Some say love, it is a river
that drowns the tender reed.
Some say love, it is a razor
that leaves your soul to bleed.
Some say love, it is a hunger,
an endless aching need.
I say love, it is a flower,
and you its only seed.
It’s the heart afraid of breaking
that never learns to dance.
It’s the dream afraid of waking
that never takes the chance.
It’s the one who won’t be taken,
who cannot seem to give,
and the soul afraid of dyin’
that never learns to live.
When the night has been too lonely
and the road has been to long,
and you think that love is only
for the lucky and the strong,
just remember in the winter
far beneath the bitter snows
lies the seed that with the sun’s love
in the spring becomes the rose
1) What do you think about using online technology in education?
The answer is that the quality of education is largely independent of the mode of delivery. Other variables are far more important. There is high-quality online learning, and there is high-quality classroom learning, just as there is low-quality learning in both settings.
2) List some advantages and disadvantages in using online technology for education?
•reach a much larger audience from greater geographic locations
•help disabled and geographically isolated students
•help students with busy schedules, freedom to work at home on their own time
•decrease overcrowded classrooms
•offer more classes at peak demand times of day and week, increasing flexibility in class scheduling
•decrease paper and photocopying costs, promoting concept of “green revolution”
•access to students of everything instructors present in the classroom
•train students to learn new technology skills they can use later in the work place
•selecting appropriate hardware and software programs
•incompatible technology issues
•challenges when submitting assignments
•some students can’t afford modern computer technologies
•students usually pan an online technology fee
•instructors and students need training to learn how to use online technology
•possibility of cheating on tests and quizzes
•difficult to motivate students, requires self-discipline and self-motivation
3) Also, give an example of either a positive or negative experience you have had with online educational technology.
Some analysts argue that the Internet-supported distance education courses do more than bring new students into online classrooms. In addition they form “a critical pressure point for challenging the dominant assumptions and characteristics of existing traditionally organized universities in the 21st century” (Hanna, 1998).
Distance education advocates argue that the increasing number of online courses will readily expand educational opportunities.
Some studies report the importance of students’ isolation in distance education courses (Besser and Donahue, 1996; Twigg, 1997). However, during the observations and interviews (including John), we learned that students’ isolation was not as big of a problem as was frustration in this course. Possibly because of the small class size, students supported each other and had a sense of a community of learning.
However, during the first several interviews, students frequently reported major frustrations with various aspects of taking an online course. We immediately investigated the research literature about online courses. A few studies mentioned students being frustrated with technical problems, but their authors emphasized the value of the students’ learning. We felt that the substantial frustrations reported were not incidental and could actually impede their learning. Consequently we shifted the focus of the study to examine how much and in what ways students frustrations in an online course can inhibit their learning.
4) Lastly, if you have ever used a blog, please state which one. Did you enjoy the experience? Why or why not?
WordPress powers more than 17% of the web – a figure that rises every day. Everything from simple websites, to blogs, to complex portals and enterprise websites, and even applications, are built with WordPress.
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established sometime around the 6th century BC, by the Nabataean Arabs, a nomadic tribe who settled in the area and laid the foundations of a commercial empire that extended into Syria. Despite successive attempts by the Seleucid king Antigonus, the Roman emperor Pompey and Herod the Great to bring Petra under the control of their respective empires, Petra remained largely in Nabataean hands until around 100AD, when the Romans took over. It was still inhabited during the Byzantine period, when the former Roman empire moved its focus east to Constantinople, but declined in importance thereafter. The Crusaders constructed a fort there in the 12th century, but soon withdrew, leaving Petra to the local people until the early 19th century, when it was visited by the Swiss explorer Johann Ludwig Burckhardt.
Petra lies about 3-5 hours south of modern Amman, about 2 hours north of Aqaba, on the edges of the mountainous desert of the Wadi Araba. The city is surrounded by towering hills of rust-coloured sandstone which gave the city some natural protection against invaders.
The site is semi-arid, the friable sandstone which allowed the Nabataeans to carve their temples and tombs into the rock crumbling easily to sand. The colour of the rock ranges from pale yellow or white through rich reds to the darker brown of more resistant rocks. The contorted strata of different-coloured rock form whorls and waves of colour in the rock face, which the Nabataeans exploited in their architecture.
From the official entrance to the site, a dusty trail leads gently downwards along the Wadi Musa (The Valley of Moses). Situated in small rock outcrops to the left and right of the path are some small Nabataean tombs, carved into the dry rock. Beyond these, walls of sandstone rise steeply on the left, and a narrow cleft reveals the entrance to the Siq, the principal route into Petra itself.