those below (many of whom may not exactly appreciate being ‘saved’!).However, when students in non-elite, working-class, lower socio-economic status (SES) schools are asked the same question, their most frequent response is “to get a job (many of them add“so I’m not a bum and live on the dole”).In these schools, we are seeing the rise and rise of the vocational imperative.Consider a comment by a principal of a working-class, vocational-oriented school about offering a particular course with a non-vocational, liberal bend: “ Our kids wouldn’t be suited for it.” Both of these ideals are failing the needs of our society at an alarming rate, particularly among the lower SES students.
But just why is this a failure? Doesn’t someone have to sweep the streets? You gotta have top and bottom, right? After all, they do have the same opportunity! Volumes of educational critical literature from the 1970s onwards stress (and disagree with) the idea that schools existed as a form of social role selection – that they sorted young people into vocational streams that led to them assuming life opportunities commensurate with their roles.In this sense, schools sorted menial labourers from scientists, laywers from tradespeople, and artists from the “no-hopers”.This stratified society was easier to manage, and it perpetuated itself many times over.In fact, it is still doing the same today.In Australia, the 1970s were a halcyon day for alternative schooling, but the impetus quickly stalled, to be replaced by neo-conservative imperatives.
The shift went from “de-schooling” to “re-schooling” in less that a decade, till we end up in the current situation where schools are businesses, they are managed, teachers are technicians and students are commodities.The backlash of the 1970s is an uberconservative schooling structure that has reestablished its control.In some ways, we are now more traditional than the past! Schools are working well at social role selection.For all those that claim otherwise and tout ‘better opportunity’, we would invite them to spend some time in traditionally structured schools in lower SES areas.If these schools have changed so much, why is it that children from low SES still tend to be denied educational opportunities, philosophies and structural access of the elite? It follows that if schools are not involved in deep change, they simply reinforce disadvantage.
If nothing changes, nothing changes… but we do talk about it a lot.Changes in curriculum, grading practices etc are simply superficial.So just what is wrong then with a compliant, obedient, uncritical workforce? Nothing.It’s just that they are unemployed or lowly paid at best… “Look, in the past education served the society better.It produced kids who were more mature and responsible than these guys today.
” Through their historically valued policies and practices, informed by the (mixture of) the two aforementioned ideals, mainstream schooling has been producing certain types of individuals.The trouble is, these types are increasingly shaky, untenable, even damaging in the contemporary world.One such type is a quiet, conforming individual.“Nothing wrong” you may think, we want our “trains to run on time” don’t we? Consider the (very real!) case of a principal who came into a tough, inner city school that was having money thrown at it from various government agencies to ‘fix’ the problem of low student retention and ‘poor’ academic achievement.You know the story – short term, limited funding that does little to address deep problems but does a lot of rearranging of deckchairs.
He said: I dismantled some programmes that were meant to be for academic extension and when we looked at them the kind of kids who were in there – it was all wrong! The kids were not being chosen for the real capacity to achieve.But those kids were predominantly female, white, quiet, conformist.So, in this sense, the school is valuing those students because of primarily how they behave and comply, never mind their creative and other potential.That OK with you? Entirely or just a little bit? Another prized type is a highly individualised, competitive student who is great at amassing personal rewards and benefits (wealth!?).The capacity to identify with realities beyond their personal ambitions, needs and wants is secondary or even further down the track of priorities.
Don’t believe so? Ask for a choice between being ‘top of the class’ and being kind, thoughtful, willing to share, think critically and differently … you know those slippery things you can’t really test and don’t REALLY matter .How do we rank on those internationally again? The lofty school mottos, various graduate or vision statements are often couched in the liberal imperative terms ( Bold, Caring, Creative or For Others and the likes).Paradoxically, the reality is so often the opposite of what is espoused – highly individualistic programs and policies that communicate the ideas of individual, competitive success and hierarchy very early on.These idea(l)s of schooling stick and stay with young people long after they leave school and, if nothing else, continue to frame and with it perpetuate the understanding of ‘school’.Just ask a parent of your student next time: “What was the most important thing by the school for you to do”? “Why don’t we just go back to basics? We used to do stuff that kids these days would not have a clue today!” This is the ‘back in the good old days’, halcyon view of education, usually followed by the phrases like ‘dumbing down’ and the likes.
Whenever I hear people who hark back I wonder: Is our current situation really that bad or were the past times really that good? And then the old, wobbly straw man comes out.Consider this classic, peddled around by the ‘dumbing down’ brigade.The useful commentary merely begins to break down their weak yet dangerous argument.Is this ‘1895 exam type’ the sort of thing we want to go back to? Isn’t this largely where we are now at too, we have just changed the content and sophisticated a method of delivery (eg.regurgitation online is still regurgitation)? We now argue about some minor technical point like ‘cut off scores’ instead of asking ourselves larger, fundamental questions about what do students of tomorrow, not perhaps teachers of yesterday, really need.
Is it ethical to ask first what systems of yesterday need before asking what students of tomorrow need? Consider a quip by a colleague: “Never ask a question you can google up.” Back in say 1940s there was hardly a need for a rigorous ‘filter’ of information.These days, not having a solid, critical, informed personal filterand foregoing development of thinking, questioning, collaboration and creativity at the expense of remembering easily searchable data and performing to a narrow, pre-established, systemic set of ‘indicators’ to reach a reward is becoming increasingly untenable.Before it was points and right answers, now it is increasingly about seeing the patterns and dealing with change.
And on the skills front, I wonder how the 1895 students would go with a basic internet search these days, perhaps sending a text message.
In 1895, students had to know about the environment for their exam, kids today are working out how to stop ourselves from killing it for themselves and their children.
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For starters… Beware well-meaning people in their 25+ years starting a sentence with “When I was at school…” “But look at the ways schools, methods and curriculum(s) are constantly changing! We haven’t exactly stood still…” They may have new buildings, better equipment, better teaching practices and so on but schools have not really deeply changed in any meaningful way over more than 250 years.This is mainly because they have taught us and controlled the ways that we see and understand the school.The chief tool of maintaining and controlling this paradoxical, yet historically incredibly persistent understanding of the school (again, see the mix of liberal/vocational imperatives) has been the incessant debate dominated by mere variations on the theme 13 Jan 2014 - Title: The Migrant Artist's Handbook, Author: African Arts Institute, Name: The Migrant Artist's Handbook, Length: 103 pages, Page: 1, Published: 2014-01-14. There was no way being signed to a big record label could help further my agenda of becoming good at what I do and respected for it. Record .The chief tool of maintaining and controlling this paradoxical, yet historically incredibly persistent understanding of the school (again, see the mix of liberal/vocational imperatives) has been the incessant debate dominated by mere variations on the theme.
For example, in Australia at the moment we are experiencing a debate on education particularly through the issue of literacy.
On the one hand, many stakeholders in education are up in arms at the perceived lack of literacy in our schools.The answer often generated requires a return to the 3Rs, or a vision of literacy as a functional, transactional set of processes that employees need to get jobs (and through this employment, to lead a successful life) – the vocational imperative Help me write a human rights essay professional Oxford A4 (British/European) Undergrad Business.The answer often generated requires a return to the 3Rs, or a vision of literacy as a functional, transactional set of processes that employees need to get jobs (and through this employment, to lead a successful life) – the vocational imperative.On the other side of the debate, many educationalists advocate for lifelong learning and rich, deep understandings of texts as a means to create individuals who are able to critically ‘read’ their worlds – the liberal view of the empowerment of the individual as a means to lead a successful life.This debate is becoming increasingly vitriolic and is becoming (mis)managed in the guise of state versus federal approaches to curriculum, phonics versus whole language, standards and grades versus outcomes and the likes.This fervour is dominated by individuals and organisations maintaining and vigorously defending their ‘take’ on education – the experts we spoke about in our first post and throughout the series.
The real problem with this is that change, when it occurs, is focused at the what of teaching (the curriculum), even sometimes the how (methods) but not the why.And it is at that ‘why’ level that the deep change has a chance to occur.Continuing in the present see-sawing debate will solve none of the problems, but will enhance the status of the “educrats” who justify their exstence through creating conflict that is not resolved.(For a scathing critique of the bureaucratisation of our world check out John Raulston Saul’s works The Unconscious Civilisation or At the end, we repeat that we are not against effort and production in schools.But we argue that as a society, we need to think more carefully and clearly about what schools produce and why.
The question we want to keep in mind is whether the historically valued types of citizens, no matter how useful in the particular past periods, will be capable of meeting the pressing shifts and problems of the future, near and far.You know the obvious ones – environmental destruction, terrorism, eruption of technology and social media, changing roles of women in societies, shifting employment practices, crossing and changing old class divides, global trade and crises of all kinds…the list is long.Dealing with any of these effectively and justly does not really call for the type of student a ‘traditional’ school has been producing.A range of declining environmental, economic, social and other indicators paint the picture so let’s not pretend that ‘schooling as usual’ (oops, just ‘harder’!) is going to somehow reverse the trends.Do you want to live in a world full of docile, easily managed consumers, uncritically bent on amassing wealth and lacking the capacity to perceive reality beyond the personal ambition “as long as they are OK”, the kind produced by schooling and rewards of (primarily) individual effort? We can’t value highly individualised effort and rewards (hey, the government wants me to rank students!) then, confusingly, expect the kids to be highly ‘collaborative’.
Sadly, the latter begins to sound like a buzzword! For now, schools largely still want students (AND teachers) to cooperate rather than collaborate.There is an important difference between the two.Cooperation means working together to achieve what you are required or told to do.Collaboration is a shared effort of a group of people working towards shared goals and using method they choose and agree on.Today’s kids will have (to start) to give a damn about the issues that affect us across the geographical, cultural, racial, class, gender and other divides.
But because we are so mired in the thinking and answers of the schools in 1700 England (one or the other or the mixture of the two types mentioned), we can’t move education beyond the superficial chatter while the world around us changes fundamentally and much faster than before in our shared history.Education can be productive in good ways but it’s not being used in good ways to change the society.Yet? PS Just as I finished typing these words I came across a very recent speech (5 Nov 2009) on education reform by Australia’s Deputy Prime Minister and Minister for Education The Hon.I invite you to crack a beer or have a cup of tea and read what she said, then go and make a few circles around the points we have collectively worked hard to get across to you today (we may not be celebrities like Sir Ken Robinson, but it is interesting to read what he says too in his remarks after his signature TED talk too).
As always, YOUR comments are most welcome! 🙂 28/10/2009 There is a frivolous and a serious side to this title.A few days ago, I came across the story titled “Teachers banned from contacting students on social networking sites“.It was an unnerving read about a knee-jerk reaction by Education Queensland over several incidents involving contacts between teachers and students by way of online social networking (SN).Unnerving because I have been successfully using social networking tools to connect with a number of current and former students over the past year.My first reaction was – this stinks! The reaction of several of my (ex)students on Twitter and in class was – this stinks! The fury of fellow ed-tech folk was palpable on Twitter and in the blogosphere, the phrase “21 st century” got mentioned a lot.
The comments on the story’s website were an expectedly polarised mixture of “about bloody time” (mostly from people who don’t REALLY understand the methods, let alone the principles of social networking online) and “outrage” by people who have actually used social networking with students and benefited from it.I didn’t leave a comment on the story but chose to sit on it for a few days, thinking.Firstly, while the ban and particularly the lunacy of keeping teachers websites “private and appropriate” is unenlightened at best, I am sure that Education Queensland had the best interest of kids in mind, no matter how misguided the edu-crats may be.There clearly had been some breaches of trust and some inappropriate behaviour (I don’t condone it but then the number is relatively low considering probably tens of thousands of such ‘communications’).As I reflect on this debate, I think this matter goes beyond the domain of education and a “few bad apples” causing others who use SN responsibly to suffer.
It is a matter of divorcing education from the culture and society in which it is embedded into a kind of narrow technical pursuit by ‘experts who know’ (more on that in our ‘Why is everyone an expert on education?’ series, next installment close to publishing).For better or worse, we are swimming in social media (see the stats above), it is a growing part of our cultural, social, political, economic and with it (why not?) educational life.Unless we make some enlightened and wise choices, decisions on such awesome tools of (ab)use will continue to be made by educators who have increasingly little power in the broader culture but fear losing their modest power in the educational establishment.To put it simply with a question: Ban it? Until when exactly? How about leave it to the teachers and students? By all means, provide guidelines and warnings on content with sexualised nature, innuendo and stupidities like that.Social networking tools do make abuse easier to commit and distribute in time and space by people bent on abusing children or plain idiots.
They can also be a wonderful way to connect, extend, humanise our teaching and learning in ways consistent with the century we live in.On the abuse prevention flipside, because these networks ARE social, they can quickly spot, even track and police (potential) offences.After all, friends are still one of the best weapons against bullying and abuse, aren’t they? Let’s talk with the kids (not AT them) and become wise TOGETHER about online behaviour, what is appropriate and why so.The idea that you control the mouse but don’t control the signal still needs to be bedded down in minds of kids, parents and educators (and politicians, obviously).
So is student-teacher social networking all good then? Not so fast, not just yet … Online predators and abusers are a real problem.
But let’s not make a leap that every teacher online is a predator or at least has stupid, if at least unsavoury intentions.If anything, it is the students that are probably more likely to be predatory and abusive.Don’t believe it? Just wait till a disgruntled teenager unleashes an MSN fury about you being a ‘crap teacher’ because she failed that test by 2%, and which you marked with utmost professional integrity.For all its benefits, social networking can become quite taxing on teachers’ time.
Teaching is a caring profession, one whererelationships do and should matter.Caring for too many students online, usually as a supplement to face-to-face contact, could spread one’s teaching resources thinly.It could even breed misguided resentment “he doesn’t ever reply to our posts, he doesn’t care” or “he doesn’t want to be friends on Facebook, he is not friendly” etc.There is also a danger that because of the ‘always on call’ attitude, students will come and ask questions and seek help for problems they could be better off solving and struggling with themselves.And they will do that at often inappropriate, inconvenient times.
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Being a node, to use connectivist lingo, is OK but being a hub with the approval switch for all traffic would probably often work against the independent learning of students, something social networking tools have such a wonderful potential to support and sustain when used wisely.And let’s not forget that old nut… While privacy is a button to click and filter to turn on in this hyper-connected world, it should not be dismissed lightly either.Invoking the platinum rule (“Treat others the way they want to be treated”) could be increasingly important or the SN tools may deliver disappointment and, at worst, abuse 30 Nov 2011 - The $3,050 will pay for December,. January and February so we will need $3,000 more to get her through until the end of May. That is my goal! do about an addiction. “You can only do something about your- self,” she says. In other words, you need to find ways to get yourself through it so that you can .Invoking the platinum rule (“Treat others the way they want to be treated”) could be increasingly important or the SN tools may deliver disappointment and, at worst, abuse.
Final thoughts This reflection began with the question “should teachers be allowed to connect with students over SN?” This is an edu-technical issue – ban or not ban.At a much deeper level, SN is about the potential to rock the boat of the restrictive, binary teacher – student divide we are so comfortable with and used to.
For now, we (can) run projects and tinker on the edges with SN occasionally bridging that divide.However, it can be very taxing and quite possibly (un)helpful in many ways to be a (traditional) teacher, connector, assessor, judge, evaluator, crying shoulder, confidante, ‘buddy’ and many other things to cohorts of students 24/7 online and face-to-face how to purchase a political theory essay British double spaced Writing from scratch.However, it can be very taxing and quite possibly (un)helpful in many ways to be a (traditional) teacher, connector, assessor, judge, evaluator, crying shoulder, confidante, ‘buddy’ and many other things to cohorts of students 24/7 online and face-to-face.Context rules – let’s have a mature conversation about it.But if we genuinely open up spaces where these roles are re-defined, re-imagined, in some cases even completely reversed, social networking could be an incredibly useful, perhaps essential tool in fundamentally re-shaping education towards a (post-industrial) model of cross-generational mentorship.I am passionate about working towards it but I’d continue to wisen up on social networks and by all means use them with students and colleagues … judiciously.
‘Judiciously’ not because I don’t use, like or trust my social networks (I love them!) but because the ‘bleeding edge’ we are at sometimes requires its pint of blood I’d rather donate than have it drawn without my approval.And the punsy title? What else is education other than a social network, seemingly supressed, blocked and banned in its 21st century incarnation.Not work? You be the judge… 23/10/2009 Source: /photos/niclindh/1389750548/ I have grown a pretty thick skin over the past few years dealing with questions like “What difference can digital technology REALLY make in schools?” For the record, I loathe ‘electronic worksheets’ and my mantra has long been “if you can do it better, simpler, faster in pen and paper then…use pen and paper.” But try to come close to this without digital technology: Earlier this term our school Moodle site got a nice new design.The aim was to make Moodle more ‘owned’ and used by students.To my delight, the biggest change has proved to be participation in the student ‘Have Your Say’ forum, now made prominent by a big clickable picture right on the top of front page.From the very first day, students have jumped on it.Within two months, our forum is sporting over 60 conversations (another dozen already deleted as they lost currency or were clearly spam).They range from the inane, “lolz-full” to very serious, thoughtful stuff in many of the forum’s conversation threads, some with 40 posts or more.
A number of staff have actively joined in some of the conversations questioning, explaining, supporting or sometimes challenging the kids as equals.I have heard a number of comments along the lines “I love checking the kids forum when I get a spare minute, it’s addictive.” Through the forum, the school community has had a chance to safely bring out in the open and many times incredibly thoughtfully discuss the issues that were considered ‘off the table’.Our forum is in an environment that is open (in mind and method) and very egalitarian.Yes, there are some ranty posts, immature responses and all, but to actually see the kids write and speak out in public, then be prepared to have their views scrutinised, confirmed or challenged is something that is not cultivated in many (formal) classes or so often gets the ‘educational’ label that suffocates the real and raw.
This is huge for a school that is (still) suffering from the mentality of fear of standing out, amplified of course by teenagehood itself.There is no other physical or virtual space like it at our school to bring together students of all ages and year cohorts to speak to each other.There is no other space like this where kids have time, space and (to many) a very familiar method to respond.There is no other space to bring students and staff together to share their ideas safely, and with the reasonable choice of (non)participation that breeds real maturity and responsibility.There is no hiding behind fake names – everyone stands behind their words, for good or bad.
There is no shouting, interjecting, excluding, bullying … we are equal.Technically, the forum is just your stock-standard garden variety of a Moodle Standard Forum, set up in a couple of minutes.The forum rules consist of one line: Keep spam and swearing to yourself.Now, let me remind you that we (our school) are not exactly stereotyped as ‘well behaved’ but rather the other way around.So one would think there’d be lots of trouble? I moderate the forum with the help of four students (two junior, two senior) and so far, we have only had to intervene twice (spamming) as moderators.
At all other times, it has been the students themselves who reminded each other about what the forum is for and what is (not)appropriate.Guess what sticks more – being told by a teacher or told by a bunch of your peers? The forum has given our administration, teachers, Student Council and all the students indeed enough material to think about for months! And more … One could ask “What has all that got to do with education?” My response: “Everything!” It is touching what we, teachers are there for and we should be listening to every day – student voice.It is a crazy, young, hormonal, loyal, moody, clever, honest voice of people we are trusted to spend so much time and achieve so much with.Slowly, things like this are changing the kids from mere cooperators to true collaborators (Cooperate= work together to achieve the requested/ordered.
Collaborate= work together to achieve shared goals & agreed methods of achieving them).
It moves them from compliance to consideration, from being told to telling, from sharing what they think to shared thinking.I know that some of my colleagues would knee-jerk at this point: “So you want the kids to be always right and run the show?” If/when it ever comes to that I’d just post the statement in the Have Your Say student forum for the kids themselves to answer probably with far greater maturity, passion and eloquence than expected.And if by any chance think I am making this up, here’s one of the posts from the forum: “Keep your opinion to yourself” is a phrase I see constantly repeated in this forum.Have your say is here for the purpose of having one’s say in matters.Yes, one may say something others may find offensive but I’m sure a lot of which is just poorly worded.
It happens, especially when so many people abbreviate and don’t proofread their writings.Anyway, telling someone to keep their opinions to themselves defeats the purpose of this very liberating setup, I could go so far as to say it undermines our democratic state and rights of “free speech” – it’s somewhat over exaggerating, but it’s the truth in a sense.With people keeping their opinions to themselves mankind would not have gotten anywhere, if Charles Darwin had not observed animal variation and voiced his opinions we would not know of evolution now.If Karl Benz didn’t share his idea of getting from point A to B faster and more efficiently we would not have the ever-popular automobile.Lasic had not been so in-touch with our generation and modern learning we would not have moodle and intern this forum to voice our opinions.Some opinions are somewhat ridiculous (look at mein kampf!), but I am sure we are all mature enough to dismiss such frivolous propositions without the need of jumping on the “keep your opinions to yourself” bandwagon.And they did! 20 posts later, the thread is still going.
I have used it in my Philosophy & Ethics class too (excuse the gratuitous flattery of my name there 😛 ) What has that got do with education? Can digital technology REALLY make a difference in schools? Just ask the kids.issuu Published on Jan 14, 2014A guide - available as free download - to living and working in Cape Town & Johannesburg.Published by the African Arts Institute, 2012.