The Rime of the Ancient Mariner Diction Tone & Mood Rhetorical Situation Figurative Language

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The Rime of the Ancient Mariner Diction Tone & Mood Rhetorical Situation Figurative Language

Derouin, Mike, Feature Producer has reference to this Academic Journal, PHwiki organized this Journal The Rime of the Ancient MarinerMade by Jaeyoung ParkJason ChoiParaphrase:Mariner can pray in addition to sleep again. Exhausted from curse in addition to thirst, he falls a sleep in addition to credits his sleep to Mary Queen.He wanted to drink water, in addition to he dreams about drinking water. When he wakes up, it rains.My problem of thirst was gone. Even though I drank water in dream, my body absorbed moisture.The Rime Of the Ancient Mariner Part VParaphrase (continue):He feels as light as if he had died, in addition to became a happy ghost.He heard a roaring wind. It was from far away. Even though wind did not reach to sail, the sound made sails to move.He sees new activity in the sky. More stars return in addition to sees things he calls fire-flagsHe sees black cloud coming with more roaring wind. The rain poured down from the black cloud.The Rime Of the Ancient Mariner Part V

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Paraphrase (continue):The moon was still with the black cloud. The lighting falls in a perfectly vertical fashion.The wind never reached the ship, but mysterious as long as ce moves the ship.The dead sailors rise up in the thunder in addition to lighting.He helps his brother’s son. They pulled one rope, but they did not talk one word.The Rime Of the Ancient Mariner Part VParaphrase (continue):The Mariner reassures the frightened Wedding Guest that the bodies of the sailors were possessed not by their original owners, but by bunch of good spirits.When dawn comes, zombies escape from the bodies in addition to break out into a song.The Rime Of the Ancient Mariner Part VParaphrase (continue): The spirits float around the ship in addition to sing a sweet song like birds.They make beautiful sound like playing instruments in addition to now he perceived it as an angel’s song.They stop singing after noon. The sails continue to make a pleasant sound like a stream following through a as long as est.The Rime Of the Ancient Mariner Part V

Paraphrase (continue):He assumed that someone(nine fathom) or something is moving the boat from underneath the ocean.His ship back to equator. At noon the sun is again directly above the mast. Then, the ship stops in addition to remains motionless as long as a bit.The ship takes off as if someone has just released a horse. The sudden as long as ce knocks out the mariner.The Rime Of the Ancient Mariner Part VParaphrase (continue):After he gets conscious, he hears the two different voices from sky.One voice was kind of judgmental; see if he was the person who killed the innocent albatrossThe another one said that the mariner has done a lot of penance as long as his mistake, in addition to he will do more penance in the future.The Rime Of the Ancient Mariner Part VTaylor Coleridge used the colloquial words in his poem.The descriptions (semantics) about the angels’ voice, ship, his surroundings make the poem more vividly in addition to expressively.All the words composed of the poem except as long as the symbolism of the some words (Angel’s song, sun, moon) has no connotations.Mary Queen has only etymology in this poem. This word is just referred back to the time when there were a lot of mariners to sail around sea.Diction

The Mariner in the poem felt desperation, fear, calmness, hopefulness, amusement.This poem was serious, but sad. The mariner was desperate to survive in middle of the sea, but he knows at the end of the poem that his hardship doesn’t end yet The irony was that dead bodies become a sweet sound after dawn passed. We felt same emotions as mariner felt in the poem.Tone & MoodMariner speaks himself: Soliloquy.He just expresses his emotions about his situation he currently faces.He doesn’t tell directly to readers (in this case, us)we, as the readers, overhear his groans.Rhetorical SituationSimile As soft as honey-dew: (Line 116) A noise like of a hidden brook (Line 77) And now ’twas like all instruments, Now like a lonely flute; (Line 69, 70)Like waters shot from some high crag, (Line 33)MetaphorThe silly buckets on the deck, (Line 6)Figurative Language

Alliteration Sweet sounds (Line 61) And the sails did sigh like sedge; (Line 28)PersonificationThe wan stars danced between. (Line 26)They groaned, they stirred, they all uprose, Nor spake, nor moved their eyes; (Line 40, 41)Figurative LanguageWe can imagine that one mariner with dead people sails. His ship doesn’t move since there is no wind blowing near his ship, but the invisible as long as ce moves his ship.It described the mariner’s physical characteristics in the desperate situation. Examples: My lips were wet, my throat was cold, (Line 10), I moved, in addition to could not feel my limbs (Line 15)It described the mariner’s environment. Examples: In the l in addition to of mist in addition to snow, (Line 112), And when I awoke, it rained. (Line 9)ImagerySymbolism.Mary Queen: It symbolizes purity in addition to holiness.Angel’s Song: It symbolizes a hope in addition to bless.Sun: It expresses deep religious truths in addition to consistently employed the sun as a symbol of God.Moon: The moon symbolizes God, but the moon has more positive connotations than the sunDream: It is to communicate the power of the imagination, as well as the inaccessible clarity of vision.Imagery (continue)

Some of stanzas consist of rhyme repetition of a final sounds. Most of the stanzas has repetition of words. Few examples are:Line (104, 105); returned & discernedLine (99, 101); bound & swound. There are repetitions of lines in the poem. Few examples are:Line (67, 69); sometimes & sometimes Line (95, 97); with a short uneasy motion.Line (28); And the sails did sigh like sedgeSounds that contribute to poem Sounds that contribute to poem Alliterations:My lips were wet, my throat was cold, My garments all were dank; (Line 10, 11)I moved, in addition to could not feel my limbs: I was so light -almost I thought that I had died in sleep, (Line 14 – 17)And the coming wind did roar more loud, And the sails did sigh like sedge; And the rain poured down from one black cloud; (Line 27 -29)Like waters shot from some high crag, The lightning fell with never a jag, (Line 33, 34) Taylor Coleridge, the composer of the poem, doesn’t use a st in addition to ard as long as m like a sonnet.It is consisted of free verses with figurative languages.There is no rhyme pattern. The poet used r in addition to omly used the rhyme in some of stanzas.The Structure of the poem

“The Rime of the Ancient Mariner.” Google.com. Google. Web. 2 Mar. 2012. .”Diction.” Google.com. Google. Web. 2 Mar. 2012. .”The Rime of the Ancient Mariner.” Shmoop.com. Shmoop University. Web. 2 Mar. 2012. .Work cited”Tone & Mood.” Google. Google. Web. 2 Mar. 2012. .Work cited

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Mass spectrometry 8/23/12 What are the principles behind MS What do all MS inst

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Mass spectrometry 8/23/12 What are the principles behind MS What do all MS inst

Lysaght, Stephanie, Entertainment Reporter has reference to this Academic Journal, PHwiki organized this Journal Mass spectrometry 8/23/12 What are the principles behind MS What do all MS instruments have in common What are the different types of MS Lecture outline: Introduction to mass spectrometry sample introduction systems, mass analyzers popular combinations in geosciences JJ Thomson’s cathode ray tube, 1897 Introduction to Mass Spectrometry Sample introduction Ionization Minimize collisions, interferences Separate masses Count ions Collect results Nier-type mass spec Basic equations of mass spectrometry Ion’s kinetic E function of accelerating voltage (V) in addition to charge (z). Centrifugal as long as ce Applied magnetic field balance as ion goes through flight tube Fundamental equation of mass spectrometry Combine equations to obtain: Change ‘mass-to-charge’ (m/z) ratio by changing V or changing B. NOTE: if B, V, z constant, then:

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If: B in gauss r in centimeters m in amu V in volts z in electronic charge then . What magnetic field strength would be required to focus a beam of CO2+ ions on a collector of a mass spectrometer whose analyzer tube as a radius of 31.45cm, assuming a voltage of 1000V Change your magnetic field strength by -10%, what voltage puts the CO2 ions into the collector Examples of mass spec data output You can scan in B or V to sweep masses across a single detector. OR You can put different masses into multiple cups without changing B or V. Ex: B Sample Introduction Systems (aka “front ends”) 1) Gas source (lighter elements) dual inlet – sample purified in addition to measured with st in addition to ard gas at identical conditions precisions ~ ±0.005% continous flow – sample volatized in addition to purified (by EA or GC) in addition to injected into mass spec in He carrier gas, st in addition to ards measured be as long as e in addition to after, precisions ~ 0.005-0.01% 2) Solid source (heavier elements) TIMS – sample loaded onto Re filament, heated to ~1500°C, precisions ~0.001% laser ablation – sample surface sealed under vacuum, then sputtered with laser precisions ~0.01% 3) Inductively coupled plasma (all elements, Li to U) ICPMS – sample converted to liquid as long as m, converted to fine aerosol in nebulizer, injected into ~5000K plasma torch

Ionization occurs in the ‘source’ Electron Ionization Gas stream passes through beam of e-, positive ions generated. Thermal Ionization Plasma: Gas stream passes through plasma maintained by RF current in addition to Ar. Themal: Filament heated to ~1500C Mass Analyzers – the quadrupole vs. magnetic sector Quadrupole: Changes DC in addition to RF voltages to isolate a given m/z ion. PRO: cheap, fast, easy Magnetic Sector: Changes B in addition to V to focus a given m/z into detector. PRO: turn in geometry means less ‘dark noise’, higher precision Two types of ion detectors A) Faraday collector – long life, stable, as long as signals > 2-3e6 cps B) Electron multiplier – limited life, linearity issues, high-precision, signals < 2e6 cps Popular combinations Gas source 1) Dual inlet isotope ratio mass spec (at GT, Lynch-Steiglitz in addition to Cobb) - O, C, H ratio analyses 2) Elemental analyzer IRMS (at GT, Montoya) - N, C, S ratio analyses 3) Gas chromatograph IRMS (at GT, Chemistry) - compound-specific ratio analyses Solid source 1) Thermal Ionization mass spec (multi-collector) - heavy metals, REE ICP 1) ICP quadrupole mass spec (at GT, Taillefert) - trace metal analysis 2) Single collector magnetic sector ICPMS - higher-precision trace metal analysis 2) Multi-collector ICPMS (nearest at USC) - U/Th dating, TIMS replacement Micromass IsoProbe - MC-ICPMS Inductively Coupled Plasma Mass Spectrometry sample cone skimmer cone instrument housing mass/charge discriminator detector atmospheric pressure “ as long as e” vacuum 10-4 bar high vacuum 10-7 bar Shared components of all ICPMS machines or magnetic sector Faraday cup in addition to ion counter (electron multiplier) Quadrupole ICPMS - measure concentrations as low as several ppt - no fuss sample preparation (dissolve in 5% HNO3) - get beam intensity vs. mass/charge ratio The sample cone isolates the torch from the interior. The torch box of an Agilent 7500 ICPMS spray chamber torch Ar feed RF coil ICPMS plasma torch schematic plasma components 2. High resolution ICPMS aka double-focusing ICPMS aka magnetic sector ICPMS - same front end as Q-ICPMS - combines magnet w electrostatic analyzer electrostatic analyzer separates ions by charge magnet separates ion by mass Faraday cup in addition to EM High-resolution ICPMS Multi-collector ICPMS 3. MC-ICPMS - same front end as other ICPMS - same magnet in addition to ES as HR-ICPMS - multiple detectors spaced 1amu apart enable simultaneous measurement of many (~7) isotopes -good as long as what kinds of systems 56Fe very low concentrations in environmental samples, but high interest (why) Un as long as tunately, 56Fe has the same atomic wt as ArO (40Ar+16O) Quadrupole measurement = INTERFERENCE! Low vs. High – resolution ICPMS in addition to Interferences HR-ICPMS measurement = can distinguish 56Fe from ArO NOTE: most elements can be distinguished with a low resolution quadrupole The importance of st in addition to ards in mass spectrometry ICPMS: Can determine concentration to ~1% R.E. using calibration curve (below) Can monitor Sensitivity (signal response as long as given solution concentration) over time unknown sample = 8.2e7 cps, conc ~ 10.5ppb REMEMBER: all mass spectrometers are “black boxes” we really have no idea what goes on from sample container to detector signal Ex: you measure a count-rate of 10,000 cps as long as a given element, but you need to know how many atoms of that element, or its concentration, were in your sample measuring isotope ratios is a powerful approach because we can measure samples against st in addition to ards with known isotopic ratios (it’s much more difficult to change a material’s isotopic ratios than it is to change its elemental concentration!) isotope dilution takes advantage of ability to precisely measure ratios ALL measurements need to include blanks in addition to st in addition to ards (either concentration or ratio st in addition to ards) Isotope dilution principle Isotope dilution is an analytical technique used in combination with mass spectrometry to determine the concentration of element x in unknown samples. ex: Rb A known amount of “spike” with known elemental concentration in addition to isotopic abundances (what’s the diff) is added to sample with unknown elemental concentration but known isotopic abundances. Requirements: The sample has natural (or known) isotopic abundance (usually true). The spike in addition to sample isotopic ratios are different. More Commonly used ICPMS terms Nebulization efficiency – the amount of solution that reaches the plasma (~1%) - varies with sample matrix - surface tension, viscosity, in addition to density of solution will affect neb. eff. - usually all st in addition to ards, spikes, in addition to samples are introduced as 2-5% HNO3 - an acid solution reduces complexation, surface adsorption Matrix effects – the changes in ICP characteristics with variable matrices - largely black box (we see these effects, cannot wholly explain/predict them) - you must carefully match the matrices of your st in addition to ards/samples to obtain quantitative results Ionization efficiency – the amount of ions produced per atoms introduced - depends on matrix, focusing of beam through cones, lenses - usually no better than 1/1000 ICP-OES ICP-MS Detection limit – defined as 3 x the S.D. of the signal as the concentration of the analyte approaches 0 (measure stability at a variety of conc’s, extrapolate to 0; or measure 5% HNO3 blank solution) ICP detection limits as long as a variety of elements Perkin Elmer Quadrupole ICPMS Instrument Detection limits, 3 Ion microprobe (or Secondary Ion Mass Spectrometry SIMS) use an ion beam (usually Cs+1) to “sputter” a sample surface; secondary ions fed into mass spec 20m Lysaght, Stephanie Los Angeles Times Entertainment Reporter www.phwiki.com

Accelerator Mass Spectrometry The AMS at University of Arizona (3MV) prior to AMS samples were 14C-dated by counting the number of decays – required large samples in addition to long analysis times -1977: Nelson et al. in addition to Bennett et al. publish papers in Science demonstrating the utility of attaching an accelerator to a conventional mass spectrometer The AMS at LLNL (10MV) Principle: You cannot quantitatively remove interferring ions to look as long as one 14C atom among several quadrillion C atoms. Instead, you destroy molecular ions (foil or gas) filter by the energy of the ions (detector) to separate the needle in the haystack. a) ION SOURCE generates negative carbon ions by Cs sputtering b) INJECTOR MAGNET separates ions by mass, masses 12, 13, in addition to 14 injected http://www.physics.arizona.edu/ams/education/ams-principle.htm c) ACCELERATOR generates 2.5 million volts, accelerates C- ions d) TERMINAL C- ions interact with ‘stripper’ gas Ar, become C+ ions, molecular species CH destroyed e) ELECTROSTATIC DEFLECTOR specific charge of ions selected (3+) f) MAGNETIC SEPARATION 13C steered into cup, 14C passes through to solid detector g) Si BARRIER DETECTOR pulse produced is proportional to the energy of ion, can differentiate b/t 14C in addition to other ions count rate as long as modern sample = 100cps Hurdles in mass spectrometry 1) Abundance sensitivity – ratio of signal at mass m to signal at m+1 – better with better vacuum – acceptable values: 1-3ppm at 1amu 2) Mass discrimination – heavier atoms not ionized as efficiently as light atoms – can contribute 1% errors to isotope values – can correct with known (natural) isotope ratios within run, or with known st in addition to ards between runs

3) Dark Noise – detector will register signal even without an ion beam – no vacuum is perfect in addition to – no detector is perfect – must measure prior to run to get “instrument blank” if needed 4) Detector “gain” – what is the relationship between the electronic signal recorded by the detector in addition to the number of ions that it has counted – usually close to 1 after factory calibration – changes as detector “ages” – must quantify with st in addition to ards Cardinal rule of mass spectrometry: Your measurements are only as good as your STANDARDS! St in addition to ards (both concentration in addition to isotopic) can be purchased from NIST Hurdles in mass spectrometry (cont.) Ex: NBS-19, O, C carbonate isotopic st in addition to ard

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Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) Videoconferencing is hard (Managerial Skills)

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Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) Videoconferencing is hard (Managerial Skills)

Ivy Tech Community College-South Central, IN has reference to this Academic Journal, Live From Iceland (not): Ideas, Advice, in addition to Techniques in consideration of Videoconferencing Dr. Curtis J. Bonk Indiana University php.indiana /~cjbonk cjbonk@indiana Jim Seymour, PC Magazine, Nov 27, 2001 ??in the wake of the terrorist attacks, videoconferencing is suddenly hot?very hot. No one wants so that get on planes now, least of all in consideration of a semi-meaningful two-hour meeting four hours away. But meet we must, so we’re doing more in addition to more of it via video. And I confess that I’ve found my dislike in consideration of videoconferencing softening.? Videoconferencing is hard (Managerial Skills) Plan in consideration of resources, syllabus, in addition to books Consider developing a Web support site Visit remote sites (and announce it) Call on students who are talking Have an agenda, sequence materials Contact site coordinator(s)

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Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) Limit the number of sites so that 3 or 4 Get phone or email of participants Bring a cell phone so that the event Plan a practice session Make sure sites call in 30 minutes early A wireless mic can be passed around Have back-up tech plan conference call Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) All sites should mute their mics Set ground rules on speaking protocols Site facilitators preset camera settings Main facilitator should start alongside purpose, agenda, protocols, etc. Internet-Based Advice (Hazel Jobe, 1999) Plan it in consideration of morning when there is less congestion Decide on placement or students on camera as well as placement of mics Plan in consideration of the worst. If server if down, postpone it. Have students do research then share via video Mentoring is a great option in videoconferencing Beware of unexpected incoming hook-up requests

Videoconferencing is hard (Technological Skills) Test out the equip 30 minutes prior so that class Test room 1-2 weeks b4 teaching in it. Set camera presets Assistant so that help b4 teach in addition to in consideration of admin (faxing, troubleshooting) Get some training Videoconferencing is Fun (Social Hat) Order pizza in consideration of remote site in addition to see who is willing so that pay. Introduce students so that each other who normally would never meet. Wear tennis shoes in addition to see if anyone notices. Ask in consideration of mailbox, office space, in addition to parking spot at remote site in addition to do not go back so that work. Try stretching exercises. Videoconferencing Requires Pedagogy (Pedagogical Hat) Use document camera in consideration of sharing Call on students at remote site first Vary the activities Change activity or break into small groups every 15-30 minutes

Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) Videoconferencing is hard (Managerial Skills)

Focus on Learning (Pac Bell Videoconferencing Guide, 1995-2002) Maintain interest alongside novel activities Make materials in addition to learning relevant Explain differences from passive TV watching Consider pace; slow in consideration of new material Alternate lecture in addition to activities Focus on Learning (Pac Bell Videoconferencing Guide, 1995-2002) Techniques: Participant presentations Role play in addition to debates Case studies Semantic maps so that minimize text Brief video clips alongside discussion Focus on Learning (Pac Bell Videoconferencing Guide, 1995-2002) Maintain eye contact (look directly at camera, not TV or students in your room). Repeat questions before answering See if someone else has answer first Use names

Why Select Videoconferencing? Reel Em In!!! (new students) Bring in a Dose of Reality (real world) I always wanted so that teach at XYZ. It was requested! It’s Cool! It?s New! It?s a Challenge! Can be in two places at one time. My students count too! Convenience: 7-11/Village Pantry Thinking. Videoconferencing Benefits (Hazel Jobe, 1999) Appeals so that diff learning styles Allows multiple classrooms so that collaborate Improves presentation, communication, graphing, in addition to research skills Additional audience, peer feedback, university feedback, in addition to other feedback Cheaper What Worked? Group Discussion Variety, Breaks, Acting, Zaniness Small Group Activities Experts Final Presentations Food in addition to drinks

Preparing so that Teach With Videoconferencing (A Guide so that Vidoconferencing, The World Bank, 2002) Consider learner prior knowledge Consider learner technology resources Incorporate charts in addition to outlines Use both audio in addition to visuals so that increase attention Organize main points in addition to present them progressively Preparing Slides in consideration of Videoconferencing (A Guide so that Vidoconferencing, The World Bank, 2002) Leave 1.5 inch blank frame on edges Create all page layouts in landscape or horizontal format Font size 24 so that 36 Max 9 lines in addition to 35 characters/line Minimum line thickness: 2 pt. Preparing Slides in consideration of Videoconferencing (A Guide so that Vidoconferencing, The World Bank, 2002) Keep diagrams simple Video makes all print hard so that see, so make slides twice as large as think Medium blue so that light green backgrounds work best Limit use of animation

The Presentation (tale of ?disco Jim?) Avoid intense colors?they bleed on screen Avoid bright green, orange, in addition to busy patterns, striped clothes Avoid all dark or all light clothing Pastel colors look better than bright white Blue in addition to medium gray look good on camera The Presentation Image looks best from waste up Be natural in addition to maintain eye contact Pause in consideration of delays in transmission Do not move about too quickly Avoid gum, rocking back in addition to forth, chewing gum, dangling jewelry, overt hand gestures, tinted glass lenses When using Document Camera (A Guide so that Videoconferencing, The World Bank, 2002) Convert all transparencies so that paper copy alongside background Avoid touch or moving items under document camera Use a pen or other type of pointing device Again, print in landscape format Print in light card stock, if possible

When using Control Panel (A Guide so that Videoconferencing, The World Bank, 2002) Become familiar alongside basic functions prior so that first session Ask questions of videoconference producers or tech support if present Consider temporary labels in consideration of camera presets Consider training a student as a helper Contact student at remote sites so that help Atmosphere in addition to Interaction Tips (A Guide so that Videoconferencing, The World Bank, 2002) Break lesson into segments in addition to build in interaction sequences Delegate part of presentation so that others Remind so that ask questions Perhaps have discussion at start of next session so that recap last topic Individual Movement/Presentation 1. Human Graph: Have students line up on a scale (e.g., 1 is low in addition to 5 is high) on camera according so that how they feel about something (e.g., topic, the book, class). Debrief

Individual Movement/Presentation 1. Stand in addition to Share: Have students think about a topic or idea in addition to stand when they have selected an answer or topic. Call on students across sites in addition to sit when speak. Also, sit when you hear your answer or your ideas are all mentioned by someone else. Individual Movement/Presentation 1. Present Presentation: Assign a task in consideration of students so that present on. Have them create PowerPoint slides, bring videotapes or other media, in addition to items in consideration of document camera. Consider have peer in addition to instructor evaluation forms in consideration of each group and/or individual. Cross Site Conflict 2. Mock Trials alongside Occupational Roles Create a scenario (e.g., school reform in the community) in addition to hand out so that students so that read. Ask in consideration of volunteers in consideration of different roles (everyone must have a role). Perhaps consider having one key person on the pro in addition to con side of the issue make a statement. Discuss issues from within role (instructor is the hired moderator or one so that make opening statement; he/she collects ideas on document camera or board). Come so that compromise.

Cross Site Conflict 2. Double Fishbowl Assign groups via 1?s in addition to 2?s. The 1?s are considered inside the fishbowl; 2?s are outside. Give a topic so that discuss. Only 1?s are allowed so that talk. After 5-10 minutes 1?s find a 2?s at their site so that talk so that about the conversation. Switch roles in addition to only 2?s are allowed so that talk. All talk in addition to come so that compromise. Fostering Idea Generation 3. Tell Tall Tales, Creative Writing Start a topic of discussion perhaps alongside an interesting scenario or ?just imagine? if this happened or an object obituary. Pass on the story so that a student so that continue it at another location or have volunteers. Continue alongside story. Perhaps combine alongside a Stand in addition to Share activity. Paired Activities 4. Think-Pair-Share Assign a topic in consideration of reflection or writing. Have share their responses alongside someone next so that them. Ask so that share alongside class. Alternatively, ask students so that volunteer something they heard from a peer.

10. Global Interaction in addition to Mentoring (Carla Schutte, 1998) Guest experts (e.g., scientists, politicians) in consideration of mtg or panel Guest visitors (costumed as historical or literary figures) thru presentation & Q&A Provide training in new software or techniques Virtual field trips (e.g., zoos, hospitals, etc.) Team teaching in addition to learning Student competitions across sites So, how might you use it?

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This Particular Journal got reviewed and rated by Individual Movement/Presentation 1. Stand in addition to Share: Have students think about a topic or idea in addition to stand when they have selected an answer or topic. Call on students across sites in addition to sit when speak. Also, sit when you hear your answer or your ideas are all mentioned by someone else. Individual Movement/Presentation 1. Present Presentation: Assign a task in consideration of students so that present on. Have them create PowerPoint slides, bring videotapes or other media, in addition to items in consideration of document camera. Consider have peer in addition to instructor evaluation forms in consideration of each group and/or individual. Cross Site Conflict 2. Mock Trials alongside Occupational Roles Create a scenario (e.g., school reform in the community) in addition to hand out so that students so that read. Ask in consideration of volunteers in consideration of different roles (everyone must have a role). Perhaps consider having one key person on the pro in addition to con side of the issue make a statement. Discuss issues from within role (instructor is the hired moderator or one so that make opening statement; he/she collects ideas on document camera or board). Come so that compromise. and short form of this particular Institution is IN and gave this Journal an Excellent Rating.