• Digital Immigrant
• After reading Digital Natives, Digital Immigrants, By Marc Prensky, I agreed and disagreed with Prensky on many aspects especially, “Our students have changed radically.” Today’s students are no longer the people our educational system was designed to teach. I do not agree that they educational system is obsolete per say I believe that the old system of specific time frames are out dated and we need to adjust to our students who have short attention spans when we plan our lessons. I agree that we also need to take into account the culture that our students grew up in, as this also affects how they learn because depending on our surroundings we think differently.
• According to Prensky, “The environment and culture in which people are raised affects and even determines many of their thought process.” Meaning, that not everyone thinks in a linear manner and we need to realize this and change the way that we present the material to our students. We also need to realize that with the invention of video games our brains have been retrained, creating “hypertext mind. They leap around.” This creates an environment where their minds can not hold onto a singular set of information for a long period of time. They gather the “gist” of the idea about what they are focusing on, but do not give 100% of their attention to the material.
• I agree that we have lost the reflection portion of our brains with all the non-stop stimulation that we are receiving on a daily basis, whether it is television, internet, computers, phones or video games our brains have forever been re-programmed. I agree that we give less and less time to our reflective process and just go full speed ahead without thinking about the consequences of our actions. This would be a great area to work on with students to try and help them become more accustomed to the older way of learning.
• With the invention of video games and the changing brain structure there are also new ways that we can go about teaching students as they have developed a higher sense of “ parallel processing, graphic awareness and random access,” these of which we are completely ignoring. I believe that if we acknowledge and help foster this type of learning we will be able to better reach out students. I do not agree however with the Digital Game-Based learning however, that some believe will help our students achieve these goals.
• Many of the Digital Game- Based learning that I have witness does not necessarily work because students see this solely as a game and or get bored easily and because they are very technologically savvy they have found ways in which they no longer have to complete the assignments that are game based. However, those that did find the games helpful did receive better grades, those who found the games to be boring and or lackluster in appearance did not see a significant change. The United States military has also taken note of this phenomenon and has begun to train their military using technology to stimulate the brains of our digital natives. We as teachers need to take the next steps and become more aware of the different ways in which we can help the digital natives that we are seeing in our classrooms. We need to change we can no longer “choose to ignore (our) eyes, ears and intuition, (nor can we) pretend the Digital Native/ Digital immigrant issue does not exist.” 

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• It’s a concept we all know and that makes a lot of sense to many of us, the concept of Digital Natives (and digital immigrants). Prensky coined this concept already in 2001 and it spread like wildfire. It’s used as an argument for many changes. “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach” (Prensky, 2001). But meta-research by Bennett, Maton & Kervin showed already that there is ample evidence for this statement. New literature research by Chris Jones and Binhu Shao learns now that the truth is at least very nuanced, from the executive summary:
• There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place.
• The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet.
• Demographic factors interact with age to pattern students’ responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student.
• The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet.
• Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is ‘moderate’ use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities.
• Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received.
• Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy.
• There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration
• T

  here is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding
• Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change.

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• What is Society
• ndividual is the basic component of society. The interaction of individuals with each other gives birth to group. The social groups interact with each other and develop relationships with each other, leads to a society. The players in football or other games came together is not a society, but just an aggregate of people. Within the society there are patterns and groupings on the basis of likeness and differences. "Likeness" creates a chain of relations among the individuals having similarity in one or more conditions' like same profession, same residence, same caste, family and kinship, college, age, sex etc.
• interests are joined together rustling in the formation of various groups and categories. Without difference in cultural conditions of a society the human life would have been monotonous and probably limited in which little change is predictable. The system of give and take relationship creates reciprocal roles in human life. These differences lead to variety of human behaviors and social division of labor; the process of specialization is developed. Man is dependent on society for basic needs satisfaction i.e. food, protection, education, etc. There are societies on local as well as on national levels.
• Meaning of Society
• This term has been derived from a Latin word 'socious' that means association or companionship. Thus society means 'A larger group of individuals, who are associative with each other'.
• Definition of Society
• Prof Wright: It is a system of relationships that exists among the individuals of the groups.

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• Multimodality
• Multimodality and Social Semiosis
• Multimodality and Social Semiosis

• Multimodality and Social Semiosis
• Gunther Kress, one of the founders of social semiotics and multimodality, has made lasting contributions to these fields through his work in semiotics and meaning-making; power and identity; agency, design, production; and pedagogy and learning; in varied sites of transformation. This book brings together leading scholars in a variety of disciplines, including social semiotics, pedagogy, linguistics, media and communication studies, new literacy studies, ethnography, academic literacy, literary criticism and, more recently, medical/clinical education, to examine and build upon his work. This disciplinary diversity is evidence of the ways in which Kress' work has influenced and been influenced by a wide range of academic work and intellectual endeavors and how it has been used to lay foundations for theory-building and concept development in a varied yet connected range of areas.
• The individual contributions to the book pick up the threads of the often collaborative work of the authors with Kress; they show how these approaches were subsequently developed and discuss what future trajectories the authors see for them.

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• “not be conformed to this world, but be transformed by the renewal of [the] mind” (
• What Memes Mean: Why Memes Are Important
• The term meme was coined by biologist Richard Dawkins in 1976 to posit how evolutionary principles might apply to culture at large. In Dawkins’s definition, a meme (he was intentionally trying to coin a word that sounded like gene) is an idea, habit, or phrase we pass from person to person within culture. Dawkins proposed that this worked according to a sort of Darwinian genetic scheme, kind of a natural selection of cultural artifacts producing an evolution of culture.
• In popular usage, the term meme has come to mean simply the various bits of digital fluff that go viral when we share them on the Net. For most of us, the word meme brings to mind cats with bad grammar and videos and teenagers singing awkward pop songs about days of the week—not New Atheists going on about the Galapagos Islands. This is actually quite a fitting development for the definition, since Internet meme is most often a hijacking of something intended for one purpose and using it for another ironically or satirically. Internet meme has hijacked Dawkins’s term with all of its proposed grandeur and infused it with snark.
• But Dawkins’s original definition of meme still very much applies: Internet memes are the pieces of digital culture we pass from person to person. If they aren’t shared, they aren’t memes. And if they’re shared, it doesn’t really matter if you personally like them or not, they count as meme. Memes are important because they offer us a pulse check for culture, unintentionally revealing our loves and our likes. And they are becoming more and more important as our urge to share them becomes progressively more impulsive. In an increasingly more connected world, memes are becoming more and more a part of the Internet experience, to the point where they are becoming synonymous with Internet culture itself.
• “not be conformed to this world, but be transformed by the renewal of [the] mind” (
• nd as Internet culture becomes a constant presence in our lives, the challenge grows before us. Each meme we share, whether intentionally or ironically, is at another vote for what Internet culture will become.
• As the Net continues to play a greater and greater part in our daily lives, it’s up to us to use our votes wisely, to be salt and light in the digital realm. Memes are important and worth taking seriously because they have become a tremendous influence in digital culture. Sometimes a meme may seem silly or sentimental—but often beneath the silliness and sentiment lies a world of meaning. Be wise, speak up, and be careful.

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• The idea of a "Wiki"
• may seem odd at first, but dive in, explore its links and it will soon seem familiar. "Wiki" is a composition system; it's a discussion medium; it's a repository; it's a mail system; it's a tool for collaboration. We don't know quite what it is, but we do know it's a fun way to communicate asynchronously across the network. 
• To find a page on any specific topic, go to FindPage. To see an auto-generated list of pages which have changed recently, try RecentChanges. If you want a short list of randomly-selected pages, try RandomPages. CategoryCategory is the top level of page categorization; you can use it to delve deeper into the site. 
• Edit pages by using the EditText link at the bottom of the page you wish to edit. Don't worry too much about messing up, as the original text is backed up and can be easily restored (meaning, everyone can see the changes made, and will be able to correct mistakes, erase, and so on, if necessary). 
• The TextFormattingRules are quite simple, and the TipsForBeginners will help you learn to apply them gracefully. You'll probably want to start by editing pages that already exist. The WikiWikiSandbox is set aside for editing practice. Go there now to try it. (Please don't edit this page; changes here will likely be reversed within a few minutes). 
• Once you've made a couple of updates, you'll be ready to participate in discussions on the "Wiki", and before you know it you will be AddingNewPages. 
• Please read WikiWikiSystemNotice for the latest information regarding the operation of this site. 
• This site's WikiEngine, WikiBase, has since spawned other WikiEngines, which themselves have become a popular way to document things.
• f you want information on the content you can expect to encounter, take a look at OnTopic and OffTopic. WikiInTheNews collects mentions of this site in the wider world. 

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• Viral Videos: Internet Leaders Explain What Viral Means To Them

• We all know what a viral video is, but if someone who had never heard of the concept before asked you to explain a viral video in words, could you do it? It turns out that the word “viral” means different things to different people. To some, a video that has a lot of views means it’s a viral video, but I think there is more to it than that. To me, a video is viral when it is shared in a lot of places around the Internet. In other words, it’s the topic of conversation. Along with that comes a lot of views, but it’s being talked about too. To other people, a viral video might simply mean a video that inspires people all over the world to make a change or do something creative. What does it mean to you? It’s a little bit abstract, isn’t it?

   

• It’s interesting that a decade ago, it took 6 months for a video to show any effects of going viral. Eight years ago it took 3 months, and today, a video can get a viral effect going in one day. You can learn more about this and other interesting viral video facts that take us through the evolution of viral videos and what the future holds for viral content by watching this video below called The Worlds of Viral Video.

   
• Watching a video go viral is definitely a phenomenon that results from Internet media, and as this trend continues, we are getting more and more picky about our content. We’ve seen so many well done videos that we, as viewers, want them short and powerful. What was considered viral content a decade ago might not even be looked at twice by today’s standards. In this video, you’ll see Jonah Peretti (Buzzfeed), Kevin Allocca (YouTube), Brad Kim (Know Your Meme), Dan Gurewitch (College Humor), Michael Learmonth (Advertising Age) and more all talk about what the term “viral video” means to them. Enjoy
• • http://www.youtube.com/watch?feature=player_embedded&v=eWTx-NDCwSk#!

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• What Does Social Networking Really Mean?

• Social networking is nothing but making of a group of individuals of a specific social group. The grouping may be formed in countryside communities or zonal subdivisions. Social networking creation is possible in different aspects of human life like in colleges, in workplaces, in universities, in high schools, but it is most popular in case of online. Because, most of the internet is filled with numerous individuals who are looking for other people to meet in order to share information received directly from the source. They may share the experiences of games & sports, cooking, fashion world, gardening, political issues, finding employment opportunities, marketing etc. Even the recent important news is shared by the social groups.

   
• The structure of networking includes Profiles, Friends, Blog posts, Widgets and usually something peculiar about the particular networking, like capability of searching or inquiring the people in meddlesome way on Facebook.
• Profile: This is the place where you can expose yourself to the world. Here you can open your basic information like the place you live in, your age, your hobby, your favorites. Profile also contains special themes like music or movies etc.
• Friends: Friends are the confidential and trusted members of the site that are permitted to post comments on your profile, or send you private message. You will also be able to navigate how your friends are using the social networking site in the way of posting of new pictures or videos or updating their profile. Without friends there cannot be any link. So, friends are the heart and soul of the social net working. But, every social network has their own way to assign the members as trusted. Such as LinkedIn refers the friends as “connection.”

• Groups: Most social networks find people with similar interest or engage in discussions on certain topics by using groups. A group can be anything from “high class” to “ordinary.” The people must be like minded in the way to similar interests.

   
• Blogs: Another important feature of social networking is the aptitude for creating your own blog entries. Blogging through social networking is perfect for keeping people informed on what you are occupied with.
• Widgets: The web widgets is the popular way of exposing your personality excel. Out of many social networking that allow variety of widgets, you can usually find interesting widgets located on widgets galleries.
• Social networking often involves grouping definite individuals or organizations together. There are number of social networking websites that focus on particular interest and others are not. The websites without any main focus are often treated as “traditional social networking websites.” Anyone can become member of these websites, irrespective of their interests, hobbies, beliefs, or outlooks. But, as soon as you become member of the online community you can create your own network of friends and can remove those members that do not share interest with you.

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• What is the meaning of blogging?
• A blog is also known as Weblog. It is a personal online diary or you can say journal which allows you to share your thoughts and ideas , you can add video, games, pictures, music, you can read comments visitor leave on your blog. you can do all these things without  the need of any programming knowledge.
• logging is the act of posting content on a blog (a Web log or online journal) or posting comments on someone else's blog.

• Blogging is very popular today because it allows people to interact with each other. Blogging has also become a popular search engine optimization (SEO) tool because search engines like Google and Yahoo know that a blog is frequently updated with content or visitor comments.
• Businesses are beginning to latch onto the idea of blogging also; blogs - online mini-articles - about a particular need can be an effective way of getting attention to the cause.

• Sometimes blogging can also be used as actual media that spreads news. There has been more than one occasion where a major newspaper decided to run only a small article about something that lots of folks would consider big news.
• Blogging is your own voice.
• Unedited, your own personal spin, your own views. It is all about how you see the world around you. Your own perspective. It is your take on life. It is what you bring to the party
• Blogging is citizen journalism
• It is the new media of the 22nd century. It is online news. It is your news, and my news. Blogging is about what affects you and I personally on a daily basis.
• Blogging is undefinable
• There are no rules really. You and I make up the rules as we go along. Strictly speaking there is no white paper on what a blog is.
• It is all about connecting with others. Building a community. Your community. It’s about asking questions and getting answers. It’s about helping others and building relationships.
• Blogging is sociable
• What does blogging mean to you? Is it a part of your lifestyle or just something you do? Has it changed the way you see things? Has it changed the way you interact with people? Let us know what your thoughts are.

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• What   does academic integrity mean?  
• Academic   integrity essentially means "intellectual honesty":
• honesty   in the use of information, in formulating arguments, and in other activities   related to the pursuit of knowledge and understanding.

• It is a core   principle that underpins how we live and learn in a community of inquiry.   As members of an academic community, we are entitled to a wide degree   of freedom in the pursuit of scholarly interests. With that freedom,   however, comes the responsibility to uphold the high ethical standards   of academic conduct. American University's Academic   Integrity Code sets forth standards of academic conduct, defines   academic violations, and outlines the adjudication process for academic   offenses.

   
• • http://www1.american.edu/academics/integrity/code.htm
• • http://www.academicintegrity.org/
• defines academic integrity as "a   commitment, even in the face of adversity, to five fundamental   values: honesty, trust, fairness, respect, and responsibility."   Academic excellence fundamentally depends upon these values. Every   participant in a community of inquiry has the obligation to support   practices that promote academic integrity, prevent dishonesty, and   punish offenses when they occur.
• • http://www.academicintegrity.org/fundamental.asp
• A   sound education is built through many laboring minds doing honest   intellectual work, but its enduring value depends upon the integrity   of its construction. By analogy, the structure of our home is as solid   as the integrity of the builder's work. Dishonest intellectual work-cheating-undermines   an individual's education as well as the foundation of our society.   In fact, it is downright injurious. Would you want to live in a house   built by an architect who was dishonest in school? Would you trust   the structure's integrity?
• Academic   communities expect their members to author original and authentic   work, no matter what the field of learning or level of experience.   Like any significant endeavor, learning and scholarship involve both   individual and collective efforts. Knowledge creation necessarily   entails dialogue with an intellectual community; acknowledging the   role of particular contributors to one's own work is a fundamental   academic responsibility. Education empowers and encourages the individual   to discover and express his or her own intellectual voice in respectful   dialogue with other voices. We are each called to take pride in our   own ideas and to respect the work of others. Be original and thoughtful.   It's your degree!

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• What does "ethics" mean?
• Ethics defines the elements essential to human well-being and proposes principles to be used as guidelines for generating an ethical culture. Ethics also refers to the specific values, standards, rules, and agreements people adopt for conducting their lives.
  
• Ethics, most broadly, is the study of human behavior and its consequences in the light of what is ideally possible.
• For example, ethicists might study a society's mores or morals to determine what effect they would have on humankind if they were used as universal standards.
• Ethics are not merely social conventions, like table manners. Ethics define the social conditions necessary for human beings to thrive.
• How do we know what is ethical?
• Ethical wisdom is the product of a long history of human struggle. By trial and error societies discover how to create mutually enhancing relationships
• . Yet ethics also come from the reality-producing function of the mind.
  
• In addition to being propelled by events of the past, human beings are simultaneously drawn forward by their view of the possibilities of the future. When people act "as if" something can happen, they can behave so as make it a self-fulfilling prophecy. The challenge is to understand what conditions lead to human well-being, to envision an ideal ethical culture, and then derive principles that would create a good life.
  
• What does it mean to act ethically?
• Ethical Culture proposes that the state of spiritual-ethical harmony would be created whenever people live by these three guidelines taken together:
• Act as a member of an ideal ethical culture with a sense of interdependence with humanity and nature
• Act so as to achieve your own full and unique potential.
• Act so as to elicit the best and most distinctive qualities in others and thereby in oneself.

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• What does the university mean by 'independent learning'?
• Knowing the ropes

• Get to 'know the ropes' of university. Get to know where things are and how things work. The idea here is that you may be able to find an answer yourself before asking for help. See Looking into contacts and support. Check the Contact people section for guidance.

   
• 'Independent learning' could be such a broad topic of discussion. In university study, however, there are two main aspects: self-reliance in organising your learning and individual thought.
• Developing independence
• The university provides resources to help you approach and manage your studies
• • Language and Learning Online provides an authoritative range of resources for successful academic performance.
   
  • The Monash Transition Program, for students adjusting to tertiary study, provides a list of useful resources for self-development and the development of independent learning skills .
   
  • There is also an excellent range of counselling self-help resources available at Community Services including Skills for Independent Learning at University .
   
     

• The current students website also has links to:

     
   
• • study resources
   
  • IT and computing
   
  • support services
   
   

• as well as links to those who can help with

   
   
  • student enquiries.

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• Independent learning approaches
• Be active. Be involved. Be creative.
• Beginning your university experience is a lot like arriving in a foreign country. There will be a range of challenges: some expected – you know you'll be juggling your study with your normal work and family commitments, and some unexpected – you'll need to learn new kinds of academic language and the conventions of your disciplines.
• The skills of independent learning at university level are not fixed. University study involves learning to adapt to different academic contexts. To succeed you will need to develop skills in analysing and understanding how to express your ideas within the cultures of the academic disciplines in which you are studying. By becoming aware of the process as well as the content you will be developing skills that can be applied to other areas of your life.
• Studying off-campus requires the development and consolidation of independent learning skills. This means recognising that you can learn how to learn, taking responsibility for your own learning and finding approaches that work for you
• Exploring Learning Inspirations may give you insights into your own learning approaches. You can try out the suggestions on how to build on your learning strengths in Expand your learning techniques.

• Find out about you as a learner to learn new ways of doing things, to consolidate what you're already familiar with, and to re-engineer your capabilities.

     
• Find your bearings
• You can draw on a range of learning resources to make sense of what is required for academic success.
• What does the university mean by 'independent learning'?

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• Deliberately misleading information announced publicly or leaked by a government or especially by an intelligence agency in order to influence public opinion or the government in another nation
• "He would be the unconscious channel for a piece of disinformation aimed at another country's intelligence service” ( Ken Follett).
• Dissemination of such misleading information.
• • http://www.youtube.com/watch?v=zbYniiBJUKs
• . misinformation that is deliberately disseminated in order to influence or confuse rivals (foreign enemies or business competitors etc.)

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• Social Skills, Social Cognition, Emotional Intelligence- All these things describe an individual’s ability to connect effectively with those around them.
• The Literacy Piece:

• Literacy are constantly in flux and varies greatly depending on who’s answering. According to Wikipedia, in Scotland literacy is defined as “The ability to read and write and use numeracy, to handle information, to express ideas and opinions, to make decisions and solve problems, as family members, workers, citizens and lifelong learners.” Elsewhere I have seen it written that literacy is an individual’s ability to “deliberately mediate their world.”

   
• The Shift:
• Traditionally we have focused on teaching students and individuals to improve their ‘social skills’ ‘communication skills’ ‘organization skills’. But in today’s fast changing society we must move from a rigid definition of social skills as conversation skills to a broader understanding of Social Literacy: an individual’s ability to successfully and deliberately mediate their world as family members, workers, citizens and lifelong learners.

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• Developing moral literacy in the classroom

    

  by      Brad Zdenek,    Daniel Schochor
• • http://www.emeraldinsight.com/10.1108/09578230710762481
• Abstract
• Purpose: The purpose of this research is to identify and articulate the practical implications of the teacher's role in implementing a program related to developing moral literacy in students as well as identifying what is necessary for professional development opportunities intended to educate teachers in the realm of moral literacy. Design/methodology/approach:
• A broad range of recent literature on the subject of moral education and moral literacy are utilized to identify best practices and potential pitfalls related to moral literacy program implementation in schools as well as the particular impact of teacher behaviors on program success.
• Findings: The paper identifies a pervasive need for professional development opportunities for teachers expected by their districts to implement programs related to moral literacy in their classrooms.
• Additionally, the authors identify the need for teachers to address the need for community involvement, the development of their own moral literacy, synergy between program ideals and teacher behavior, and developmentally appropriate implementation
• This paper serves as a condensed research base necessary for the development and implementation of a workshop intended to develop moral literacy in teachers and to showcase effective methods of integrating moral literacy across existing curricula. Originality/value:

• This paper offers guidance for the development of an often overlooked form of professional development for teachers aimed at equipping them with the tools and knowledge necessary for effectively integrating character development programs in their curricula.

   

     

   

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• Our Terms of Use aren't quite enough so we also need to have a Privacy Statement. This is because when You use the Website, We collect information about You which might include Personal Information. We want You to feel confident and sure that We will be taking proper care of Your information and if We don't, We could get into trouble with the Information Commissioner which We wouldn't want. This Privacy Statement tells You how We may use any Personal Information which We collect about You.
• WORDS THAT HAVE MEANING

•  Certain words  we use having the meanings set out below:
    (a)    "Act" means the Data Protection Act 1998 (as amended from time to time).
    (b)    "Personal Information" means information that relates to a living individual who can be identified from that information or from that information together with other information that is held by Us or is likely to be held by Us. This includes, but is not limited to Your name, address, email address, telephone number and date of birth.
    (c)    "Terms of Use" means Our terms of use which You must agree to in order to use the Website and which You can read by clicking here.
    (d)    "Website" means any websites which We own and operate from time to time including, www.yourbigyear.com, www.worldmerit.org and www.bemerit.com
    (e)    ”Our", "Us", "We" means us, World Merit Limited and/or any parent, subsidiary or sister company of World Merit Limited
    (f)    "You", "Your" means well, you obviously.

   
• LOOKING AFTER YOUR PERSONAL INFORMATION
•  It is Our policy to take all necessary steps to ensure that Personal Information held by Us is processed fairly and lawfully and We will take all necessary steps to implement this policy. All Our employees and contractors who have access to Personal Information are obliged to respect the confidentiality of that Personal Information.

• It is Our policy to ensure that all relevant statutory requirements are complied with, including the eight Data Protection Principles contained in the Act and to monitor Our internal procedures periodically to ensure compliance with the Act.

   
• COLLECTING PERSONAL INFORMATION
•     In order to provide the services offered by the Website and to administer the running of Our business We need to hold certain Personal Information. Except to the extent that We are required to or permitted by law or as detailed in this Privacy Statement, any Personal Information which We collect will be used solely for the purposes of verifying Your identity and providing or facilitating the services and activities of Our business, and the administration and running of Our business and We will not hold it for any longer than is necessary for this purpose.

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    3.3    We do not knowingly collect Personal Information from children

   

     
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• When You view the Website, We may store some information on Your computer.  This will be in the form of a cookie file (which is nothing to do with biscuits) and/or other tracking software (referred to here collectively as "Cookies") which will enable Us to tailor the Site to match Your interests and preferences and for other purposes - the Cookie will store Your Personal Information for these purposes. Almost all Cookies are removed from the Website and from Your computer when You log out of the Website and are not stored in any way after that time. The only exception to this rule is that We may utilise a persistent Cookie to store Your user name so that You don’t have to type it in every time You visit the Website.

• Your internet browser may allow You to erase Cookies, block Cookies or receive a warning before a Cookie is stored - please refer to Your browser instructions. In some instances, unless Cookies are accepted You will not be able to access certain parts of the Website.

   
•  TRANSFERRING YOUR DATA
• ersonal Information may be transferred by Us to countries outside the European Economic Area (the "EEA") in order to provide or facilitate the services and activities of the Website and Our business . We will not however, transfer Personal Information to countries which do not offer an adequate level of protection for Your rights and freedoms in relation to the processing of Your Personal Information and we will do our best to secure agreements from all those receiving the data to comply with all current best practice. By using the Website, You consent to any such transfer.
•  In addition, if You put Personal Information on publicly available parts of the Website this will be accessible to persons in countries outside the European Economic Area. You should understand that such countries which may not have data protection laws as comprehensive as those that exist in the EEA.

•  We may disclose Personal Information about Website visitors to other entities comprised within the same corporate group as Us. By using the Website, You consent to any such disclosure. In addition, in certain circumstances We can legally be required to disclose Personal Information about You without telling You or obtaining Your consent.

   
• OTHERS WHO USE THE DATA
• ometimes We might get someone else to process Personal Data held by Us on Our behalf. We will monitor on an ongoing basis compliance with the provisions of the Act by any such third party processors.
• OTHER PRODUCTS AND SERVICES
• We may from time to time use Your Personal Information to send You information by email about Us and other information that You may find useful.  If You do not wish to receive this information You will be given the option to unsubscribe or please contact Us at , info@worldmerit.org
•    OTHER WEBSITES 

• he Website may contain links to or advertisements for other internet sites that are not owned or operated by Us. We are not responsible for the content of such sites, for their privacy policy or for any Personal Information about You which they may collect or place on Your computer (including, but not limited to, Cookies).

   
• KNOWING YOUR OWN DATA
•  You can find out what Personal Information We hold about You by sending an email request to the following email address: info@worldmerit.org We reserve the right to charge You a fee of up to £10 for dealing with Your request. We will acknowledge Your request as soon as We are able to and should We be prevented from disclosing Your Personal Information We will give You reasons for Our refusal.
• CORRECTING MISTAKES

•  If any of the Personal Information that We hold about You is incorrect then please let Us know. Also, if it needs updating or if You want Us to delete any Personal Information We hold about You, please contact Us at the following email address: info@worldmerit.org We may request that You provide further information and identification to enable Us to comply with Your request. If We are entitled to decline Your request for any reason then We will tell You why.

   
• CHANGES TO THIS PRIVACY STATEMENT
• We may change this Privacy Statement at any time and without a personal notice to You.  We will put a note on the Website advising of the changes and if We make any changes then for a while after doing so, they will be highlighted here as well so You can see what they are. You should check this Privacy Statement for changes regularly as if You carry on using the Website after We have made any changes then this means You accept those changes.
•  THE INFORMATION COMMISSIONER
•  We are registered as a data controller in accordance with the Act at the Information Commission under registration number Z1957339 . You can find out more about Data Protection, Freedom of Information and other good stuff by visiting the official website of the Information Commissioner at http://www.ico.gov.uk.
    EFFECTIVE OCTOBER 2009
  

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• What is Collaboration?

   
• Collaboration is a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve results they are more likely to achieve together than alone.¹
• Collaboration is commonly interchanged with terms such as “networking,” “cooperation,” and “coordination,” so there is sometimes confusion around the true meaning of collaboration. Because of the ambiguity connected to each of these terms, people think that anytime they are working together, they are collaborating. Working together happens in varying levels and knowing your goal will determine whether you need to network, cooperate, coordinate, or collaborate. Cooperation, coordination, and collaboration alliances are discussed in more detail in a following section. A definition of each of these terms is provided here to help you differentiate between collaboration and the other terms.
• is exchanging information for mutual benefit.²
• Networking 
• Cooperation

• is a shorter term, informal relationship for sharing information only. Goals, resources and structures are separate.³
• Coordination

• is a longer term effort around a project or task, with some planning and division of roles. Some resources, rewards, and risks are shared.⁴

  As we begin to think about collaborating, we first need to take a look at the two types of collaborations and stages of collaboration.

  Collaborations typically fall into one of two categories - a collaborative to integrate services or a collaborative to resolve complex issues.
• Collaborative to Integrate Services

• describes efforts to integrate services in social services, arts, health care, economic development, housing, or education. You may have heard of terms such as “wrap-around service delivery” or “unified case management” in the description of service integration.
• th

  e telephone information phone line, is a result of an integrated service collaborative first implemented by the United Way of Metropolitan Atlanta, and now in collaboration with United Way of America and information and referral agencies everyone has access. 2-1-1 is a national number that gives callers free access to human services, health information, or callers may seek help in a crisis. The goal of 2-1-1 is to ensure that citizens are able to call one place for help.
• Example: 2-1-1
• is focused on multiple approaches that address community issues that cannot be achieved without many changes spanning multiple systems.
• Collaborative to Resolve Complex Issues
• Example: “Come on Back”
• is an excellent example of a collaborative to address complex issues. Based in Utica, New York, this after-school program targeted students with high absenteeism rates. The program applied positive youth development to reconnect students to school and improve academic performance. Youth and Family Connections (a community group) partnered with the local high school to develop an after-school program that offered academic activities, career planning, and recreational activities. The Youth and Family Connections program provided recreational space and also were able to connect students to other community programs, broadening their opportunities. The school provided teachers and counselors to assist with educational activities, which help students to reconnect with their school.⁵
• In addition to the two types of a collaborative, four distinct stages of collaboration have been identified. The following overview of the four stages of collaboration has been included to help you understand how collaborations evolve and develop:
• Stage 1: Envision Results by Working Individual-to-Individual
• Collaborations are born out of concerned individuals. Collaborative partners build upon a shared vision and determine specific outcomes they want to come out of their partnership
• Stage 2: Empower Ourselves by Working Individual-to-Organizations
• Relationships and trust between organizations forms and members of the group begin to focus on how they can work together.
• Stage 3: Ensure Success by Working Organization-to-Organization
• Organizations begin to look at how they can be successful together and begin piloting and evaluating programs
• Stage 4: Provide Continuity by Working Collaboration-to-Community
• Organizations begin to assess how they best work together and begin to look at the bigger picture to better involve the community

• It is important to remember that collaboration is challenging and time consuming, so keep at it.

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• Links
• Digital Rights and Responsibilities
• Terms: Digital image manipulation( or digital altering of images), sexting, first amendment rights - free speech, "fair use" exemption of copyright, Creative Commons, Privacy rights,
• Digital Rights and Responsibilities
• http://www.sd36.bc.ca/sites/henryb/BeeResponsible.jpg

  • http://falmouthms.wikispaces.com/file/view/BeeResponsible.jpg/132328873/300x317/BeeResponsible.jpg
• Overview/Description
• Digital rights and responsibility is your behavior, attitude, and choices online. Digital rights give you the freedom to make decisions, and what decision you make is your digital responsibility. Your freedom of speech also applies to your computer, you can say whatever you want as long as you're not violating your right; that's where your digital responsibility comes in. You have to be responsible to make sure you stay safe while online. For example, on the internet you have many bad choices that you can make, like plagiarism, or giving out personal information. But, there are also good choices that you can make online. You also have the right to privacy. Your privacy rights give you the choice to give out your information, but people cannot invade your privacy - like hacking your facebook account or suspending you from school because of an online photo of you. You have the right to keep your personal information private, but be careful when giving it out to others.
  
• Background

• ---

   T

  o be digitally responsible means to be safe, and to be safe you have to be careful of what you are doing online. Don't do things online that you would be ashamed of. You have a right to share your information with whoever you please, but it's not sensible to give out your personal information to strangers because it can put you in danger.
• Social / ethical aspects
• I, myself, have been positively affected by digital responsibility. I don't give out my personal information to strangers and I always cite my source. In doing so, I have never had any problems or consequences.
• "In the fall of 2008, the National Campaign to Prevent Teen and Unplanned Pregnancy and CosmoGirl.com commissioned TRU, a global leader in teenage and young adult research who surveyed 1,280 online respondents."
   20% of teenagers have sexted
   38% of teen girls and 39% of teen boys have been sexted
  
• New York Times blog writer accused of plagiarism Financial writer Zachery Kouwe has apparently been copying his work for the New York Times' DealBook blog from the Wall Street Journal.
   NY Times writer accused of plagiarism
   
   
  
• • http://abclocal.go.com/wls/story?section=news/local&id=7291780
• http://abclocal.go.com/wls/story?section=news/local&id=7291780
• http://abclocal.go.com/wls/story?section=news/local&id=7291780
   <!-- ws:start:WikiTextHeadingRule:14:<h2> -->

  <!-- ws:end:WikiTextHeadingRule:14 -->

    <!-- ws:start:WikiTextHeadingRule:16:<h2> -->

  <!-- ws:end:WikiTextHeadingRule:16 --><!-- ws:start:WikiTextAnchorRule:38:<img src="/i/anchor.gif" class="WikiAnchor" alt="Anchor" id="wikitext@@anchor@@x# ) Replace with Digiteen Element-Links to Net Gen Norms information" title="Anchor: x# ) Replace with Digiteen Element-Links to Net Gen Norms information"/> --><!-- ws:end:WikiTextAnchorRule:38 -->Links to Net Gen Norms information
• Links
• Links to Net Gen Norms information
• A. Freedom and Customization
   #B. Scrutiny and Integrity
   #C. Collaboration
   #D. Entertainment
   #E. Speed / Innovation
  
• Possible solutions
• S

  ome people have online relationships with people they don't know anything about and give our their personal information. Just remember that what people say online may not always be true. To prevent old men from showing up at your door, don't give out your personal information to strangers. Also, it is your responsibility to cite your source. Stealing other people's ideas is very irresponsible; you need to make sure you always give credit to others' work.
  
• Guideline(s) or rule(s)
• Guidelines + Rules
• Whenever you copy text directly from a website, make sure that you cite your source to give that website credit!
   When you take a picture or video from a website, also make sure you cite it to give the website credit.
   Copying and using selected parts of copyrighted works for specific educational purposes, fair use applies. Especially if the copies are made at a random time, and are used temporarily, they qualify for fair use.
   When you take a part of copyrighted work, think about these questions: Has the material you have taken from the original work been transformed by adding new expression or meaning? Was value added to the original by creating new information, new aesthetics, new insights and understandings?
• http://krillworkshops.wikispaces.com/Digital+Responsibility

  • http://abclocal.go.com/wls/story?section=news/local&id=7291780
• A school district in Philadelphia was accused of secretly turning on laptop computer webcams inside students' homes, saying that they never used webcam images to monitor or discipline students and one administrator had been "unfairly portrayed and unjustly attacked."
  
• http://www.foxnews.com/us/2010/02/20/fbi-investigating-pa-school-webcam-spying-allegations/

  • http://www.foxnews.com/us/2010/02/20/fbi-investigating-pa-school-webcam-spying-allegations/
• http://www.youtube.com/watch?v=P3rksT1q4eg&feature=player_embedded

  • http://www.youtube.com/watch?v=P3rksT1q4eg&feature=player_embedded
• Creative Commons provides free tools that let people easily mark their work with freedoms they want it to carry. You can use Creative Commons to change your copyright

  terms from "All Rights Reserved" to "Some Rights Reserved"

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• The Meaning and Prevention of Plagiarism

   
• Plagiarism and the Academic Communit
• As   a UC Davis student, you are expected to create original work to fulfill   the requirements of the courses you take. Fair evaluation can occur   only when submitted work reflects each student's efforts and aptitude.   As a scholar, you are expected to cite the sources you use to support   your arguments. Acknowledging the words and ideas of others demonstrates   respect for the contributions of other authors and confers value to   your own original work.
• The   Code of Academic Conduct outlines University Policy on plagiarism:
• Know what plagiarism is and take steps to avoid it. When using the   words or ideas of another, even if paraphrased in your own words,   you must cite your source. Students who are confused about whether   a particular act constitutes plagiarism should consult the instructor   who gave the assignment. ("Code of Academic Conduct")
• What is plagiarism?
• Plagiarism means presenting   the words, phrases, ideas or work of another, including certain facts   and statistics, as if they were your own. To avoid plagiarizing, you must   clearly acknowledge the source of any borrowed language or ideas that you present   in your own work. Quotation marks, followed by documentation, should be   used to indicate the exact words of others. A signal phrase identifying   a source and/or parenthetical citation or a superscript number should   denote the summarized or paraphrased ideas of others, depending on the   particular style the paper follows.
• What types of work must be cited?
• The work of others includes not only written   words and ideas, but also "art, graphics, computer programs, music,   [. . .] charts, pictures, graphs, diagrams, data, websites, or other communication   or recording media," including "formatting," images, statistics,   and problem solutions ("Avoiding Plagiarism").*

   
• Which sources must be cited?
• Both published (in digital   or traditional formats) and unpublished sources must be   cited. Published sources include "books, magazines, newspapers, websites,   plays, movies, photos, paintings, and textbooks" and online papers;   unpublished sources include "class lectures or notes, handouts, speeches,   other students' papers, or material from a research service" ("Avoiding   Plagiarism").
• Distinguishing "common knowledge" from original work
• Facts can be viewed as common knowledge if they are generally known and   widely established. The term "common knowledge" implies that the   audience and the author have agreed on certain facts, so accepted common   knowledge might vary depending on your audience. For example, dates referring   to well-known events can be viewed as common knowledge. So, when referring   to December 7, 1941 as the date the Japanese forces attacked Pearl Harbor,   you would not need to cite a source for your information—if Americans comprise   your target audience.
• Be wary, however, when treating information as common knowledge. When   making this judgment, consider whether the information is both widely   known and undisputed. As your expertise within your field grows, your   base of common knowledge, as it pertains to that field of expertise, will   also grow. When in doubt about the status of a piece of information,   err on the side of caution and include a citation.
• Note: While some facts may be viewed as common   knowledge, the presentation of those facts is considered the unique work   of an author. Again, when using the language or words of another, you   must properly acknowledge his or her work
• Student Misconceptions about Plagiarism and the Internet
• Some students view all information   on the Internet as equal to common knowledge simply because it is free,   publicly shared, widely available, and indeed, quite "common."   Nevertheless, the language, ideas, and work in electronic sources, even   those without an identifiable author, must be cited.
•  

  Consequences for violating the Code of Academic Conduct, including   cases of plagiarism, range from disciplinary sanctions such as disciplinary probation, deferred separation,   suspension, and dismissal to educational interventions such as attending a workshop or writing a paper. In addition, any work   that is the product of plagiarism is generally assigned a grade of zero   by the instructor. For more information on student discipline, see "The   Student Disciplinary System at UC Davis" at
• Strategies   for Success:
• Meeting the Demands of University-Level   Scholarship
• To avoid plagiarizing accidentally:
• • keep accurate notes when doing research
   
  • educate yourself on university plagiarism policies
   
  • master the procedure for citing sources and
   
  • learn to paraphrase without borrowing the language or structure   used in an original source.
• To avoid the temptation to plagiarize intentionally
• • Visit the Learning Skills Center (LSC) where tutors can help   you edit a paper or plan an essay. The LSC also offers workshops in   subjects ranging from calculus to composition. For more information   on the services at the LSC, link to: http://lsc.ucdavis.edu
   
  • Visit your instructor during office hours and ask questions in   class to clarify course requirements or instructions for assignments.
   
  • Consult the web-based resources in the Webliography that follows.   These sources will help you through the stages of writing a research   paper, from planning to polishing.
   
  • Consider the consequences of plagiarism before you try passing   off the work of another as your own. Missing a deadline or receiving   a low score will not tarnish your academic record in the same way   that sanctions from Student Judicial Affairs would.

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