Battle of Castillon in the Hundred Years War

A Brief Note On The World Book Encyclopedia - 1151 Words

Grant Grunder Mr. Zimmerman Honors Freshman English I 20 October 2015 Encyclopedia â€Å"Palestine.† World Book Encyclopedia. 15th ed. 2011. Print. Palestine is a historic land in which both Judaism and Christianity were originated. It is considered â€Å"The Holy Land† because it is a sacred place to the Muslims and many stories in the Christian Bible take place in Palestine. Palestine’s geographical location between Egypt and southwest Asia has caused it to be the center of many wars for thousands of years. Arab and Jewish inhabitants of Palestine fought for control of the territory and in 1949 Palestine was split apart into Israel, Jordan, and Egypt making many of the former residents refugees. In the late 1800’s the Jews of Eastern†¦show more content†¦Zionists believed that the British did not do enough to build the Jewish national home and opposed the British limitations on immigration and land purchases. The Arabs opposed this idea and feared Palestine was being handed to the Jews because the United Kingdom was allowing so many to Jews to immigrate into the new territory. In 1939 Jewish immigration became much more limited because of Arabian riots after the immigration of over 100,000, Jews from Nazi-Germany and Poland. Relevancy Statement This was a very informational and well organized source. It was so well because it was, for the most part, chronological order, which makes research simple. Lastly, it was very full of information on the life and history of Palestine. Encyclopedia â€Å"Israel.† World Book Encyclopedia. 10th ed. 2011. Print. Israel has a much modernized transportation system. This allows the military to move troops and equipment quickly to any part of the country at any given time. The roads of Israel are almost in all parts of the country. Its communication allows the government to communicate to its people better than any other Middle Eastern Country. Israel has a prosperous method of trade both in and out of the country which is in a large part because of its advanced method of transportation. In the mid-1800s Jews in Europe decided to live in the Holy Land which was a part of the Ottoman Empire. During World War I the United Kingdom was fighting for control of

K-12 and Higher Education Learning Environments Free Essays

Learning Management Systems Applications Today. Emerging technologies, including distributed learning management systems, portals that connect a variety of resources (admissions, library access, advising, and technical support) under one user-friendly gateway, and electronic databases that store and merge information resources, are capable of providing the infrastructure for the redesign and integration necessary (Granger Bowman, 2003). While only slightly more than 14 percent of the technology administrators who responded to the annual Campus Computing Survey report using course management software, more than half (58 percent) have already established standards for these types of applications (Anderson Moore, 2003). We will write a custom essay sample on K-12 and Higher Education Learning Environments or any similar topic only for you Order Now Many of the educational initiatives in recent years have focused on improving the delivery of services by incorporating learning platforms that focus on the K-12 and higher education learning environments, such as WebCT or Blackboard. To determine how these learning platforms are being used today and for what learners, this paper will provide an overview of the features of learning management systems (LMS) that have assumed increasing importance for a wide range of corporate and government-sponsored learning environments. A comparison and evaluation of these platforms and their applicability to the different learning environments is followed by a summary of the research in the conclusion. Background and Overview. In their book, Handbook of Distance Education Technology, Anderson and Moore (2003) suggest that it just makes good sense to use the technological innovations that have emerged in recent years to improve the delivery of educational services at all levels, including grades K-12 and beyond. â€Å"Technology, as an enabler of distributed resources,† they say, â€Å"furthers the practice of a systems approach requiring integration across the organization to maximize new capabilities† (p. 175). For instance, Granger and Bowman (2003) point out that learning management systems (LMS) successfully integrate the specific functions and services that students require in order to achieve academic success today; these functions and services include: 1. Access to courses, learning materials, and instructors; 2. Advising and tutorial assistance; 4. Interactions with other learners. A wide range of enterprises have recognized the advantages inherent in Internet-based learning management systems, including the military and various industries in general and educational institutions in particular; for example, the Air Force Institute for Advanced Distributed Learning’s entire recent focus has been on integrating an LMS approach to their distance learning initiatives (Westfall, 2003). For example, according to the DOD Implementation Plan for ADL, â€Å"ADL is an evolution of distributed learning (distance learning) that emphasizes collaboration on standards-based versions of reusable objects, networks, and learning management systems, yet may include some legacy methods and media† (Westfall, 2003, p. 635). To date, some educational institutions have elected to develop and deploy in-house versions of learning management systems while others have found that off-the-shelf versions satisfy their requirements; CourseInfo by Blackboard and SemesterBook, developed by Louisiana State University’s division of computing services, both of which provide a navigational framework for content and communication with instructors (Lynch, 2002). Other popular versions are WebCT (this is a delivery platform for both Internet-based and traditionally structured courses), Intralearn and WBT Systems’ TopClass (Myers White, 2001). CourseInfo by Blackboard, though, was shown to be the superior product when compared with other leading programs in a study with the former two across all measures examined, including ease of use by educators and study and total number of tasks accomplished (Jonassen, 2004). A previous study by Halloran (2000) conducted for the U. S. Air Force Academy also found Blackboard’s CourseInfo the superior application for adult learners. Likewise, Myers and White conducted a study of the efficacy of WebCT and found that although educators were for the most part receptive to the program, there were some serious constraints involved in terms of the time required for adequate planning, which was identified as the issue of highest concern for those delivering instruction using this product. Faculty found that incorporating such technology required extensive time to learn the program, convert and upload course data, and provide student training to use the Website. Time was also necessary to monitor and update existing information† (Myers White, 2001, p. 95). The authors also point out that these educators found that additional time was al,so required at the beginning of each course to bring the students back up to speed concerning the process of entering and navigating the site (Myers White, 2001). According to Anderson and Moore (2003), many of the most popular LMS applications share many of the same useful features that make them particularly useful for course management; commercial course application software such as Blackboard CourseInfo, Learning Tree, Virtual-U, and WebCT were found to help support organized course content by providing multiple perspectives on issues; archiving data automatically; incorporating the instructional strategies of modeling and scaffolding, and encourage participation, dynamic engagement, and peer feedback when faculty members incorporate these features into instructional design and delivery. These authors caution, though, that, â€Å"Unwary novices, however, may follow the somewhat linear structure of the course content features of these courseware tools† (p. 450). The research showed that recent innovations in learning management systems holds the promise of integrating structures that were previously disconnected as well as providing the ability to customize learning environments on a scope never before possible. These innovations will serve to provide all students with improved opportunities to achieve academic and professional success; they can also be reasonably expected to increase learning productivity (Lynch, 2002). The research also showed that innovative learning management strategies can help achieve the goal of helping young and adult learners regardless of whether they are distance learners or participating in a campus-based curriculum; however, even the best learning management strategies, including those with the best possible content that is precisely matched to the right business or educational objectives, will likely fail if it is poorly implemented and administered. According to Carlivati (2002), this is particularly true of learning management systems that are targeted at more sophisticated and educated adult learners. Corporate e-learning,† he says, â€Å"introduces a whole new set of change-management variables that were never of concern before, as many early adopters have discovered. These new variables range from the obvious (e. g. , introducing technology to the learning process) to the subtle (e. g. , motivating students to begin and continue an independent learning experience)† (p. 50). Young and adult learners alike were shown to be amenable to these emerging learning structures, and it is likely that additional and improved applications will be identified as these initiatives become more commonplace in the future. How to cite K-12 and Higher Education Learning Environments, Papers K-12 and Higher Education Learning Environments Free Essays Many of the educational initiatives in recent years have focused on improving the delivery of services by incorporating learning platforms that focus on the K-12 and higher education learning environments, such as WebCT or Blackboard. To determine how these learning platforms are being used today and for what learners, this paper will provide an overview of the features of learning management systems (LMS) that have assumed increasing importance for a wide range of corporate and government-sponsored learning environments. A comparison and evaluation of these platforms and their applicability to the different learning environments is followed by a summary of the research in the conclusion. We will write a custom essay sample on K-12 and Higher Education Learning Environments or any similar topic only for you Order Now Background and Overview. In their book, Handbook of Distance Education Technology, Anderson and Moore (2003) suggest that it just makes good sense to use the technological innovations that have emerged in recent years to improve the delivery of educational services at all levels, including grades K-12 and beyond. â€Å"Technology, as an enabler of distributed resources,† they say, â€Å"furthers the practice of a systems approach requiring integration across the organization to maximize new capabilities† (p. 175). For instance, Granger and Bowman (2003) point out that learning management systems (LMS) successfully integrate the specific functions and services that students require in order to achieve academic success today; these functions and services include: 1. Access to courses, learning materials, and instructors; 2. Advising and tutorial assistance; 4. Interactions with other learners. Learning Management Systems Applications Today. Emerging technologies, including distributed learning management systems, portals that connect a variety of resources (admissions, library access, advising, and technical support) under one user-friendly gateway, and electronic databases that store and merge information resources, are capable of providing the infrastructure for the redesign and integration necessary (Granger Bowman, 2003). While only slightly more than 14 percent of the technology administrators who responded to the annual Campus Computing Survey report using course management software, more than half (58 percent) have already established standards for these types of applications (Anderson Moore, 2003). A wide range of enterprises have recognized the advantages inherent in Internet-based learning management systems, including the military and various industries in general and educational institutions in particular; for example, the Air Force Institute for Advanced Distributed Learning’s entire recent focus has been on integrating an LMS approach to their distance learning initiatives (Westfall, 2003). For example, according to the DOD Implementation Plan for ADL, â€Å"ADL is an evolution of distributed learning (distance learning) that emphasizes collaboration on standards-based versions of reusable objects, networks, and learning management systems, yet may include some legacy methods and media† (Westfall, 2003, p. 635). To date, some educational institutions have elected to develop and deploy in-house versions of learning management systems while others have found that off-the-shelf versions satisfy their requirements; CourseInfo by Blackboard and SemesterBook, developed by Louisiana State University’s division of computing services, both of which provide a navigational framework for content and communication with instructors (Lynch, 2002). Other popular versions are WebCT (this is a delivery platform for both Internet-based and traditionally structured courses), Intralearn and WBT Systems’ TopClass (Myers White, 2001). CourseInfo by Blackboard, though, was shown to be the superior product when compared with other leading programs in a study with the former two across all measures examined, including ease of use by educators and study and total number of tasks accomplished (Jonassen, 2004). A previous study by Halloran (2000) conducted for the U. S. Air Force Academy also found Blackboard’s CourseInfo the superior application for adult learners. Likewise, Myers and White conducted a study of the efficacy of WebCT and found that although educators were for the most part receptive to the program, there were some serious constraints involved in terms of the time required for adequate planning, which was identified as the issue of highest concern for those delivering instruction using this product. â€Å"Faculty found that incorporating such technology required extensive time to learn the program, convert and upload course data, and provide student training to use the Website. Time was also necessary to monitor and update existing information† (Myers White, 2001, p. 95). The authors also point out that these educators found that additional time was al,so required at the beginning of each course to bring the students back up to speed concerning the process of entering and navigating the site (Myers White, 2001). According to Anderson and Moore (2003), many of the most popular LMS applications share many of the same useful features that make them particularly useful for course management; commercial course application software such as Blackboard CourseInfo, Learning Tree, Virtual-U, and WebCT were found to help support organized course content by providing multiple perspectives on issues; archiving data automatically; incorporating the instructional strategies of modeling and scaffolding, and encourage participation, dynamic engagement, and peer feedback when faculty members incorporate these features into instructional design and delivery. These authors caution, though, that, â€Å"Unwary novices, however, may follow the somewhat linear structure of the course content features of these courseware tools† (p. 450). The research showed that recent innovations in learning management systems holds the promise of integrating structures that were previously disconnected as well as providing the ability to customize learning environments on a scope never before possible. These innovations will serve to provide all students with improved opportunities to achieve academic and professional success; they can also be reasonably expected to increase learning productivity (Lynch, 2002). The research also showed that innovative learning management strategies can help achieve the goal of helping young and adult learners regardless of whether they are distance learners or participating in a campus-based curriculum; however, even the best learning management strategies, including those with the best possible content that is precisely matched to the right business or educational objectives, will likely fail if it is poorly implemented and administered. According to Carlivati (2002), this is particularly true of learning management systems that are targeted at more sophisticated and educated adult learners. â€Å"Corporate e-learning,† he says, â€Å"introduces a whole new set of change-management variables that were never of concern before, as many early adopters have discovered. These new variables range from the obvious (e.g., introducing technology to the learning process) to the subtle (e.g., motivating students to begin and continue an independent learning experience)† (p. 50). Young and adult learners alike were shown to be amenable to these emerging learning structures, and it is likely that additional and improved applications will be identified as these initiatives become more commonplace in the future. How to cite K-12 and Higher Education Learning Environments, Essay examples

Romantic Era free essay sample

The Romantic Era brought about this great change in everything from literature, ideals, and even music. The previous era was strict in laws and restraint, you could say old fashioned. Composers were coming up with new techniques such as symphonic poem and art song. During this period, composers expressed artistic freedom through experimentation and creativity, through the use of adding new instruments to orchestras, new tones, and harmonies. Two composers of this era are Frederic Chopin and Felix Mendelssohn.Frederic Chopin lived between 1810-1849 and was born in Warsaw to French parents. Chopin was considered to be a child prodigy at the piano and composing music. When referring to Romantic Music, he Is said to be one of the great masters. He pretty much wrote exclusively for the piano. By the age of 21 he had already composed several mature works such as Nocturne in E flat Major, Pop. 9, No. 2 and Etude In C Minor, Pop. We will write a custom essay sample on Romantic Era or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 10, No. 12. He developed a very technically and personal demanding style, to which most thought, no other composer could match on the piano.Felix Mendelssohn lived between 1809-1847 and was born in Germany to a prominent Jewish family. Mendelssohn was also considered to be a casual prodigy at the piano and composing music. He wrote several works including symphonies, concertos, and sonatas. He performed with an organ or a piano, and as a conductor. His talent in composing was limitless as he continued to write music in all the forms of his timeshare except Operas. Many of his famous works include the Violin Concerto, Oratorio Elijah, and the Midsummer Nights Dream overture.Mendelssohn is considered one of the most popular composers of the Romantic period. Chopin and Mendelssohn were two great composers during the Romantic Era and they have several works that continue to amaze music lovers today. It would come as no surprise to learn that perhaps they shared some similarities. Both musicians were considered child prodigies. Chopin composed two Polonaises which were said to rival Warsaw leading composers by age 7 and by age 1 1, was performing for Alexander 1 Tsar of Russia.Mendelssohn also composed works in his early years. Between 12 and 14 he wrote 12 string symphonies and had a piano quartet published at 13. Another similarity Is both men died at early ages. Chopin possibly died from tuberculosis at the age of 39, but due to lack of modern medical support it isnt clear. Mendelssohn also died early at the age of 39 due to possible exhaustion and poor health. Moving on to differences in both composers, we can go to their musical styles. Chopin had the traditionalist styles of Beethoven, Mozart and Clementine.He performed his music in the Rubout tempo. Mendelssohn works show influence by the Baroque period mostly like J. S. Bach with the tone clarity and use of counterpoint. They also had differences in their works. Chopin works were mostly for piano solo music with a few for Plano concertos or chamber music. Mendelssohn works were In the variety of symphonies, opera, concertos, chamber music, and that of a inductor and editor. In their personal lives, Chopin never married, even though he 1 OFF had 5 kids.