http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sun, 19 May 2013 02:50:22 PDT Sun, 19 May 2013 02:50:22 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=761517 Abstract: Throughout the past decade, web-based teaching and learning have experienced tremendous growth. Yet, research aimed at evaluating determinants of student learning outcomes in online courses is lagging behind. The majority of studies of online student participation have focused on the use of discussion board or other common communication areas. Little attention has been paid to the role time spent online plays in affecting academic performance of college students. The objective of this study was to estimate the relative importance of time spent online, prior grades, and demographic characteristics of students in terms of their academic performance in online sociology courses. Using a multinomial logistic model, the current study examined the odds of attaining one grade versus another depending on the amount of effort and controlling for gender, major, and year in school. Results suggest that among the effects examined in the study, time spent online and previous achievement matter the most.Keywords: study time, online learning, student achievement, sociology, multinomial logistic regression http://www.merlot.org/merlot/viewMaterial.htm?id=742022 An ideology is defined as a set of ideas that “explains and evaluates social conditions, helps people understand their place in society, and provides a program for social and political action” (Ball & Dagger, 2011, p. 4). As such, these concepts underpin the actions of various groups and organizations, including that of the Anonymous hacker group, which professes no ideology or creed. Rather, the group has styled itself as a kind of anarchic global brain connected by various spaces on the Internet. This work explores four main data streams to extrapolate the group’s ideology: the current socio-political context of hacking and hacktivism; the group’s self-definition (through its professed values); the group’s actions (through the “propaganda of the deed”); and the insights of others about the group This chapter defines the socio-technical context of this Anonymous hacker socio-political movement, which draws ideas from the Hacker Manifesto 2.0, which suggests the advent of a new economic system with the new technological vectors (mediums of communication). This movement is apparently pushing forth the advent of a new information regime in which the abstraction of ideas adds a “surplus” economic value that may be tapped. Styled as fighters against government tyranny, they are pushing hard against an international regime of intellectual property and information control by governments and corporations. This is being published in the spirit that (some) information wants to be free and that there is a value in direct discourse. http://www.merlot.org/merlot/viewMaterial.htm?id=740594 A list of online videos and video clips for anthropology or cross cultural classes. These can be used for online classes, hybrids, classroom presentations, or outside assignments. http://www.merlot.org/merlot/viewMaterial.htm?id=734954 This is a free online course offered by the Saylor Foundation.'How might you define, understand, and uphold justice in a global and globalizing world? That question forms the focal point of this course. It leads to an examination of whether or not global justice is impossible because of a chaotic and extremely diverse world, or to varying degrees, whether or not justice by its very nature demands a global context and scope of applicability. Justice, whether considered in abstraction or applied contexts, is fundamentally about human rights. We will begin this course with an exploration of human rights, a subject that grounds the entire course. Embedded in the human rights context is an analysis of the political theories of justice—through a cursory review of some of the seminal texts on global justice—along with an examination of applied and distributive justice focusing on specific issues or problems that have arisen in contemporary global dynamics. Thus, gender/sexuality, race/ethnicity, genocide, self-determination, environmental concerns, class, and participatory rights become the concrete realities to be explored in light of the theoretical material on global justice.Stepping stones on the path through this course include political philosophy, international and global relations, and history. Such an interdisciplinary approach gives rise to a rigorous examination that includes practical reasoning, the tensions between universalism and relativism, as well as the very real issues and problems of creating and maintaining ‘just’ or ‘fair’ societies in a global context. To extend this line of thought further, the course will consider the following question: can global society itself be ‘just’ or ‘fair’ (assuming that such an all-encompassing society, in fact, exists)? Reflecting on the degree to which, if at all, individuals or states should desire convergence upon a set of abstract principles and consequent norms underscores the dual theoretical and applied nature of this course. Further, does such a convergence (whether required, coerced, or encouraged) necessarily occur at the expense of particular cultures, traditions, or identities?' http://www.merlot.org/merlot/viewMaterial.htm?id=732605 'On January 14th, 2013 at Teachers College, Columbia University, researchers, top district decision makers, school counselors, teachers, and other members of the education community gathered for an Educational Summit—Beyond Bullying: Safe Schools, Successful Students. The goal was to learn about and discuss the benefits of implementing social-emotional learning (SEL) and character education to proactively addressing bullying.Attendees of the Summit, hosted by Zaner-Bloser and the Institute for Urban and Minority Education, learned that incorporating SEL and character education into the curriculum not only reduces incidents of bullying, but also includes the following benefits:improves literacy development.boosts overall academic performance.reduces absentee and suspension rates.helps to meet the Common Core State Standards.creates a caring, positive school climate.''Although the event itself has ended, we encourage you to continue visiting theBeyond Bullying Summit website, where new resources—including a white paper summarizing the Summit research and presentation videos—will continue to be added. You can also join the conversation about bullying prevention and SEL in schools on Twitter and Facebook.' http://www.merlot.org/merlot/viewMaterial.htm?id=731368 ״America the Gutted" focuses on the corporate relocation of decent jobs to various places in Asia, and the subsequent undermining of the American middle class. It is a GlobalPost collection of videos and articles specifically examining outsourcing within the denim and structural steel manufacturing industries of North Carolina and the U.S. northwest, and the social and economic effects of such manufacturing losses on local populations. Considers also the impact of new industrial jobs in Asian communities. http://www.merlot.org/merlot/viewMaterial.htm?id=731369 The Great Divide is a GlobalPost collection of stories, graphics and videos that explores the nature, causes, and consequences of growing economic inequality. Although primarily centered on the U.S., it also addresses inequality in diverse locations, including cities in the UK, Brazil, Nigeria, India, Thailand, and Russia. Of special interest is the comparative examination of paired U.S. cities with foreign cities having the same level of economic inequality. http://www.merlot.org/merlot/viewMaterial.htm?id=730316 This is a free online course offered by the Saylor Foundation.'Sociology is the scientific study of society and closely examines human interactions and cultural phenomena, including topics like inequality and urbanization, and their effects on groups and individuals. To do their work, sociologists rely on a philosophy of science called positivism, which you will study in Unit 1. The philosophy of positivism asserts that authentic knowledge, or truth, can only be gained through empirical observations. In other words, we need to be able to experience our observations or use scientific measurement with a form of sensory experience, as opposed to using faith-based or emotional experiences.Another central concept to sociology is that of the sociological imagination. The sociological imagination allows sociologists to make connections between personal experiences and larger social issues. For example, did you know the U.S. has the highest rate of teen pregnancy in the industrialized world? In order to understand this trend, sociologists use scientific methods to make concrete connections between social issues like sex education in schools, sexualization in the media, and poverty and the personal issue of teenage sexual activity and pregnancy.This course is designed to introduce you to a range of basic sociological principles so that you can develop your own sociological imagination. You will learn about the origins of sociology as a discipline and be introduced to major sociological theories and methods of research. You will also explore such topics as sex and gender, deviance, and racism. As you move through the course, try to develop your sociological imagination by relating the topics and theories you’re reading about to your own life experiences.' http://www.merlot.org/merlot/viewMaterial.htm?id=724620 STEPS has created a multimedia initiative to re-ignite interest in the problem of global poverty. Why Poverty? features 8 full-length documentaries and 30 shorts, all available online, that address various aspects of poverty. According to STEPS, he objectives of the initiative are to: - produce narratives that inspire people to think and be part of the solution, - involve the best filmmakers in the creation of bold and provocative factual films, - bring together broadcasters worldwide and engage audience through multiple media platforms, - create a global outreach campaign, supplementing the broadcasts with extra teaching materials, and - engage with decision-makers and influencers to find solutions for change. http://www.merlot.org/merlot/viewMaterial.htm?id=723128 This is a free textbook offered by Saylor Foundation.'The author of Principles of Sociological Inquiry: Qualitative and Quantitative Methods, Amy Blackstone, started envisioning this textbook while sitting in her own undergraduate sociology research methods class. She enjoyed the material but wondered about its relevance to her everyday life and future plans (the idea that one day she would be teaching such a class hadn’t yet occurred to her).Now that she teaches the research methods course, she realizes that students today wonder the very same thing. While the importance of understanding research methods is usually clear to those students who intend to pursue an advanced degree, Amy wanted to write a text that would assist research methods teachers in demonstrating to all types of students the relevance of this course.In addition, Amy Blackstone’s experience as an active researcher who uses both qualitative and quantitative methods made her acutely aware of the need for a balanced approach in teaching methods of sociological inquiry.Together, Amy Blackstone’s experiences as a student, researcher, and teacher shape the three overriding objectives of Principles of Sociological Inquiry: Qualitative and Quantitative Methods: Relevance, Balance, and Accessibility.Principles of Sociological Inquiry: Qualitative and Quantitative Methods emphasizes the relevance of research methods for the everyday lives of its readers, undergraduate students. Each chapter describes how research methodology is useful for students in the multiple roles they fill: (1) as consumers of popular and public information, (2) as citizens in a society where findings from social research shape laws, policies, and public life, and (3) as current and future employees. Connections to these roles are made throughout and directly within the main text of the book.Principles of Sociological Inquiry: Qualitative and Quantitative Methods also provides balanced coverage of qualitative and quantitative approaches by integrating a variety of examples from recent and classic sociological research. The text challenges students to debate and discuss the strengths and weaknesses of both approaches.Finally, one of the most important goals Amy had forPrinciples of Sociological Inquiry: Qualitative and Quantitative Methods was to introduce students to the core principles of social research in a way that is straightforward and engaging. As such, the text reflects public sociology’s emphasis on making sociology accessible and readable. No one can validate that claim more than a teacher or student.'