Online Classes Quotes

Shepley walked out of his bedroom pulling a T-shirt over his head. His eyebrows pushed together. “Did they just leave?” “Yeah,” I said absently, rinsing my cereal bowl and dumping Abby’s leftover oatmeal in the sink. She’d barely touched it. “Well, what the hell? Mare didn’t even say goodbye.” “You knew she was going to class. Quit being a cry baby.” Shepley pointed to his chest. “I’m the cry baby? Do you remember last night?” “Shut up.” “That’s what I thought.” He sat on the couch and slipped on his sneakers. “Did you ask Abby about her birthday?” “She didn’t say much, except that she’s not into birthdays.” “So what are we doing?” “Throwing her a party.” Shepley nodded, waiting for me to explain. “I thought we’d surprise her. Invite some of our friends over and have America take her out for a while.” Shepley put on his white ball cap, pulling it down so low over his brows I couldn’t see his eyes. “She can manage that. Anything else?” “How do you feel about a puppy?” Shepley laughed once. “It’s not my birthday, bro.” I walked around the breakfast bar and leaned my hip against the stool. “I know, but she lives in the dorms. She can’t have a puppy.” “Keep it here? Seriously? What are we going to do with a dog?” “I found a Cairn Terrier online. It’s perfect.” “A what?” “Pidge is from Kansas. It’s the same kind of dog Dorothy had in the Wizard of Oz.” Shepley’s face was blank. “The Wizard of Oz.” “What? I liked the scarecrow when I was a little kid, shut the fuck up.” “It’s going to crap every where, Travis. It’ll bark and whine and … I don’t know.” “So does America … minus the crapping.” Shepley wasn’t amused. “I’ll take it out and clean up after it. I’ll keep it in my room. You won’t even know it’s here.” “You can’t keep it from barking.” “Think about it. You gotta admit it’ll win her over.” Shepley smiled. “Is that what this is all about? You’re trying to win over Abby?” My brows pulled together. “Quit it.” His smile widened. “You can get the damn dog…” I grinned with victory. “…if you admit you have feelings for Abby.” I frowned in defeat. “C’mon, man!” “Admit it,” Shepley said, crossing his arms. What a tool. He was actually going to make me say it. I looked to the floor, and everywhere else except Shepley’s smug ass smile. I fought it for a while, but the puppy was fucking brilliant. Abby would flip out (in a good way for once), and I could keep it at the apartment. She’d want to be there every day. “I like her,” I said through my teeth. Shepley held his hand to his ear. “What? I couldn’t quite hear you.” “You’re an asshole! Did you hear that?” Shepley crossed his arms. “Say it.” “I like her, okay?” “Not good enough.” “I have feelings for her. I care about her. A lot. I can’t stand it when she’s not around. Happy?” “For now,” he said, grabbing his backpack off the floor.

In marriage we have a duty to God, our spuses, the world, and future generations. But we are sinners. A husband and wife need to acknowledge that when the Bible speaks of fools, it is not just speaking about other people, but about them as well. Even the wisest among us has moments of folly. So God gives us spouses to serve as wise friends by praying with and for us, attending church with us, speaking truth, and providing Scripture along with good books and online classes, lectures, and sermons to nourish fruitfulness in our lives.

I refuse to denounce social media as a terrible evil that is plaguing young people today. Maybe because I sort of grew up on it and I think the Internet has enriched my life--I've made friends on social media, I've laughed until I've cried at a perfectly constructed tweet and I've learned more about gender, race, sexuality, class, and politics online than I have anywhere else.

Our kids are fighting for a world more just and more righteous than we had ever dared to dream of. The debates we have about gay marriage, transgender bathroom rights, immigration, whether it’s ‘all lives matter’ or ‘black lives matter’ have been largely settled in the social world of our youth and they are looking at us dismayed and perplexed at why we just don’t get it. In the days after the election of Donald Trump, my older son and a few hundred of his classmates walked out of class and marched to city hall. They were angry and frightened. They had been working so hard to build a better, more inclusive world, and we adults had just royally fucked it up for them. My son sent me video of the protest and I posted it online. Quite a few adults commented: “Shouldn’t these kids be learning instead of protesting?” But they had been learning, far more than we apparently had, and that was why they were protesting.

Offline classes form the nucleus of the college life. Online classes can only complement offline education, not replace it.

In an online class (part of the MasterClass series) on the topic, the screenwriter Aaron Sorkin says that the most foundational and basic advice for story construction is to present a formidable obstacle.

And when I'm feeling glum, because Gregory's away of because my daughter's just hurled her full glass of milk at my head, or just because time is passing, I like to scroll through the annual East Trawley High School online newsletter, which gets mass-emailed by Shanice Morain, who's on her second marriage and who cohosts her own Christian Soul-Support and Teen Prayer Variety Hour on local TV and who's just been appointed our class secretary. In the current Alumni Notes section I read that Katelynn Streedmore has just been named the head dietitian at the Jamesburg Assisted Care Facility, that Cal Malstrup and his wife Chelsea Marie have just welcomed their fifth bundle of joy, whom they've christened Blake-Jorlinda Malstrup, and that Becky Randle is still the Queen of England.

Q. Your original, self-published version of The Martian became a phenomenon online. Were you expecting the overwhelmingly positive reception the book received? A. I had no idea it was going to do so well. The story had been available for free on my website for months, and I assumed anyone who wanted to read it had already read it. A few readers had requested I post a Kindle version because it’s easier to download that way. So I went ahead and did it, setting the price to the minimum Amazon would allow. As it sold more and more copies I just watched in awe. Q. Film rights to The Martian were sold to writer-producer Simon Kinberg (Mr. & Mrs. Smith, Sherlock Holmes, X-Men: First Class). What was your first reaction? A. Of course I’m thrilled to have a movie in the works. The movie deal and print publishing deal came within a week of each other, so I was a little shell-shocked. In fact, it was such a sudden launch into the big leagues that I literally had a difficult time believing it. I actually worried it could all be an elaborate scam. So I guess that was my first reaction: “Is this really happening!?

It is good netiquette to use the internet for online education. Learn new things. NetworkEtiquette.net

A journey of a thousand miles doesn't begin with one step. It begins by going online and purchasing a first or business class airline ticket.

The founders of start-ups as varied as YouTube, Palantir Technologies, and Yelp all worked at PayPal. Another set of people—including Reid Hoffman, Thiel, and Botha—emerged as some of the technology industry’s top investors. PayPal staff pioneered techniques in fighting online fraud that have formed the basis of software used by the CIA and FBI to track terrorists and of software used by the world’s largest banks to combat crime. This collection of super-bright employees has become known as the PayPal Mafia—more or less the current ruling class of Silicon Valley—and Musk is its most famous and successful member.

effort was made to select short pieces, quotes, and art that represent the diversity of trans communities. We have inevitably failed at this goal. Most of the authors live in the United States or Canada. Many are middle or upper class, and many are white. There are stories that are not told here—voices that are not heard. If one of these voices is yours, please consider completing our online survey or sending your suggestions for the next edition of this book to info@transbodies.com

So I’ve gotten used to not complaining, and I’ve gotten used to not bothering Mom and Dad with little stuff. I’ve gotten used to figuring things out on my own: how to put toys together, how to organize my life so I don’t miss friends’ birthday parties, how to stay on top of my schoolwork so I never fall behind in class. I’ve never asked for help with my homework. Never needed reminding to finish a project or study for a test. If I was having trouble with a subject in school, I’d go home and study it until I figured it out on my own. I taught myself how to convert fractions into decimal points by going online. I’ve done every school project pretty much by myself. When Mom or Dad ask me how things are going in school, I’ve always said “good”—even when it hasn’t always been so good. My worst day, worst fall, worst headache, worst bruise, worst cramp, worst mean thing anyone could say has always been nothing compared to what August has gone through. This isn’t me being noble, by the way: it’s just the way I know it is.

I always thought of men as being hard—maybe because I was hard. But there was a softness in Tom that betrayed his large masculine hands and his deep baritone voice. He knew something about love that I didn’t. I don’t know where he’d learned it, but it wasn’t something you got from a book, not something you could learn in an online class, not something you could borrow. Maybe it was something you were born with. Some people knew how to love and some people didn’t. Tom was the former. I was the latter. I didn’t know which one of us had it worse

The debates we have about gay marriage, transgender bathroom rights, immigration, whether it’s “all lives matter” or “black lives matter” have been largely settled in the social world of our youth and they are looking at us dismayed and perplexed at why we just don’t get it. In the days after the election of Donald Trump, my older son and a few hundred of his classmates walked out of class and marched to city hall. They were angry and frightened. They had been working so hard to build a better, more inclusive world, and we adults had just royally fucked it up for them. My son sent me video of the protest and I posted it online. Quite a few adults commented: “Shouldn’t these kids be learning instead of protesting?” But they had been learning, far more than we apparently had, and that was why they were protesting.

I am skeptical that distance education based on asynchronous Internet technologies (i.e., prerecorded video, online forums, and email) is a substitute for live classroom discussion and other on-campus interaction. Distance education students can't raise their hands to ask instructors questions or participate in discussions, and it's difficult or impossible for them to take advantage of faculty office hours. Teaching assistants don't always respond to email, and online class discussion boards can be neglected by students and faculty alike. In this sense, the "process of dialogue" is actually limited by technology.

The first day we met, she kept on looking at me with her tender and sensitive eyes. And from that day, whenever she and I met, I have felt strange sensations erupt inside my heart. She would come from wherever she would be to welcome me at my apartment. She gets into tumultuous joy when she sees me in the garden area, where I sit in the afternoon to sunbath in the Sun. And in the evenings when I make coffee for myself, she stays nearby to give me company. Leela truly loves me. Sometimes during my evening online classes, she suddenly starts barking loudly. And I tell my students "She is Leela. The doggie who stays near my apartment. Kindly wait for 1 or 2 mins and she will be quite.

It would be a perfect degree for Sara, since she had to balance her work in her family’s forests with her studies. The program was online-based with only a handful of physical classes—labs—each term. After three years of education in close partnership with industry organizations, students had to produce a dissertation and would receive a BA. A graduate from this program would be an academically educated forest owner who could take over a profitable family business.

A popular Chinese essay by an anonymous author carved out an archetype of the young white-collar class, the men and women who sip cappuccino, date online, have a DINK family, take subways and taxis, fly economy, stay in nice hotels, go to pubs, make long phone calls, listen to the blues, work overtime, go out at night, celebrate Christmas, have one-night-stands … keep The Great Gatsby and Pride and Prejudice on their nightstands. They live for love, manners, culture, art, and experience. In

Google had discovered a way to translate its nonmarket interactions with users into surplus raw material for the fabrication of products aimed at genuine market transactions with its real customers: advertisers.94 The translation of behavioral surplus from outside to inside the market finally enabled Google to convert investment into revenue. The corporation thus created out of thin air and at zero marginal cost an asset class of vital raw materials derived from users’ nonmarket online behavior.

As a woman of color who is interested in these issues of democracy and who wants to enact social change, Pilaf sees the Internet as a tool that perpetuates the corporate, white, middle-class hegemony of American consumer culture rather than a tool for revolution. Instead of viewing the Internet as a new outlet for activism and that opens up a world of communication, Pilaf sees the online communication and activism as an escape valve, a way to remove oneself from interactions with people. Although I disagree with her on this point, I’m very much aware that my ability to see the Internet as revolutionary comes from a place of privilege, in which I can think of the Internet as a sexual, political, and intellectual arena because I’m in a place (geographically and economically) where these are the very things that are my primary focus and concern. Although some of Pilaf’s criticisms overlap with those technophobes who view the Internet as the devil’s playground, her observations come from a very real, intense place of political and personal discomfort with forging ahead of digital culture and the casualties this ‘progress’ may leave.

I’d never coded before, and I’d always thought games were huge undertakings by thousands of people in a big studio. Little did I know that a major part of coding involves Googling to find documentation, code snippets, and communities that help people fix common problems. Free information and guidance aren’t limited to programming, either. The Open Source movement makes tremendous amounts of knowledge and resources available online for free, and some major universities are making classes available for free on the internet. It’s a shame that a lot of us use the internet only to talk shit in comments sections and check our email when we have the sum of human knowledge at our fingertips.

It was in Cleveland that Magic Slim became the most successful pornographic film producer in America. His training center was a key link in a human trafficking supply chain stretching from the former Soviet Republics in Eastern Europe to the United States. Trafficking accounts for an estimated $32 billion in annual trade with sex slavery and pornographic film production accounting for the greatest percentage. The girls arrived at Slim’s building young and naive, they left older and wiser. This was a classic value chain with each link making a contribution.  Slim’s trainers were the best, and it showed in the final product. Each class of girls was judged on the merits. The fast learners went on to advanced training. They learned proper etiquette, social skills and party games. They learned how to dress, apply makeup and discuss world events.  Best in-class were advertised in international style magazines with code words. These codes were known only to select clients and certain intermediaries approved by Slim. This elaborate distribution system was part of Slim’s business model, his clients paid an annual subscription fee for the on-line dictionary. The code words and descriptions were revised monthly.  An interested client would pay an access fee for further information that included a set of professional  photographs, a video and voice recordings of the model addressing the client by name.  Should the client accept, a detailed travel itinerary was submitted calling for first class travel and accommodation.  Slim required a letter of understanding spelling out terms and conditions and a 50% deposit. He didn’t like contracts, his word was his bond, everyone along the chain knew that. Slim's business was booming.

The school you went to is the most important thing. They don’t recruit at less prestigious schools. I was lucky. I didn’t go to a great school. I mean in my analyst class, we had thirty from Harvard, twenty from Wharton[’s undergraduate program], and only five from [my top-fifteen school]. Once in a while, you see someone from a state school. But usually they’re there because of connections. The most common type of connection was a personal one—either a direct or indirect friendship—with an employee of a particular firm. Michael, also a banker, came from a nonlisted school. He used his own job search experience as an example of the usefulness of connections: If you’re not from the core, then it’s much more difficult to get a job here. All firms say that you can submit your résumé online, but I’m not sure if I’ve ever heard of someone who was successful this way. In my case, I had to come out here [to New York, from the South], work through friends and friends of friends, really use connections and be proactive.

I've gotten used to not complaining, and I've gotten used to not bothering Mom and Dad with little stuff. I've gotten used to figuring things out on my own: how to put toys together, how to organise my life so I don't miss friends' birthday parties, how to stay on top of my schoolwork so I never fall behind in class. I've never asked for help with my homework. Never needed reminding to finish a project or study for a test. If I was having trouble with a subject in school, I'd go home and study it until I figured it out on my own. I taught myself how to convert fractions into decimal points by going online. I've done every school project pretty much by myself. When Mom or Dad ask me how things are going in school, I've always said 'good' - even when it hasn't always been so good. My worst day, worst fall, worst headache, worst bruise, worst cramp, worst mean thing anyone could say has always been nothing compared to what August has gone through. This isn't me being noble, by the way: it's just the way I know it is.

It was also a lot easier for online teachers to hold their students’ attention, because here in the OASIS, the classrooms were like holodecks. Teachers could take their students on a virtual field trip every day, without ever leaving the school grounds. During our World History lesson that morning, Mr. Avenovich loaded up a stand-alone simulation so that our class could witness the discovery of King Tut’s tomb by archaeologists in Egypt in AD 1922. (The day before, we’d visited the same spot in 1334 BC and had seen Tutankhamun’s empire in all its glory.) In my next class, Biology, we traveled through a human heart and watched it pumping from the inside, just like in that old movie Fantastic Voyage. In Art class we toured the Louvre while all of our avatars wore silly berets. In my Astronomy class we visited each of Jupiter’s moons. We stood on the volcanic surface of Io while our teacher explained how the moon had originally formed. As our teacher spoke to us, Jupiter loomed behind her, filling half the sky, its Great Red Spot churning slowly just over her left shoulder. Then she snapped her fingers and we were standing on Europa, discussing the possibility of extraterrestrial life beneath the moon’s icy crust.

The more the State of Israel relied on force to manage the occupation, the more compelled it was to deploy hasbara. And the more Western media consumers encountered hasbara, the more likely they became to measure Israel’s grandiose talking points against the routine and petty violence, shocking acts of humiliation, and repression that defined its relationship with the Palestinians. Under the leadership of Prime Minister Benjamin Netanyahu, a professional explainer who spent the early years of his political career as a frequent guest on prime time American news programs perfecting the slickness of the Beltway pundit class, the Israeli government invested unprecedented resources into hasbara. Once the sole responsibility of the Israeli foreign ministry, the task of disseminating hasbara fell to a special Ministry of Public Diplomacy led by Yuli Edelstein, a rightist settler and government minister who called Arabs a “despicable nation.” Edelstein’s ministry boasted an advanced “situation room,” a paid media team, and coordination of a volunteer force that claimed to include thousands of volunteer bloggers, tweeters, and Facebook commenters fed with talking points and who flood social media with hasbara in five languages. The exploits of the propaganda soldiers conscripted into Israel’s online army have helped give rise to the phenomenon of the “hasbara troll,” an often faceless, shrill and relentless nuisance deployed on Twitter and Facebook to harass public figures who expressed skepticism of official Israeli policy or sympathy for the Palestinians.

The perfect girl what can I say; to be so close yet, feel miles away. I want to run to her, but have to walk out the door going the other way. The only words spoken to her are- ‘Have a nice day.’ I think about her and the summer, and what it could have been with her. It reminds me of- sixteen, you are on my mind all the time. I think about you. It is like a vision of the stars shining, ribbon wearing, bracelet making, and holding hands forever. All the sunflowers in the hayfields and kissing in the rain, no more brick walls, no more falling teardrops of pain, and no more jigsaw puzzle pieces would remain. True love should not be such a game; does she feel the same. She is everything that I cannot have, and everything I lack. What if every day could be like this- Diamond rings, football games, and movies on the weekends? It is easy to see she belongs to me; she is everything that reminds me of ‘sixteen’ everything that is in my dreams. Everything she does is amazing, but then again, I am just speculating, and fantasizing about Nevaeh Natalie, who just turned the age of sixteen! Nevaeh- I recall my first boy kiss was not at all, what I thought it was going to be like. I was wearing a light pink dress, and flip-flops that were also pink with white daisy flowers printed on them. I loosened my ponytail and flipped out my hair until my hair dropped down my back, and around my shoulders. That gets A guy going every time, so I have read online. He was wearing ripped-up jeans and a Led Zeppelin t-shirt. He said that- ‘My eyes sparkled in blue amazement, which was breathtaking, that he never saw before.’ Tell me another line… I was thinking, while Phil Collins ‘Take Me Home’ was playing in the background. I smiled at him, he began to slowly lean into me, until our lips locked. So, enjoy, he kissed me, and my heart was all aflutter. When it happened, I felt like I was floating, and my stomach had butterflies. My eyes fastened shut with no intentions of me doing so during the whole thing. When my eyes unfastened my feelings of touch engaged, and I realized that his hands are on my hips. His hands slowly moved up my waist, and my body. I was trembling from the exhilaration. Plus, one thing led to another. It was sort of my first time, kissing and playing with him you know a boy, oh yet not really, I had gotten to do some things with Chiaz before like, in class as he sat next to me. I would rub my hand on it under the desks- yeah, he liked that, and he would be. Oh, how could I forget this… there was this one time in the front seat of his Ford pickup truck, we snuck off… and this was my first true time gulping down on him, for a lack of a better term. As I had my head in his lap and was about to move up for him to go in me down there, I was about to get on top and let him in me. When we both heard her this odd, yet remarkably loud scream of bloody murder! Ava was saying- ‘You too were going to fuck! What the fuck is going on here? Anyways, Ava spotted us before he got to ‘Take me!

Almost three-quarters of students who enrolled in the first year of online classes under a joint Harvard-MIT initiative were from outside the United States, demonstrating the global reach and growing popularity of the large-scale open courses.

In many ways, higher education is like any industry that has produced its product a particular way for a long time and is suspicious of anything new. This cynicism runs even deeper on college campuses because everyone is an expert in something. Despite their scholarly credentials, a vocal slice of professors and administrators remain skeptical of the research into the strength of online programs. This persists even as every new study of online learning arrives at essentially the same conclusion: Students who take all or part of their classes online perform better than those who take the same course through traditional instruction.

In the online math class, there was almost no meaningful student/teacher or student/student interaction. To equate this type of online learning with a real-world classroom experience is a major stretch.

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The most effective learning takes place in the classroom, where you can easily raise your hand, engage in spontaneous discussions with classmates and faculty, turn to the person next to you to ask for clarification, or approach the professor after class or during office hours to ask questions or exchange viewpoints in a way that practically guarantees an instant response and is not constrained by typing, software interfaces, or waiting for a response.

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

Technology enables frequent, low-stakes testing, an activity that powerfully promotes memory for material. Technology encourages better spacing of study over the time course of the class and helps prevent cramming. Technology facilitates presentation of material in ways that take advantage of learners’ existing knowledge about a topic. Technology facilitates presentation of material via multiple sensory modalities, which, if done in the right ways, can promote comprehension and memory. Technology offers new methods for capturing and holding students’ attention, which is a necessary precursor for memory. Technology supports frequent, varied practice that is a necessary precursor to the development of expertise. Technology offers new avenues to connect students socially and fire them up emotionally. Technology allows us to borrow from the techniques of gaming to promote practice, engagement, and motivation.

I've had to wonder if people like Shina and other spawns of third world immigrants have felt the need to purchase so much expensive couture in order to feel acceptable and insulated enough in (white) American upper-class society. But why purchase so much costly shit when you're not even that rich or ever going to wear half of what your husband has had to pay for anyway? At least more upper-class white women in America have had better things to spend their money on, like Botox, fillers, and online dating sites.

With nothing to occupy my time, I enrolled in online classes through Liberty University and decided in my new life I would be well educated and well employed. I worked toward my bachelor’s in biblical studies.

any individual can create a word class online store for less than the cost of their cable bill.

Duckworth, herself, grew up the daughter of privileged Chinese immigrants in the middle-class town of Cherry Hill, New Jersey, and she studied neuroscience as an undergraduate at Harvard (Hartnett, 2012). After a masters at Oxford and then a year at McKinsey and Co., Duckworth became the CEO of the online public school rating company, Great Schools, before she altered course to become a charter school teacher on both the West and East coasts.

just take online classes and become a hermit.

can you imagine a world without god and science?

PayPal staff pioneered techniques in fighting online fraud that have formed the basis of software used by the CIA and FBI to track terrorists and of software used by the world’s largest banks to combat crime. This collection of super-bright employees has become known as the PayPal Mafia—more or less the current ruling class of Silicon Valley—and Musk is its most famous and successful member.

We certainly (and thankfully) see relatively few incidents of Mad Men-style remarks or behind-slapping in office settings these days. I would argue, though, that a different kind of sexism is alive and well today. It is a sexism that, ironically, many of us have embraced with the intention of liberating women from stereotypes and limitations; it is a sexism that devalues women by devaluing motherhood. I see sexism in words written online, where men and women alike dismiss an entire class of female writers with a single derisive term: “mommy blogger.” Even in Christian circles, context and tone sometimes turn “mommy” into a sneer, a put-down, a condescending label.

If you sign up for the Money Machine Inner Circle (it’s FREE), I’ll provide you with a list of my favorite resources, including a free online typing class that will teach you how to improve your typing in the exact same way that I learned to type many years ago!)

I don’t believe it would be an exercise in phrase-making to say that liberal democracy and capitalism created the class out of which the indignados and their protest emerged. For all their deeply-felt sense of grievance, the protesters were well read, highly educated, mobile, affluent enough to have access to laptops and cell phones, and extremely adept at mobilizing the online social networks where the movement in fact began. They took democratic protections and freedoms for granted, as they did the air they breathed.

Those his age are conscious of what life was like before the internet; he may have been young at the time, but he can still remember when people only socialized with those they knew already or the people physically around them. Someone born in the nineties can’t do that. The internet’s been a part of their lives, their consciousness from the beginning; they were born at the same time and have literally grown up together. Nothing about communicating with strangers seems weird or second-rate. Because Ray can remember what life was like before, he sees it as something less human, but they don’t—their experiences as humans are intrinsically tied to the internet and the connections they make online are just as valid and meaningful as those they could make with the people sitting next to them in a class. It’s at once sad and kind of enviable.

The central idea of minimalism, that less can be more, is not novel. As mentioned in the introduction, this concept dates back to antiquity and has been repeatedly espoused since. The fact, therefore, that this old idea might apply to the new technologies that define so much about our current age shouldn’t be surprising. That being said, the past couple of decades are also defined by a resurgent narrative of techno-maximalism that contends more is better when it comes to technology—more connections, more information, more options. This philosophy cleverly dovetails with the general objective of the liberal humanism project to offer individuals more freedom, making it seem vaguely illiberal to avoid a popular social media platform or decline to follow the latest online chatter. This connection, of course, is specious. Outsourcing your autonomy to an attention economy conglomerate—as you do when you mindlessly sign up for whatever new hot service emerges from the Silicon Valley venture capitalist class—is the opposite of freedom, and will likely degrade your individuality.

Whether the class is large or small, lecture or seminar, onsite or online, it can be a challenge to get students to engage. Whether we are simply attempting to get students to show up or take out their ear buds, or alternately, trying to challenge students to use higher-order thinking, we are all facing the same question:

Keep These Things in Mind While Enrolling For A Professional Online Course While online courses are gaining in popularity due to the conveniences they offer, you must consider a few things before enrolling in one. Not all programs are suitable for everyone. Not everyone is good at learning online. There are a lot of conditions that must be satisfied to make such learning successful. It is better that you consider everything carefully before starting your e-learning course. 1. How Will The Course Help You? There are many online professional programs available from various universities and educational platforms. You must see which one will be most useful for you. If you are working and you need to acquire a skill to get a promotion, then you must choose such a course. It is not just money that you are spending on these courses. You are also investing a lot of your time and effort to successfully complete your learning. 2. Do You Have The Motivation To Learn By Yourself? Getting motivated to study when you are in a classroom full of students is easy. A professor is teaching and also watching you. But in online certification courses, you have the freedom of studying whenever and wherever you want. Many of the e-learning platforms allow you to complete the program at your pace. This can make you lethargic and distracted. You must ask yourself whether you can remain motivated to complete the course. 3. How Familiar Are You With The Technology? You don’t need to be a computer genius to attend online professional programs. But you must be familiar with basic computer operations, playing videos on both desktops and mobile phones, and using a web browser. The other skill you will require in e-learning is the speed of typing on different devices. When there are live exchanges with the professors, you will need to type the queries very fast if you want to get your answers. 4. How Well Will You Participate In Online Classes? It is very easy to remain silent in virtual classes. There is no one staring at you and pushing you to ask questions or give answers. But if you don’t interact, you will not be making full use of online certification courses. Participation is very important in such classrooms. You must also take part in the group discussions that will bring out new ideas and opinions. E-learning is not for those who need physical presence. 5. Who Are The Others On The Programme? Knowing the other participants in online professional programs is very important, especially if you are already working and looking to acquire more skills. There must be people in the virtual classroom whose contributions will be useful for you. If the course has only freshers from college, then it may not give you any value addition. As a working person, you must look at networking opportunities that will help you with career opportunities. To Sum Up….. For working people, virtual classes are the best way to acquire more skills without taking a break from employment. These courses offer you the flexibility that you can never get in campus education. But you must make yourself suitable for e-learning to benefit from it.

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

Good teaching in any learning environment requires careful attention to course design and facilitation.

students who are organized, good at planning, good at managing their time, disciplined, aware of the need to seek help when appropriate, and resilient will fare better in asynchronous online classes

Aristotle famously argued, for example, that one grandiose virtuous action does not make a person virtuous; we become virtuous by practicing virtue on an everyday basis.

We should make our small decisions about teaching based on the best research we have about how humans learn.

Understanding by Design, Grant Wiggins and Jay McTighe propose taking a similar approach to the design of educational experiences. They suggest beginning the process of teaching a course by thinking about the end first.

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The easiest way to decide whether an online learning experience is right for you is to check out an online ranking site. Class-Central.com, for example, has a smart way of comparing MOOCs across different platforms by checking out people’s reviews.

This new modality of learning quickly created a curriculum specialization as it became critical to pack- age progressive educational experiences, and to keep the class moving together toward course outcome achievement.

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An excellent illustration of this notion comes from another intriguing experiment conducted on psychology students. In this case students were given, in advance of class, either a complete set of notes on the lecture for the day or a partial set of notes—one that consisted of “headings and titles of definitions and concepts, which required students to add information to complete the notes” (Cornelius & Owen-DeSchryver 2008, p. 8). So the students who received the full notes had the knowledge network for the day handed to them prior to class (through the course learning management system); the students who received the partial notes received only the frame of that knowledge network, and had to fill in the rest on their own. The students in both conditions performed comparably on the first two examinations for the course. On the third and final examinations, however, as the amount of course material increased and required deeper understanding, the students in the partial-notes condition outperformed their full-note peers. Especially relevant for the argument that connections improve comprehension, the students in the partial-notes condition outperformed their peers on conceptual questions on the final exam. As the authors explained, “On a [final] test that required knowledge of a large number of concepts, rote memorization was not feasible, so students who encoded the information by actively taking notes throughout the semester may have performed better because they had experienced better conceptual understanding” (p. 10). This experiment has obvious implications for classroom teaching, or even the creation of reading guides or lecture notes for an online courses. However, the important point for now is that the partial notes gave students an organized framework that enabled and encouraged them to see and make new connections on their own.

Noted educator and author José Bowen often makes the point that the tennis net doesn't grade your swing. I heard Bowen speak in November 2018 at the Professional and Organizational Development (POD) Network in Higher Education conference, and he discussed the importance of the kind of nonevaluative feedback that a tennis net provides. The net doesn't assign points based on your performance. It provides feedback. Either your ball sails over it or the ball hits the net and bounces back to you. But the net doesn't give you a grade (Bowen, 2018). You can use conditional release to achieve the same purpose: help students get feedback on their learning without necessarily assigning points.

The teacher begins by establishing her presence in the design of a learning experience through taking into account the actual learners who will be in the course, and builds into the structure of the course plenty of opportunities to engage with those learners through direct instruction and feedback. But a well-designed course will also provide opportunities (and incentives) for learners to interact with one another, both to help each other learn and to build that sense of community. When these two forms of presence have been established, the learners in the course are more likely to engage in the kinds of active, collaborative processes that help them construct new knowledge through their cognitive presence.

It's not even enough for students to work with you. They must work with each other, too, to learn and succeed in our online classes.

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For some of my online or asynchronous classes, I can use live or in person tools such as streaming, or recorded video feedback emailed to the student to let your students know that you are more than just words in an email or on a website.

To be sure, the early phases have not been pretty. Simply taking a college lecture course and putting it on Zoom is not e-learning in any but the most rudimentary sense, and students are predictably dissatisfied. That will change. Schools are putting their faculty through training programs, teaching them how to use the available tools, how to restructure their classes, how to migrate online.

Miller argues, some uses of multimedia in teaching have been shown to detract from learning, instead of supporting or enhancing it. For example, if you are showing a slide presentation to students, and narrating over your slides – as you might do for a simple video in an online course – the impact on student learning might well depend on how you decide to handle the content of the slides. Simply reading the words on the slides can produce what the research calls the redundancy effect, which will actually hurt student learning; but you can err at the other extreme as well, and interfere with learning by not paying enough attention to the slides. What works best – Miller describes it as the “Goldilocks” principle – is a close but not perfect relation between slides and narration, and when the narration occurs in conversational language (Miller, 2014, p. 154).

When thinking about how to incorporate lecture videos, many online faculty imagine posting videos of their classroom lectures in the course. This is certainly one way to do it, and some institutions are investing in elaborate lecture-capture systems to facilitate this process. But lecture capture requires expensive tech and a team of skilled professionals. The small teaching way is to record short narrated slideshow videos or webcam-style videos speaking directly to the camera on your computer monitor. The key word here is short. “Traditional in-person lectures usually last an hour, but students have much shorter attention spans when watching educational videos online,” writes Philip Guo in a blog post about a study he and his colleagues conducted (Guo, 2013). The researchers compiled data from 6.9 million video-watching sessions to track engagement patterns of online students. Their findings led to a strong recommendation that online class videos should be no longer than six minutes.

Guo's research actually showed that students engage less with formal professionally edited videos. So set aside half an hour at your desk and record your own content without worrying too much about high production value or perfectly polished delivery.

ASU's TeachOnline website

Don't bring in graphics except those with a substantive connection to what you are trying to teach. Pictures for pictures' sake make your lesson prettier, but less effective

I can highly recommend The Online Teaching Survival Guide for a practical treatment of concepts and approaches we touch on in this text.

The first kind of feedback relates more to summative assessments, which are the judgments we make about student performance; the second kind relates more to formative assessments, which are the opportunities we provide for students to try their hand at a task and get feedback on it before they are measured for their high-stakes grades.

Jim has taken to dividing the comments on his students' major assessments into two categories, which are clearly labeled “This Time” and “Next Time.” The comments under “This Time” focus on assessing their performance on the completed assessment; “Next Time” comments give students instructions for how to improve. Similarly, Flower's categories are labeled “Strengths” and “For Improvement.” The comments under “Strengths” highlight what the student is doing well; “For Improvement” comments provide specific ideas for, well, improving.

If you've ever picked up the phone to call a colleague after exchanging 12 emails without making progress on the topic, you'll know how effective it can be to have a quick conversation. When we talk to each other, we can answer questions, clarify misunderstandings, address issues, and reach consensus. Achieving resolution can take much less time when speaking by phone as opposed to a seemingly endless back-and-forth by email.

I prefer scheduling either mandatory or as-needed conversations with individual students.

Immigrant parents were poorly equipped for the challenges of contemporary parenting in the urban twenty-first-century Europe. They behaved as though they were still back at home in Bangladesh or Ethiopia, where there was a surrounding cushion of extended family and friends supporting their parenting, casting a protective eye on all the children around them, because that is the way children had always been raised, collectively. In London, there was no such protection; there were gangs and knife crime, predators on Facebook and Instagram, whole collections of virtual and physical threats. These parents assumed the mosque and Quran classes were safe spaces, but the reality was that there were no safe spaces left, period, online or in the real world.

The future of higher education will be micro-degrees becoming the norm with people choosing a focused micro-degree rather than a full 4-year degree. 4-Year degrees will focus on a hybrid model, with core requirements being on-line and only one’s major will be in-class.

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Three to five billion new consumers are coming online in the next 6 years. Holy cow, that’s extraordinary. What do they need? What

Three to five billion new consumers are coming online in the next 6 years. Holy cow, that’s extraordinary. What do they need?

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A more recent study showed that of the couples who married between 2005 and 2012, more than one-third of them met online; for same-sex couples, that figure is almost 70 percent. Even

Toastmasters club or some other public speaking or acting classes. There are lots of these activities you can find and join on sites like meetup.com and many different places online. Don’t think twice, these skillsets are really useful in everyday life, business and your career and

Salmon (2002), in her book E-tivities, provides examples of online icebreakers. Our favorite examples include a “Quiz of all the class members.” Figure 6.4 An online icebreaker (adapted from Salmon, 2002) In this icebreaker, the teacher asks all the students to post some information about themselves.

Students who take all or part of their classes online perform better than those who take the same course through traditional instruction.

We go to classes because we have to, but the learning is happening after class and online,

One assumption that is already being shattered is the idea that only routine, semi-skilled jobs like taxi driving, food delivery, or household chores are susceptible. Even traditional professions like medicine and law are proving to be susceptible to platform models. We’ve already mentioned Medicast, which applies an Uber-like model to finding a doctor. Several platform companies are providing online venues where legal services are available with comparable ease, speed, and convenience. Axiom Law has built a $200 million platform business by using a combination of data-mining software and freelance law talent to provide legal guidance and services to business clients; InCloudCounsel claims it can process basic legal documents such as licensing forms and nondisclosure agreements at a savings of up to 80 percent compared with a traditional law firm.11 In the decades to come, it seems likely that the platform model will be applied—or at least tested—in virtually every market for labor and professional services. How will this trend impact the service industries—not to mention the working lives of hundreds of millions of people? One likely result will be an even greater stratification of wealth, power, and prestige among service providers. Routine and standardized tasks will move to online platforms, where an army of relatively low-paid, self-employed professionals will be available to handle them. Meanwhile, the world’s great law firms, medical centers, consulting partnerships, and accounting practices will not vanish, but their relative size and importance will shrink as much of the work they used to do migrates to platforms that can provide comparable services at a fraction of the cost and with far greater convenience. A surviving handful of world-class experts will increasingly focus on a tiny subset of the most highly specialized and challenging assignments, which they can tackle from anywhere in the world using online tools. Thus, at the very highest level of professional expertise, winner-take-all markets are likely to emerge, with (say) two dozen internationally renowned attorneys competing for the splashiest and most lucrative cases anywhere on the globe.

Life is a dream, one can turn it into reality. Follow something right now which guarantees you keep moving forward by preventing any chance of going back. Online learning is the best solution during this pandemic To receive face-to-face teaching and learning options, students need to be present and participate on a regular basis on scheduled times. The Online Classes are very useful for you, make sure, that are prepared for your brighter and better tomorrow. That commit to continue exploring better ways to create a perfect learning environment suited to the needs of each student.

The hunger and hunt for identity is a driving force of the modern world. But the nature of the self in an age of simulacra, pseudonyms, avatars, gender/racial fluidity, “the wisdom of crowds,” and online friends makes having an identity a massive maze of conquest and confusion. Western Christianity is in permanent identity crisis. For the first time in a millennium of history for much of the West (and soon in the US), Christianity is no longer the default identity for the majority of its population. The percentage of US citizens who claim to be Christian is plummeting (from 85 percent to 75 percent in the last twenty-five years). For the first time in a thousand years, Christianity is now in the minority in England and Wales. What is more significant, Christianity is not the default identity even for many who poll as “Christian.” Their go-to identity is found in other arenas, like class, gender, race, sexuality, politics, and ideology, with ethnicity and sexuality now eclipsing class and religion in forming identity movements, and social divisions (“Eurasianism,” “white power,” etc.) all responding to their sense of impending threat. No wonder the church no longer knows what it means to “pastor” anymore, and pastors themselves are in a state of professional disquiet.

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Life is a dream, you can turn it into reality. Follow something right now which guarantees you keep moving forward by preventing all chances of going back. Online learning is the best solution during this pandemic To receive face-to-face teaching and learning options, students need to be present and participate on a regular basis on scheduled times. The Online Classes are very useful for you, make sure that they are prepared for your brighter and better tomorrow. They commit to continue exploring better ways to create a perfect learning environment suited to the needs of each student.

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Learn Quran Tafseer Online classes assume a significant part in web-based Quran classes. Subsequently, we ought to comprehend Quran Tafseer on the web. Along these lines, the world Tafseer comes from the root quicker which means to reveal or show something. To uncover or show something, which was already to some degree covered. What's more, difficult to appreciate then it will resemble explaining or clarifying that thing. Just, Tafsir is the comment and translation alludes to the Holy Quran Online. Here, you will become familiar with the significance of expressions of the Holy Quran, its interpretation, and the Summary of the stanzas. Furthermore, an Author of Tafsir is a Mufassir. Many individuals have composed a lot of books on Tafseer-e-Quran. It is vital for all Muslims to learn Quran Tafseer on the web.

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