Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 9366 result(s) returned

Contact and Conquest 4 from the course World Regions, Peoples, and States
This course will provide a framework for recognizing and analyzing the major distinctive regions of the world in comparative context. The most important interrelations between environment, economy, ethnicity, and the national identity and viability of states will be explored.
Author(s): No creator set

License information
Related content

Grounding Collaborative Knowledge Building in Semantics-Based Critiquing
In this paper we investigate the use of Latent Semantic Analysis (LSA), Critiquing Systems, and Knowledge Building to support computer-based teaching of English composition. We have built and tested an English Composition Critiquing System that make use of LSA to analyze student essays and compute feedback by comparing their essays with teacher's model essays. LSA values are input to a critiquing component to provide a user interface for the students. A software agent can also use the critic fe
Author(s): Mørch Anders,Cheung William,Wong Kelvin,Liu Jimin

License information
Related content

Rights not set

Collaborative Concept Mapping in Education: Major Research Trends
Since the late eighties, more and more researchers have been exploring the potential of collaborative concept mapping to support learning. In those studies, students construct concept maps in pairs or in small groups. This paper presents a review of research trends on collaborative concept mapping in education. We present an overview of the theoretical framework, methodology and main results of 39 published studies investigating this topic.
Author(s): Basque Josianne,Lavoie Marie-Claude

License information
Related content

Rights not set

Yellowstone Fires
This Starting Point Teaching Collection page describes the Yellowstone Fires module created for NASA's Classroom of the Future. Emphasizing an integrated approach to environmental earth science through problem-based learning, the module asks students to assume the role of environmental biologist, and help several government agencies resolve the debate surrounding "let it burn" policies in national parks. The government agencies would like to know whether or not to allow naturally occurring fires
Author(s): No creator set

License information
Related content

The Nancy Creek Challenge
The Nancy Creek Challenge is part of the Starting Point module. The Case study requires students to examine fish kill in Nancy Creek and identify the environmental conditions that favor life in a fresh water ecosystem. Students will work in small groups to assess the situation. The group will be allowed to gather resources from various places in an effort to develop a possible solution for the situation. The page also contains information regarding learning goals, context for use, teaching notes
Author(s): No creator set

License information
Related content

Swampeast Missouri
In this Starting Point case study, students will explore wetland hydrology and biology. They will decide whether or not to restore a wetland or retain dams and drainage systems. Students will also examine the complexity of decisions regarding wetland restoration as well as investigate viewpoints of various stakeholders in the draining of wetlands. While the activity is set in Missouri, the case can apply to any wetland conservation or restoration project. Users can access information regarding l
Author(s): No creator set

License information
Related content

Post-Settlement Erosion and Deposition
In this example, a field laboratory in introductory geology becomes a test of a hypothesis: Does the model proposed by Stanley Trimble for Coon Creek, Wisconsin adequately describe the history of post-European-settlement erosion and deposition in a small drainage in southeast Minnesota? This field lab is detailed on the site, which describes leaning goals, a context for this lab's use, teaching notes and downloadable handouts, and assessment recommendations. There are additional references and l
Author(s): No creator set

License information
Related content

Floodplains in the field
In this lab, students measure a topographic and geologic cross-section across a floodplain by simple surveying and augering techniques. Placing the lab context for use, this site provides learning goals and skills, equipment lists, teaching notes and materials, assessment recommendations, and links to further references and resources.
Author(s): No creator set

License information
Related content

'Since you asked..,' with Lucille Clifton
Emmy award-winning poet, Lucille Clifton, answers questions that students might typically ask a poet. The questions are: When did I start writing? When did I know I wanted to be a poet? Where do I get ideas? What do I write with? What is poetry anyway?
Author(s): No creator set

License information
Related content

Trisha and Carmen
Burt Barr looks at the performance of 'Carmen' by Trisha Brown at the Teatro di San Carlo in Naples, Italy Scenes include details of the ornate theater, both empty and with the audience stirring in their seats before the performance. Backstage, Trisha Brown speaks directly to the camera and prepares for the show with a makeup artist. In rehearsal clothes, a duet is shown over and over again. A woman treads her way across the space to her male partner, who slowly lowers her to the ground. This sa
Author(s): No creator set

License information
Related content

Enterprise Plan, Enterprise, Alabama
This document is a city plan for Enterprise, Ala. between June of 2005 and 2008. Contents: Introduction -- Citywide development concept -- Major components of development -- Green infrastructure -- Activity centers -- Neighborhoods -- Land use and transportation -- Major development themes -- The uses of land -- Gateways and corridors -- Roadways and traffic -- Public investments and improvements -- Roadways and intersections -- Water system -- Sanitary sewer system -- Major parks and recreatio
Author(s): KPS Group, Inc.; Polyengineering, Inc.; Skipper Co

License information
Related content

This image is the property of the Auburn University Libraries and is intended for non-commercial use. Users of the image are asked to acknowledge the Auburn University Libraries.

Ten questions for planning an oral history project
Plan ahead to avoid frustration and to ensure that your students get as much as possible out of an oral history project.
Author(s): No creator set

License information
Related content

Behind the scenes of the 2010 Sculpture Promenade
Discover how the grounds of the Fitz were transformed for the second year running by this new display of contemporary sculpture. See behind-the-scenes photos and time-lapse footage showing how the Promenade was installed, and hear interviews with Museum Director Timothy Potts and the sculptor Helaine Blumenfeld, as well as featured sculptors Rob Ward, Angela Conner, Nick Turvey, Ann Christopher and Nick Hornby.
Author(s): No creator set

License information
Related content

JFK50 A Friend to Latin America — Ricardo Hausmann
Harvard Kennedy School Professor Ricardo Hausmann talks about JFK's visit to Venezuela and his relationship to Latin America.
Author(s): No creator set

License information
Related content

DualBoard Hardware How-To for Win
Author(s): No creator set

License information
Related content

Spinner
Author(s): No creator set

License information
Related content

school
Author(s): No creator set

License information
Related content

The Arctic Circle Polar Bears
This video has no words or facts but is instead a wonderful look into animals of the Arctic Circle in their natural habitats.  The most viewed animal is the polar bear including a mother and her 2 cubs.  Some other animals briefly seen include the Arctic Fox, two different types of birds, and reindeer. This video would be fun for pre-learners to see these animals outside of a zoo setting, but older learners could follow the lesson underneath the video to answer the following questions:
Author(s): No creator set

License information
Related content

George Washington: An Animated History
The Adam Smith Academy presents an animated lecture of George Washington for kids. It is in biography format and talks about courage, character, and leadership. (4:41)
Author(s): No creator set

License information
Related content

Invictus - Nelson Mandela Interview
In this 3:37 minute clip, Nelso Mandela talks about what must be done to secure voting rights for South Africa's black citizens.  He would be arrested for his efforts against Apartheid one year later.
This is the only known video interview of Nelson Mandela before he he was sentenced to his prison term.  It took place on May 21, 1961 and was conducted by ITN's Brian Widlake. A good primary source for students studying civil rights or South Africa.

Author(s): No creator set

License information
Related content

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469