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Welcome educators! WikiEducator is highly recommended as a great resource to assist you, no matter what grade level you are working with. This page is provided to illustrate the diversity of Wikieducator and that the educational material it contains will continue to grow with the continued collaborative input from more and more educators and students. As you will find out from our examples below, Wiki has pages on a variety of topics. The information is kept up to date and provided and edited by experienced people. Our examples stress societal issues, but I'm sure that whatever your interests are they are included. Wiki offers several different tools, lesson plans on some topics, different angles of approach on some topics and best of all it's free. So welcome to WikiEducator, take some time and discover all it has to offer.
WikiEducator aims to build a thriving and sustainable global community dedicated to the design, development and delivery of free content for learning in realization of a free version of the education curriculum by 2015.
The project has adopted a community governance model and hence it is owned by the community represented by a Community Council. The WikiEducator community has so far networked thousands of Educators and many Academic bodies to realize its vision of open and free educational Curriculum.
Creationism Vs. Evolution
Creationism Wiki Page
Institute for Creation Research.
PBS Site on evolution
An interactive site to help in teaching and understanding evolution.
An article on the information around teaching Creationism and Evolution in Public Schools.
*One note that needs to be made is That Private schools have the right to design their own curriculum and rules, making it possible for them to operate outside of the laws that govern public schools and therefore teach different things, and deny some students on a basis that other places would be considered discrimination
What classifies as a Special Education student in Public Schools VS. Private?
Description of a Special Education teachers responsibilities, qualifications and such required in order to teach in Public schools.
A list of the disabilities that qualify a child for Special Education programs.
The National Association of Private Special Education Centers. This is for private schools and centers that offer programs.
A book on the technology involved in Special Education teaching in Public Schools.
A number of links for parents and teachers of Special Education Teachers.
Crime is the breach of rules or laws for which some governing authority (via mechanisms such as police power) may ultimately prescribe a conviction. While every crime violates the law, not every violation of the law counts as a crime; for example: breaches of contract and of other civil law may rank as "offences" or as "infractions".
There is alot of information to be found on Wikieducator about deforestation. You or a student may ask what is the definition of deforestation. Go ahead click on definition.
Perhaps you would like to do a lesson on the
causes of deforestation. That link is a sample lesson plan. You can also access
additional links for links to information that is located on the world wide web.
I'm sure that part of what you will want to teach your students about are some of the
effects of deforestation, commonly referred to as clear cutting. As you will find many of the pages here on Wikieducator have
additional links pertinent to whatever topic you are researching. As we all know one of the effects of deforestation is
global warming, but you may not have considered how it effects our marine life, if you would like to know more click on this
aquatic ecosytems link.
A great way to get students involved in class room conversations or in doing something proactive about it might be to have them review one persons view of some
solutions to the problem. They can also review this document intended to assist
developing countries in their struggle to find a balance between the benefits of clear cutting their forests and the necessity to not eliminate them.
Many of the pages that teachers who have gone before you have written also recommend
activities to get the students motivated to learn about a given subject.
So let's use Wikieducator to make our jobs easier and motivate our students.
Concept of Advertising
Anytime you want to let people know about anything you are using a form of advertising. The basic concept of advertising has been around for as long as a person has wanted to sell or trade. The way that we approach advertising has changed throughout the years, but the concept is the same, "To convince potential customers to buy your product or service".
As we delve deeper and deeper into a computer based society the world of advertising has exploded, once again, and can now permeate most areas of our lives like never before. We have ads on our cell phones, in our email, tv, as we drive, on the radio, we are basically swimming in an ocean of advertisements both subtle and overt.
We have now moved into a new era of advertising and marketing with the advent of new technology, personalized advertising. Google gmail does it openly. They track the happenings of your emails to display ads to you that might be of interest to you, but they are far from the only ones that do this type of data collection in order to get the right ads to the right people to increase the chance of making that sale. Grocery stores use club cards to track your purchases, online search engines track what you search for to fine tune the ads you are likely to see, and places like Amazon track all kinds of activity on their site to personalize as much as possible for you when you peruse their site.
Techniques of Advertising
- AVANTE GARDE
The suggestion that using this product puts the user ahead of the times e.g. a toy manufacturer encourages kids to be the first on their block to have a new toy.
- FACTS AND FIGURES
Statistics and objective factual information is used to prove the superiority of the product e.g. a car manufacturer quotes the amount of time it takes their car to get from 0 to 100 k.p.h.
- WEASEL WORDS
“Weasel words" are used to suggest a positive meaning without actually really making any guarantee e.g. a scientist says that a diet product might help you to lose weight the way it helped him to lose weight.
- MAGIC INGREDIENTS
The suggestion that some almost miraculous discovery makes the product exceptionally effective e.g. a pharmaceutical manufacturer describes a special coating that makes their pain reliever less irritating to the stomach than a competitor`s.
The suggestion that purchasing this product shows your love of your country e.g. a company brags about its product being made in America and employing American workers.
Diversion seems to tackle a problem or issue, but then throws in an emotional non-sequitor or distraction. e.g. a tobacco company talks about health and smoking, but then shows a cowboy smoking a rugged cigarette after a long day of hard work.
Words and ideas with positive connotations are used to suggest that the positive qualities should be associated with the product and the user e.g. a textile manufacturer wanting people to wear their product to stay cool during the summer shows people wearing fashions made from their cloth at a sunny seaside setting where there is a cool breeze.
- PLAIN FOLKS
The suggestion that the product is a practical product of good value for ordinary people e.g. a cereal manufacturer shows an ordinary family sitting down to breakfast and enjoying their product.
- SNOB APPEAL
The suggestion that the use of the product makes the customer part of an elite group with a luxurious and glamorous life style e.g. a coffee manufacturer shows people dressed in formal gowns and tuxedos drinking their brand at an art gallery.
Bribery seems to give a desirable extra something. We humans tend to be greedy. e.g. Buy a burger; get free fries.
A famous personality is used to endorse the product e.g. a famous basketball player (Michael Jordan) recommends a particular brand of skates.
- WIT AND HUMOR
Customers are attracted to products that divert the audience by giving viewers a reason to laugh or to be entertained by clever use of visuals or language.
- SIMPLE SOLUTIONS
Avoid complexities, and attack many problems to one solutions. e.g. Buy this makeup and you will be attractive, popular, and happy.
- CARD STACKING
The propaganda technique of Card-Stacking is so widespread that we may not always be aware of its presence in a commercial. Basically, Card-Stacking means stacking the cards in favor of the product; advertisers stress is positive qualities and ignore negative. For example, if a brand of snack food is loaded with sugar (and calories), the commercial may boast that the product is low in fat, which implies that it is also low in calories. Card-Stacking is such a prevalent rational propaganda technique that gives us only part of the picture.
- GLITTERING GENERALITIES
The glittering generalities technique uses appealing words and images to sell the product. The message this commercial gives, through indirectly, is that if you buy the item, you will be using a wonderful product, and it will change your life. This cosmetic will make you look younger, this car will give you status, this magazine will make you a leader-all these commercials are using Glittering Generalities to enhance product appeal.
Bandwagon is a form of propaganda that exploits the desire of most people to join the crowd or be on the winning side, and avoid winding up the losing side. Few of us would want to wear nerdy cloths, smell differently from everyone else, or be unpopular.
The popularity of a product is important to many people. Even if most of us say we make our own choice when buying something we often choose well-advertised items- the popular ones. Advertising copywriters must be careful with the bandwagon propaganda technique because most of us see ourselves as individuals who think for themselves. If Bandwagon commercial is to obvious, viewers may reject the product outright.---Foothilltech
Some History of Advertising
History of advertising in America.
Advertising timeline in america
Regulation of Police/police brutality
In this topic, we’re going to look at this topic by dividing it in two parts which are
1- Regulation of Police
2- Police Brutality
In the both section we’re surveying and researching about Police in the U.S. So our outcomes will be contained the U.S. It might be some similarity between Regulation of Police/ Police Brutality, in the U.S and other countries as well.
Some information about Regulation of Police
According to the web site address the rapid democratization of political life following the February revolution in Paris out paced police regulation until Louis Napoleon Bonaparte's coup d'état of December 1851. Recently historians, such as Maurice Agulhon, John Merriman, and Ted Margadant have shown that dialectic of revolution and repression unfolded after February 1848. Innovations in political organization elicited novelties in governmental repression. As a result, state brutality became more overt while political organization became more clandestine. Only Louis Napoleon Bonaparte's coup d'état in December was able to break this cycle. This event sparked the final armed insurrection in French history and represented the last sustained nationwide attempt at conspiratorial politics. The growing sophistication of police regulation and governmental repression over the period 1848-1851 insured that these forms of collective action were now obsolete.
February 1848 produced the greatest political and social eruption since 1789. The immediate proclamation of freedom of the press and of assembly and association brought an avalanche of newspapers, clubs, and associations. To facilitate the exercise of these freedoms the revolutionary government refashioned the administrative and police machinery and removed much of the Orléanist personnel. Urban revolutionaries and workers were the first to benefit from this transformation. Only in 1849 did radicalism begin to make effective inroads into rural life.
Federal Reserve regulation setting minimum down payments, maximum maturities, and other terms applicable to consumer credit, authorized by executive order during World War II and Congressional legislation in 1947-48. With the repeal of authorizing legislation in 1952, Regulation W was revoked.
A useful article from Guardian news paper
Tony Travers, Wednesday 28 October 2009, in Guardian says:
Three separate police-related stories have played out in the press in recent days. The Guardian has been running a story about the way the police have been photographing anti-arms protesters and others deemed to be potential "domestic extremists". Over at the Daily Mail, the police have been accused of criminalizing the over-40s. According to the Mail, as a result of an attempt to hit targets "the number of over-40s receiving a first conviction or caution has increased by half since 2001"
Meanwhile the Daily Telegraph and the London Evening Standard, following a story in a police magazine, have been detailing the police's decision to carry guns in suburban areas of the capital. The Standard reported that "a team of 18 constables armed with sub-machine-guns, led by an inspector and two sergeants, will operate permanently in 'hotspots' in Brixton, Haringey and Tottenham".
These stories have been given prominence by the print media, generating a response among their own readers and police authority members. The Guardian's story fits into a longer-running narrative about the policing of dissent, in particular the "kettling" of G20 protesters earlier in the year.
The British police are not baddies. Against the background of the problems that plagued many forces in the past, contemporary police officers try hard to recognise the complexities of the society they are asked, along with teachers and social workers, to manage. Chief constables, with rare exceptions, seek to avoid becoming tangled in party politics or controversial issues.
But the coincidental prominence given to the three policing issues highlighted above points to an awkward reality. Because operational policing is the responsibility of chief constables, elected politicians cannot determine issues such as when guns are to be carried, whether to hold photographic galleries of protesters or, indeed, the holdings of the DNA database. Perhaps more importantly, politicians cannot be held to account for difficult – or bad – policing decisions.
Thus, it would be inappropriate, within the existing British policing settlement, for politicians to attempt to influence how the Metropolitan police commissioner or chief constables deploy their officers. The home secretary, the mayor of London and police authority members can have a role in non-operational matters, but operational business is left wholly in the hands of the police themselves.
The vacuum left by this accountability gap is filled by the media, who highlight issues they believe require action and then put pressure on chief police officers to react. In effect, the press is a national police authority, using the power of disclosure and reputational damage to change operational policing decisions. The G20 policing style already seems to have changed, while the use of guns for routine patrol in London has been swiftly abandoned since the press got onto the case.
Conclusion of the article
But are the newspapers, TV and radio really an appropriate way to put pressure on operational policing decisions? We now appear to have arrived at a point where the media can get policing policy altered while politicians cannot. This is not to say that cabinet ministers, the mayor of London or police authorities should determine the detail of every police operation. But Britain does need to come up with an answer to the question of how exactly politicians should be involved in influencing, and thus taking responsibility for, the way the police deliver their services. Leaving it to the Guardian, the Mail, the Telegraph and the Standard surely isn't the answer.
There are more pictures provided for Brutality of police in this link. [http://photobucket.com/images/police%20brutality/
The October 22nd Coalition to Stop Police Brutality, Repression and the Criminalization of a Generation has been mobilizing every year since 1996 for a National Day of Protest on October 22nd, bringing together those under the gun and those not under the gun as a powerful voice to expose the epidemic of police brutality.
The National Day of Protest aims to bring forward a powerful, visible, national protest against police brutality and the criminalization of a generation. It aims to expose the state's repressive program. It aims to bring forward those most directly under the gun of Police Brutality AND to also reach into all parts of the society--bringing forward others to stand in the fight against this official brutality. And the National Day of Protest aims to strengthen the peoples' organized capacity for resistance in a variety of ways.
The Coalition also works on the Stolen Lives Project, which documents cases of killings by law enforcement agents nationwide. The second edition of the Stole n Lives book documents over 2000 cases in the 1990's alone.
Research and collection of data in preparation for a second volume continues, and volunteers for researching or editing are welcomed.
This is a video for police brutality subject.
In this video there are some scenes which are really shocking. It shows the brutality of a couple police and how they act with a person.
This is another video of police brutality.
NBC Chicago highlights a nasty piece of police brutality that was caught on tape in El Monte, California. After leading police on a high-speed chase, a suspect flees on foot but quickly realizes he can't escape and lies on the ground with his hands and legs spread awaiting arrest. A cop runs over and promptly, and viciously, kicks him in the face.
This is a real story from an African American man:
“William J. Whitfield 3rd, an unarmed African American man, was shot dead in a New York supermarket on 25 December 1997 by police who said they mistook the keys he was carrying for a gun. Although the officer who shot him was cleared of wrongdoing, it was revealed that he had been involved in eight prior shootings.”
Cases like this are becoming increasingly common. Every year there are thousands of reports of excessive use of force by police officers, and it is difficult to tell exactly how many cases go unreported. There are over 17,000 police forces in America, and each has a code of practice more unique than the next. While most have strict guidelines regarding the use of deadly force, these guidelines are not always adhered to or even completely understood. Internal Affairs Investigations have been accused of bias and a tendency to sweep these types of incidents under the rug. For the most part, disciplinary action is rare in police brutality cases, and when punishments are given out, they are usually quite lenient.
The primary discrepancy in "use of force" cases stems in part from the fact that police are required to use some sort of force and it is difficult to see where to draw the line between what is required and what is excessive. No matter what type of activities police officers are involved in, they are often required to use force to rectify certain situations. In fact, the ability to use force under the law has been known to create of sense of unity among police officers, because they are virtually the only people with this power. While that type of power can be a concern for both officers and citizens, we cannot set aside the human factor. Police officers are not merely human forms of "Robocop", firing their guns arbitrarily with a complete lack of sense or emotion.
Police officers rely primarily on instinct and as long as their basic intention is to promote good and not evil, citizens need to trust that an officer’s instincts are generally correct. While exploitative media coverage of police brutality helps to fuel a lack of trust on the part of many citizens, it is important that citizens are aware of their right to prosecute in legitimate cases. All in all, this is an issue that will continue to plague the public and police departments throughout the country until a viable solution to the problem is discovered.
There is Brutality in Police in any country. But here we’re surveying the Brutality in the US. As we know this is not pandemic issue in whole the US but in some cases there are some huge brutalities in police. Some if them remains hidden and nobody observes them. But in some cases the worldwide cares about these kinds of brutalities.
Now there are some new laws to survey the action of the police to control the brutality among them.
<font-size 20pt; font color="green">Now You Know Why Wiki
Now that you have seen for yourself, what a wonderful resource WikiEducator is, be sure to tell all your friends and fellow educators. Don't forget the variety of topics it has quality information on and remember it's free. Also, the information provided is very easy to adapt to whatever age or learning ability you are working with. I am sure you are wondering what's the catch. Well, okay maybe there is a catch, but it's only that we ask you to become contributors too. Please share your knowledge and experience with others.
1. In order for WikEducator to achieve greater exposure with educators of all levels all over the world, I would get as many lists as possible of teachers names at as many schools as possible world wide and using the schools e-mail formats send out mass e-mails to those teachers.
2. Since Wikipedia results turn up high in searches, I would use whatver marketing scenario their using.
Group 2 - Why wikieducator?
response to scenario 2
professionalism demonstrated 3
client audience needs 3
main theme 3
supporting points 2
summary / conclusions 3
proposed strategy 2
action plan / recommendations 2
pictures – sources 2
writing / editing 2
collaboration / teamwork / communication 3
client support 2
facts / assumptions 2
references / citations 2
original work 3
use of wiki features – linking, discussion 3
This page was very impressive because it gave many examples as to why we should use wikieducator. It had a nice theme and there were pictures to accompany every point. I was also impressed because they linked videos on their page, something that we did not think of.
Two suggestions I have:
1) A resources / links section at the end. I found that missing in their page.
2) There is also an incomplete section on the top, they should just remove that to clean up their page.
Group 2: (title?)
Overall - 2
The work on the issues sections vary widely in quality. The first two sections, evolution vs. creationism and special ed students in private vs. public schools, are merely a bunch of links. The police brutality section is well put together, but does not say how wikieducator helps with the problem. The advertising and deforestation sections provide links to specific wikieducator pages dealing with the issues. However, the page does not tie in how wikieducator can help with the issues. The recommendations section seems rather weak, and no assumptions are outlined. Good use of visuals on the page.
Group 2 why wiki
They did a good job providing information in depth. They had enough links for more details and their page was well organized.
There are things that they could have done differently that might have improved their report. I don't like they're back ground. I think that the information that they wrote about and the topics they chose does not really relate to the entire project. I do not see where is the connection between deforestation, advertising, police brutality and the wikieducator project.
I think if they picked different topics their report could help wikieducator better.
Group 2 - DeAnza College/CIS/Fall 2009 .....
Mechanics - 1 no citations or references
Organization 3 some good, some bad
Requirements 2 - missing references, strategy
Content 2 - essentials included, but some sections left incomplete or are just links.
Collaboration 2 - good split of work between 2 people, with another 1 doing a little at the end, out of 6 people.
Maybe I've been harsh on this one, counting the lack of references twice and stuff. I'd recommend adding that and beefing up lacking content.
Group 2: Why WikiEducator?
Mechanics: 2 - 4 grammatical errors detected. Section "Deforestation" contains most of the errors. For example: "WikiEducator" not "Wikieducator", "a lot of" not "alot of", "affects" not "effects", and "A great way... about them..." not "...about it...". It appears that the group didn't spend time revising this section.
Organization: 3 - Headings were used to clarify different topics. Bulleted list of ideas appears in section "Techniques of advertising" . Needed to develop more transitions to better explain why choose WikiEducator after introducing a variety of topics.
Originality: 3 - For the most part, ideas seem to come from group members. Others' ideas were credited. However, the group should have added a reference section to clearly do that.
Requirement: 3 - Requirement are met. Came up with different social issues that WikiEducator can help with. Explained why educators should choose Wiki.
Content: 3 - Included many interesting topics. Some topics were well presented. Pretty good online resources.
Collaboration: 2 - Works are divided. Contributions seem uneven. One team member didn't finish her writing.
Personal opinion and suggestion:
Nice work but could have been better. The unfinished section by Gabrielle - "Crime"( a good topic which all educators really want to see) should have been done by other team members to fully complete the project. Thank you for your effort, group 2!