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Guy Ash's List: Web-based Tools

      • Credible Information: Only validated by his work posted on web site and actual information listed on various website like IBM and eContent to name a few.

    • EBSCOhost: Active Listening: Web-based Assessment Tool for Communication and Active Li...
    • <dd class="citation-title color-s4"><a rel="nofollow" name="citation"><span><strong>Web</strong>-<strong>based</strong> <strong>tools</strong> for modelling and analysis of multivariate data: California ozone pollution activity. </span></a></dd><dd class="citation-image-box"><div id="bookJacket"><div id="qvImages"><h3 class="sub-section-header">Images</h3><div class="thumbnails"><span><a rel="nofollow" id="tQuikView_21" class="icon-image-link"><img height="50" id="imgQuikView_21" alt="Chart" data-defer-image="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/89ec43a1a9d4b4c90cac24278e6995c9/5172ea82/small_thumb/imt/20110901/20202287.jpg" src="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/89ec43a1a9d4b4c90cac24278e6995c9/5172ea82/small_thumb/imt/20110901/20202287.jpg" border="0" class="imgview-thumb"></a> </span><span><a rel="nofollow" id="tQuikView_22" class="icon-image-link"><img height="50" id="imgQuikView_22" alt="Map" data-defer-image="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/362e4e126fddc0db5a6426e4155b5e82/5172ea82/small_thumb/imt/20110901/20202288.jpg" src="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/362e4e126fddc0db5a6426e4155b5e82/5172ea82/small_thumb/imt/20110901/20202288.jpg" border="0" class="imgview-thumb"></a> </span><span><a rel="nofollow" id="tQuikView_23" class="icon-image-link"><img height="50" id="imgQuikView_23" alt="Chart" data-defer-image="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/a92f731e5db76974dfbdd9f4a4b87bac/5172ea82/small_thumb/imt/20110901/20202289.jpg" src="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/a92f731e5db76974dfbdd9f4a4b87bac/5172ea82/small_thumb/imt/20110901/20202289.jpg" border="0" class="imgview-thumb"></a> </span><span><a rel="nofollow" id="tQuikView_24" class="icon-image-link"><img height="50" id="imgQuikView_24" alt="Diagram" data-defer-image="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/0b88f131b3652b786358ae677d2bb7a2/5172ea82/small_thumb/imt/20110901/20202290.jpg" src="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/0b88f131b3652b786358ae677d2bb7a2/5172ea82/small_thumb/imt/20110901/20202290.jpg" border="0" class="imgview-thumb"></a> </span><span><a rel="nofollow" id="tQuikView_25" class="icon-image-link"><img height="50" id="imgQuikView_25" alt="Graph" data-defer-image="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/f1d7459adfcc8e8deff2e640423f018f/5172ea82/small_thumb/imt/20110901/20202291.jpg" src="http://global.ebsco-content.com.oclc.fullsail.edu:81/imageqv/f1d7459adfcc8e8deff2e640423f018f/5172ea82/small_thumb/imt/20110901/20202291.jpg" border="0" class="imgview-thumb"></a> </span><br><a rel="nofollow" title="Go to all 12 images >>" class="all-images">Go to all 12 images &gt;&gt;</a></div></div> </div></dd><dt>Authors:</dt><dd><a rel="nofollow" title="Search for Dinov, Ivo D." id="linkDinovIvoD.">Dinov, Ivo D.</a><sup>1</sup><cite> dinov@stat.ucla.edu</cite><br><a rel="nofollow" title="Search for Christou, Nicolas" id="linkChristouNicolas">Christou, Nicolas</a><sup>2</sup></dd><dt>Source:</dt><dd><a rel="nofollow" title="Search for International Journal of Mathematical Education in Science &amp; Technology" id="link">International Journal of Mathematical Education in Science &amp; Technology</a>. 2011, Vol. 42 Issue 6, p789-805. 17p. 5 Color Photographs, 1 Diagram, 2 Charts, 3 Graphs, 1 Map. </dd><dt>Document Type:</dt><dd>Article</dd><dt>Subject Terms:</dt><dd>*<a rel="nofollow" title="Search for MULTIVARIATE analysis" id="linkMULTIVARIATEanalysis">MULTIVARIATE analysis</a><br>*<a rel="nofollow" title="Search for WEB-based instruction" id="linkWEB-basedinstruction"><strong>WEB</strong>-<strong>based</strong> instruction</a><br>*<a rel="nofollow" title="Search for OZONE layer -- Environmental aspects" id="linkOZONElayer--Environmentalaspects">OZONE layer -- Environmental aspects</a><br>*<a rel="nofollow" title="Search for PUBLIC health" id="linkPUBLIChealth">PUBLIC health</a></dd><dt>Geographic Terms:</dt><dd><a rel="nofollow" title="Search for CALIFORNIA" id="linkCALIFORNIA">CALIFORNIA</a></dd><dt>Author-Supplied Keywords:</dt><dd><a rel="nofollow" title="Search for applets" id="linkapplets">applets</a><br><a rel="nofollow" title="Search for case study" id="linkcasestudy">case study</a><br><a rel="nofollow" title="Search for data analysis" id="linkdataanalysis">data analysis</a><br><a rel="nofollow" title="Search for ozone pollution" id="linkozonepollution">ozone pollution</a><br><a rel="nofollow" title="Search for science education" id="linkscienceeducation">science education</a><br><a rel="nofollow" title="Search for SOCR" id="linkSOCR">SOCR</a><br><a rel="nofollow" title="Search for statistics education" id="linkstatisticseducation">statistics education</a></dd><dt>NAICS/Industry Codes:</dt><dd><a rel="nofollow" title="Search for 525120" id="link525120">525120</a> 525120</dd><dt>Abstract:</dt><dd>This article presents a hands-on <strong>web</strong>-<strong>based</strong> activity motivated by the relation between human health and ozone pollution in California. This case study is <strong>based</strong> on multivariate data collected monthly at 20 locations in California between 1980 and 2006. Several strategies and <strong>tools</strong> for data interrogation and exploratory data analysis, model fitting and statistical inference on these data are presented. All components of this case study (data, <strong>tools</strong>, activity) are freely available online at: http://wiki.stat.ucla.edu/socr/index.php/SOCR_MotionCharts_CAOzoneData. Several types of exploratory (motion charts, box-and-whisker plots, spider charts) and quantitative (inference, regression, analysis of variance (ANOVA)) data analyses <strong>tools</strong> are demonstrated. Two specific human health related questions (temporal and geographic effects of ozone pollution) are discussed as motivational challenges.[ABSTRACT FROM AUTHOR] </dd><dt>&nbsp;</dt><dd><cite>Copyright of International Journal of Mathematical Education in Science &amp; Technology is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</cite>Copyright applies to all Abstracts.</dd><dt>Author Affiliations:</dt><dd><sup>1</sup>Statistics Online Computational Resource, University of California, Los Angeles, CA 90095, USA<br><sup>2</sup>Center for Computational Biology, University of California, Los Angeles, CA 90095, USA</dd><dt>ISSN:</dt><dd>0020739X</dd><dt>DOI:</dt><dd>10.1080/0020739X.2011.562315</dd><dt>Accession Number:</dt><dd>64853592</dd><dt>Database:<br/> </dt><dd>Academic Search Complete</dd><dt>Publisher Logo:<br/> </dt><dd><a rel="nofollow" title="Publisher Logo" href="detail?sid=640a6923-c9eb-4c72-ac87-cc4875c6ad3c@sessionmgr4&amp;vid=14&amp;hid=19&amp;mdb=a9h&amp;jdb=a9hjnh&amp;ss=JN+%22International+Journal+of+Mathematical+Education+in+Science+%26+Technology%22&amp;sl=jh" id="lnk_Hjaf" class="icon-image-link"><img id="img_Hjaf" alt="" src="http://global.ebsco-content.com.oclc.fullsail.edu:81/embimages/4e9bae47ab887342d040f3eec7e71cb2/5172ea82/rdk/logos/imt.jpg" align="middle" border="0" class="icon-image"></a></dd><dt>Images:</dt><dd><ul class="imgview-list-content"><li class="imgview-list-link-nofont imgview-show-link"><a rel="nofollow" name="GoToAllQVI"> </a><a rel="nofollow" title="Show all 12 images" href="?sid=640a6923-c9eb-4c72-ac87-cc4875c6ad3c@sessionmgr4&amp;vid=14&amp;hid=19&amp;" id="linkQuikView11_1" class="icon-image-link">Show all 12 images</a><input type="hidden" value="tContainer2_1|(PN 64853592)|a9h|64853592|AN|3~12^64853592" name="iqvArgs">&nbsp;<img id="ajaxActivity_1" alt="Activity Indicator" src="http://global.ebsco-content.com.oclc.fullsail.edu:81/interfacefiles/13.1.2.2/iconAjaxActivity.gif" border="0" class="imgview-hide-link" name="iconAjax"><a rel="nofollow" title="Show fewer images" href="?sid=640a6923-c9eb-4c72-ac87-cc4875c6ad3c@sessionmgr4&amp;vid=14&amp;hid=19&amp;" id="linkQuikView21_1" class="imgview-hide-link">Show fewer images</a><input type="hidden" value="tContainer2_1|(PN 64853592)|a9h|64853592|AN|3~12^64853592" name="iqvArgs"></li><li><div id="tContainer1_1"><span class="imageview-caption"><a rel="nofollow" id="tQuikView_11" class="icon-image-link"><img height="50" id="imgQuikView_11" alt="Chart" data-defer-image="http://imageserver.ebscohost.com.oclc.fullsail.edu:81/img/imageqv/large%5Fthumb/imt/20110901/20202287.jpg?ephost1=dGJyMMvl7ESepq84v%2bbwOLCmr0uepq5Srqa4SK6WxWXS" src="http://imageserver.ebscohost.com.oclc.fullsail.edu:81/img/imageqv/large%5Fthumb/imt/20110901/20202287.jpg?ephost1=dGJyMMvl7ESepq84v%2bbwOLCmr0uepq5Srqa4SK6WxWXS" border="0" class="imgview-thumb"></a> </span><span class="imageview-caption"><a rel="nofollow" id="tQuikView_12" class="icon-image-link"><img height="50" id="imgQuikView_12" alt="Map" data-defer-image="http://imageserver.ebscohost.com.oclc.fullsail.edu:81/img/imageqv/large%5Fthumb/imt/20110901/20202288.jpg?ephost1=dGJyMMvl7ESepq84v%2bbwOLCmr0uepq5Srqa4SK6WxWXS" src="http://imageserver.ebscohost.com.oclc.fullsail.edu:81/img/imageqv/large%5Fthumb/imt/20110901/20202288.jpg?ephost1=dGJyMMvl7ESepq84v%2bbwOLCmr0uepq5Srqa4SK6WxWXS" border="0" class="imgview-thumb"></a> </span><span class="imageview-caption"><a rel="nofollow" id="tQuikView_13" class="icon-image-link"><img height="50" id="imgQuikView_13" alt="Chart" data-defer-image="http://imageserver.ebscohost.com.oclc.fullsail.edu:81/img/imageqv/large%5Fthumb/imt/20110901/20202289.jpg?ephost1=dGJyMMvl7ESepq84v%2bbwOLCmr0uepq5Srqa4SK6WxWXS" src="http://imageserver.ebscohost.com.oclc.fullsail.edu:81/img/imageqv/large%5Fthumb/imt/20110901/20202289.jpg?ephost1=dGJyMMvl7ESepq84v%2bbwOLCmr0uepq5Srqa4SK6WxWXS" border="0" class="imgview-thumb"></a> </span><div style="display:none;" id="tContainer2_1"></div></div></li></ul></dd>
      • Examples of Web-based tools

  • Apr 20, 13

    The first African-American photographer at Life and a top fashion photographer at Vogue, Mr. Parks, who died in 2006, was equally attracted to grit and glamour, said the photographer Adger Cowans, 76, who worked as his assistant in the 1950s and was a lifelong friend. ''He was a storyteller trying to tell a different kind of story,'' Mr. Cowans said. Mr. Parks took most of the photographs here for the Farm Security Administration, where he worked on a fellowship in the 1940s documenting life in Washington and New York City. His Harlem photographs, especially, are so intimate because ''they're almost reflections of what he remembers of his childhood,'' said Anthony Barboza, 68, another photographer and friend. ''He's talking about himself. There is some wonderment in the pictures because Harlem was incredible at that time. Everyone was there.'' JOHN LELAND

    • The Christian Science Monitor

      November 9, 2012 Friday

      What superstorm Sandy taught me about the failures of online learning (+video);
      When hurricane Sandy closed my campus for a few days, my students and I had to conduct our course online. It was wholly inadequate. Online learning cannot - and should not - replace the real-time dialogue of the in-person classroom.


      BYLINE: By Nicolaus Mills

      SECTION: Commentary

      LENGTH: 769 words

      As a college English teacher whose school was closed for a week by superstorm Sandy, I learned an important hurricane lesson, one that I suspected all along: Online teaching is no substitute for the real thing in person. It rules out the most essential ingredient of the classroom and lecture hall - real-time collaboration between teacher and student.

      When Sandy struck, my students and I did not sit around twiddling our thumbs. We began a series of email exchanges. I read papers, marked them, and emailed them back within 24 hours. By the standards of any online course, my students and I were having high levels of contact. There was plenty of "feedback" and no slacking off on the reading workload.

      By online standards my students and I were successfully carrying on a course, but we were in fact engaged in pantomime. Our reading and writing assignments fulfilled formal requirements but missed out on the kind of personal exchange that is fundamental to learning.

      In my emails back to my students, I was able to point out where their interpretations of a novel lacked textual evidence. I was even able to show them where their writing was murky. But what was impossible for me to do - short of sending an endless stream of e-mails - was find out through a meaningful conversation what my students were thinking when they misread a passage or got klutzy in their writing.

      Any teacher can praise or criticize a student. That's easy. But the key to good teaching is figuring out with students why they approached an assignment the way they did. Genuine growth in students comes not from them trying to fulfill their teacher's demands, let alone please their teacher, but from them coming to the conclusion that there is a better way to read a book or write a paper than they first tried.

      That better way has to be negotiated, however. It has to incorporate students' own opinions, and it has to begin with the place students are at when they enter a course.

      A class meeting or one-on-one conference lets a teacher deal with all of these issues. The teacher and student get to see one another's faces, get to know whether a lesson is pleasurable or tedious, get to figure out how far to push an issue.

      Email falls short in all these departments, and online courses with their mechanistic reliance on chat rooms, standardized assignments, and PowerPoint makes matters even worse in their fast-food approach to learning.

      At a time when colleges and universities are competing to see which can win the rankings wars and which can fund as many foreign campuses as possible, it is clear why online earning has such appeal. At its heart is a winner-take-all psychology. Get the best lecturer money can buy, hire a group of anonymous, poorly paid assistants (who cares if they even have Ph.D.s) to mark online papers, and you have a moneymaker that eliminates the need for low teacher-student ratios as well as dorms and deans.

      Harvard and MIT, which are offering edX, and Stanford, Princeton, Penn, Michigan, and Berkeley, which are offering Coursera (all for free), are giving online learning respectability, even as they cater to the students on their own campuses. But for these elite schools, online learning is just another way to push their brand and thus make more money. Even when they offer large lecture courses to hundreds of their own students, they offer them through a professor who is physically present and can take questions.

      The real danger from the online fad is that politicians and voters will come to think online courses are good enough for the mass of students in their state (especially those in community colleges) and treat them as a silver bullet rather than a cost-efficient supplement to conventional teaching. As a result, the growing divide between America's top schools and those charged with the higher education of most of the rest of the country will widen even further.

    • New Musical Express

      December 8, 2012

      The Rolling Stones added to Hurricane Sandy relief concert line-up in New York

      LENGTH: 294 words

      HIGHLIGHT: Band join The Who and Paul McCartney Enhanced Coverage LinkingPaul McCartney  -Search using:Biographies Plus NewsNews, Most Recent 60 Dayson bill



      The Rolling Stones have been added to the line-up for the Hurricane Sandy relief concert in New York.

      Billboard reports that the band will join the bill at Madison Square Garden on December 12, with other names confirmed for the fundraiser gig set to include Paul McCartney, Enhanced Coverage LinkingPaul McCartney,  -Search using:Biographies Plus NewsNews, Most Recent 60 DaysThe Who and Eric Clapton.

      Bruce Springsteen, Bon Jovi, Billy Joel, Kanye West and Coldplay singer Chris Martin Enhanced Coverage LinkingColdplay singer Chris Martin  -Search using:Biographies Plus NewsNews, Most Recent 60 Dayswill also play at the show, which will help fund relief for victims of the hurricane in New York, New Jersey and Connecticut. The Stones confirmed the news via their Twitter account, simply writing: The Rolling Stones to perform at 12-12-12 at Madison Square Garden, to aid victims of Hurricane Sandy #12121 .

      The band are set to play at the Barclays Center in New York on December 8 and will then go on to perform two dates at The Prudential Center in Newark, New Jersey on December 13 and 15. They also completed a two-date stint at London's O2 Arena last month (November 25 and 29).

      Yesterday (December 7), it was confirmed that The Rolling Stones documentary Crossfire Hurricane will be released on DVD and Blu-Ray on January 7, 2013. The film, which premiered in cinemas across the UK on October 18 and was subsequently broadcast on BBC2 to coincide with the band's shows in London, is directed by Brett Morgen and documents their career from their early road trips and gigs in the 1960s, via the release of 1972's seminal 'Exile On Main Street' right up to present day. It features stacks of unseen footage of the band, including commentaries from Mick Jagger, Keith Richards, Charlie Watts, Ronnie Wood and former Stones Bill Wyman and Mick Taylor.

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      • Credible Source of authors and information was good except Truong, Phuong has additional sources that incorrect: could not validate

    • eb-based tool for expert elicitation of the variogram.
      Authors:
      Truong, Phuong N.1 phuong.truong@wur.nl
      Heuvelink, Gerard B.M.1 gerard.heuvelink@wur.nl
      Gosling, John Paul2 j.p.gosling@leeds.ac.uk
      Source:
      Computers & Geosciences. Feb2013, Vol. 51, p390-399. 10p.
      Document Type:
      Article
      Subject Terms:
      *WEB-based instruction
      *VARIOGRAMS
      *GEOLOGY -- Statistical methods
      *ESTIMATION theory
      *INFORMATION theory
      *GNU General Public License (Free software license)
      *MULTIVARIATE analysis
      *DATABASES
      Abstract:
      Abstract: The variogram is the keystone of geostatistics. Estimation of the variogram is deficient and difficult when there are no or too few observations available due to budget constraints or physical and temporal obstacles. In such cases, expert knowledge can be an important source of information. Expert knowledge can also fulfil the increasing demand for an a priori variogram in Bayesian geostatistics and spatial sampling optimization. Formal expert elicitation provides a sound scientific basis to reliably and consistently extract knowledge from experts. In this study, we aimed at applying existing statistical expert elicitation techniques to extract the variogram of a regionalized variable that is assumed to have either a multivariate normal or lognormal spatial probability distribution from expert knowledge. To achieve this, we developed an elicitation protocol and implemented it as a web-based tool to facilitate the elicitation of beliefs from multiple experts. Our protocol has two main rounds: elicitation of the marginal probability distribution and elicitation of the variogram. The web-based tool has three main components: a web interface for expert elicitation and feedback; a component for statistical computation and mathematical pooling of multiple experts’ knowledge; and a database management component. Results from a test case study show that the protocol is adequate and that the online elicitation tool functions satisfactorily. The web-based tool is free to use and supports scientists to conveniently elicit the variogram of spatial random variables from experts. The source code is available from the journal FTP site under the GNU General Public License.[Copyright &y& Elsevier]
       
      Copyright of Computers & Geosciences is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Copyright applies to all Abstracts.
      Author Affiliations:
      1Department of Environmental Sciences, Wageningen University, PO Box 47, 6700 AA, Wageningen, The Netherlands
      2Department of Statistics, University of Leeds, LS2 9JT, UK
      ISSN:
      00983004
      DOI:
      10.1016/j.cageo.2012.08.010
      Accession Number:
      84651140
      Database: 
      Academic Search Complete

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