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How students respond: To do research, science students need skills including graphical presentation of data and model results, numerical math and handling of datasets. But few people enjoy studying a computer math package (or math itself) in an antiseptic, context-free way. My students get motivated when they have a concrete problem, perhaps one involved in obtaining a classic result, driving them to build up the skills to solve it.
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Trust the process. So what does it mean to trust the process? It required some very key elements on everybody's part to find out what works best for Krish. There was trial and error, student feedback, and failure. Yes, I said "failure," and that's OK.
So after he does his writing, everybody has a kid writing book in the classroom. So what Krish does is he hits the AirPrint option, and it gets sent directly to the classroom printer. He prints it out, and we just paste it right on his kid writing book. And he has it just like everybody else.
So Learning A to Z is one of the apps that his school district uses for all of their students. So Krish has a login that he goes into. And it's just leveled books. So he has options to listen. He has options just to read along with it. And then he also has questions that he could answer afterwards.
So we use that a lot for him when he needs downtime or if he finishes something early, because we are doing so many things adapted for him. So sometimes, with the kids, it does take longer for cutting and pasting. So we use that to supplement some of the time, like two to three minutes. Just log in, read a book, and then he's up to speed with everybody else.
We want to thank everybody for their time in this year and all that you do for the students that you work with as we go into the summer and that you'll have a very productive one. On behalf of Perkins eLearning, myself, Valerie Welland and all her help today, and Dr. Mary Zatta, we will see you next time. Thanks a lot.
Taking place during the Nazi Siege of Leningrad in the early 1940's, "City of Thieves" has the most serious plot line of any of the books mentioned here. That said, it's also one of the funniest books I have ever read. Upon separation from his family, the main character, a Russian Jewish teen named Lev, is forced to fend for himself. And after an unlucky spat with the law, he is imprisoned by the authorities. Given an opportunity to earn his salvation by venturing on the oddest of quests, Lev has no choice but to accept the mission. To succeed means freedom. To fail, means death. Through Lev, author David Benioff weaves his way through the difficulties of the time period, displaying the atrocities along with the miracles in a manner that can be both heartbreaking and funny simultaneously. It's a must-read for any Jew with ancestry in Russia, which means most of us.
Canva can help you create social media images, presentations, infographics, and more. While Canva is free, many of the pre-made layouts have special elements that cost $1 each. However, you can upload your own images and icons and draw inspiration from the existing layouts for free. Designs can be downloaded as JPEGs, PNGs, and PDFs. You can also share them to social media. Canva for Work is the upgraded version of Canva, which allows you to resize images without recreating them from scratch, but it is $9.95 a month with an annual plan.
Piktochart is another tool that can help you make infographics. The free account has free templates and icons, and you can also upload your own images. You can download your designs as JPEGs, PNGs, and PDFs or share your designs via a link, email, or through social media. You can also export them to a variety of services. To get more functionality, you can upgrade to the pro account. The Education Pro price for an individual is $39.99 a year.
Visme can help you create infographics, interactive presentations, reports, and more. The free account is limited, but if you sign up with your college email, you can get full functionality for $5 a month through the education discount. With full functionality, you can download your designs as JPEGs, PNGs, or as PDFs, get the embed code, share to social media, or even download to present offline (HTML5).
There is a valid debate about the exact nature of open access (OA). Paraphrasing Willinsky's (2005) discussion of open source software, open access is like free beer most of the time for most of its users, since "it's the Web and is free", as stated by Esposito (2004), while for many, it is a matter of free speech, since everybody has a right to both talk and listen, but costs are involved. Figuring out what open access means should be a relevant argument, especially based on the realities of developing nations. This paper attempts to draft some concepts about specific instances of OA and will try to generalize from them, at least for a specific Latin American reality.
Risking an overextension of metaphors, there is something else to be explored regarding the free nature of OA in areas like Latin America. Not only free speech is only recently acknowledged as a human right, repressed through many decades, and still denied by social exclusion and utter poverty to many. It may be said that while everybody loves free beer, not everyone understands exactly the complete ramifications of this particular kind of freedom, nor does everyone appreciate the costs involved for all to have free speech.
There are also the realities of supply: imported publications are not enough to satisfy the demand of students requiring learning materials, or of academics and scientists looking for publishing outlets. At least in Peru's case, this is quite true. Imported books are caught in a paradox: since they are relatively expensive, not many are imported; as the amounts are small, prices increase. The end result is books (not to mention journals) tend to be very expensive from a purchasing parity point of view.
Before returning to publishing demands, it is important to outline the consequences of the relative high prices of academic publications. The end result is piracy. Not necessarily in the commercial form, as unauthorized, mass-printed copies of books, though this occurs; piracy as the abundance of photocopies, to the point where students and even professors have little else but photocopies as class and research materials. Ultimately, is a question of pricing strategies and expected returns, that is also valid for digital piracy, which is not considered here but that may be working under similar economical assumptions . The widespread presence of photocopies creates particular challenges, but the most relevant for the question of open access is the kind of open access created by them.
Downloading information from the Internet appears as an extension of photocopying. No matter how much is said about the realities of the ever increasing amount of information being created in the world, for most students information equates information available from easily accessible sources. No research is needed. This happens almost everywhere, even in universities working under the pretense of following international standards. In this situation, it is possible to say that open access, as in the need for openness in publishing the results of research and sharing it with the world, is non-existent. Open access, as in free beer (or really cheap beer), albeit from few, not necessarily up to date brews, rules.
Compounding the problem, a dependency on photocopies and Internet downloads brings to the forefront the issue of content relevant to the Peruvian situation itself. At some level, many of social sciences and humanities studies require some locally produced content, at least to discuss Peruvian conditions in history, language, culture, society and economics. Even if a great deal of in-depth research about Peru appeared in journals and books produced abroad (this is not the case), the particular development of access to documentation and information would somehow make it difficult for those requesting it to get a hold of actual publications. This is particularly acute outside of Lima, Peru's capital, since income differences and difficulties of distribution make it hard to supply local bookstores and libraries with Peruvian publications.
It would be quite risky to propose any kind of explanation for this based just on a few disconnected facts. But there is at least the set of patterns of consumption of information discussed earlier, that may serve as a clue towards drafting an explanatory hypothesis. If these materials are being downloaded for the same purposes that photocopied books or freely available documents from the Internet are being used today, there should not be any reason to expect anything different than the same set of social practices currently happening; so, a very uncritical usage of information about Peru, coming from this specific example of OA publishing by accident, is the consequence.
By extension, the uses of the cabinaand the "imagination" of it as a public space will define how the public judges the Internet and its resources, since it is through the "cabinaexperience" that the Internet is available for most of Peru's urban population. This is seen in cabinasnext to universities and senior high institutions, where it is common for students that have home access to the Internet to go for specific activities, like sending their assignments or term papers, at the same time that they are chatting and e-mailing. The cabinais used as a complement, cheaper, more flexible and freer to use than home access, and sometimes also a point for socializing.
The conditions described above are valid for almost all of potential users of the Internet, in Peru, but are more pertinent for the habits and customs of those weaned on the cabina-based Internet. Practices and customs developed at the cabinasare drawn into the university experience, specially if the relative low density of free and accesible connections at university facilities is taken into account . Considering the characteristics of consumption of bibliographic content explained earlier, and the fact that a large proportion of students use cabinasroutinely as their main connection to information on the Intneret, it is possible to postulate that the aggregated demand of academic documentation through the Internet is shaped by the combination of social practices developed in different realms, but informed by a similar set of social understanding of knowledge. This postulate should be pertinent for all academic communities, and all countries or regions of the world where such communities exist.