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https://humanities.gbcnv.edu/omeka/files/original/f745c09d198cb926820125b73596879b.pdf
6099d29a55604ab9cfbd3db56b56dcbb
PDF Text
Text
Google Forms (and Functions) by Carrie B. Meisner
Workshop Objective: Develop a form or survey that is
accessible via a link and/or is embedded into a WebCampus
content page, and download results into a spreadsheet.
Introduction
Google Forms can be used for numerous tasks on our campus including: collecting student feedback on
new assignments or a department activity, collecting faculty feedback regarding policy changes,
program entrance and exit surveys, course and program assessments, application forms, etc. All of the
data is easy to download into a spreadsheet.
The Basics
Here are a few tips to get you started in Google Forms.
1. Finding Google Forms – In your GBC email look for a matrix icon in the upper right hand side the
screen. It will be located by your username.
Select ‘More’
Then select ‘Even More’
Scroll down to ‘Home & Office’ and select ‘Forms’.
2. Type in the Title and description of your form.
1
�3. Add questions: Choose from a variety of question types such as multiple choice, short answer,
True/False, etc.
4. Pick a theme: Using the toolbar in the top right-hand corner of the page, select a theme to
match your survey or incorporate your own image.
5. Preview: Using the toolbar in the top right-hand corner of the page, select the eye icon to view
how your form will appear to participants.
2
�6. Send: Using the toolbar in the top right-hand corner of the page, select ‘send’ to either email the
link to participants or share the link in WebCampus.
(You are welcome to send your survey to a few workshop participants to collect data.)
3
�7. Embed: You may also embed the survey into a WebCampus content page. Select the <> icon and
copy the Embed HTML code.
Open a new WebCampus Content Page and paste the HTML code into the HTML editor (you are
in the HTML editor when ‘Rich Content Editor’ appears on the top right portion of the screen).
4
�Select Save at the bottom right corner of the screen to view the form.
8. Responses: Once participants enter their responses, the results will automatically appear in the
response area in your Google Form. Return to your original Google Form and select
‘RESPONSES’ at the top of your form. You can view graphics for visual summary or view the
results in a spreadsheet.
5
�The figure below shows part of the visual display of the data from the sample survey. To view the results
in a spreadsheet, select the green spreadsheet icon in the upper right hand corner and then select,
‘Create a new spreadsheet’.
Data can be downloaded in Excel by selecting ‘File’, ‘Download as’, Microsoft Excel.
6
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Software Resources
Subject
The topic of the resource
Collection of WebCampus-related resources as well as general software guides.
Description
An account of the resource
Collection of WebCampus-related and other software resources for use in the Humanities Toolkit.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky [ VHC]
Contributor
An entity responsible for making contributions to the resource
Lisa Frazier; Carrie Miesner
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Google Forms (and Functions)
Description
An account of the resource
<p>Google Forms can be used for numerous tasks on our campus including: collecting student feedback on new assignments or a department activity, collecting faculty feedback regarding policy changes, program entrance and exit surveys, course and program assessments, application forms, etc. All of the data is easy to download into a spreadsheet.</p>
<p>This document is the "How-To Guide" distributed to Google Forms Workshop participants presented by Carrie Meisner as a Spring 2016 Faculty In-Service.</p>
Creator
An entity primarily responsible for making the resource
Carrie Meisner
Publisher
An entity responsible for making the resource available
Virtual Humanities Center at Great Basin College
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Rights
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Carrie Meisner
Format
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pdf; 6 pages
Language
A language of the resource
English
Design 2015-2017
Faculty
Google forms
In-Service
software
Toolkit
WebCampus
-
https://humanities.gbcnv.edu/omeka/files/original/03527e2ece11ed94cc8b72be07b611d2.pdf
2391b025aa383619b1719214a3cc7035
PDF Text
Text
�“Now saddle up with the things that I’ve told you,
Leave man’s little world far behind.
Find sanctuary out on the cow range.
Let the wind do its thing on your mind.
The Cowboy Poetry of Waddie Mitchell
���������
https://humanities.gbcnv.edu/omeka/files/original/102269b5fed97fceac168787252ddbe0.jpg
a844fb846ed2516dafbbc7b8fcd484bf
Dublin Core
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Title
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Design for the Human Spirit (Theme 2015-2017)
Subject
The topic of the resource
Materials related to the VHC Theme for 2015-2017--Design for the Human Spirit.
Description
An account of the resource
What is design, and how does it impact humans? Over the next two years, the Virtual Humanities Center will explore the role of design at GBC, the communities it serves, and the larger world.
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2015 - July 2017
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
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Title
A name given to the resource
"A Passage through Time": Original Artwork for Elko Street-scape Project
Description
An account of the resource
The original concept art for "A Passage through Time," the Elko Street-scape public art project undertaken by the Nevada Department of Transportation in Elko in the spring and summer of 2015. The artwork was produced by John L'Etoile, Senior Landscape Architect of Nevada DOT
Creator
An entity primarily responsible for making the resource
John L'Etoile
Publisher
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Virtual Humanities Center at Great Basin College
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky [VHC]
Relation
A related resource
<a title="Video Interview with John L'Etoile" href="/omeka/items/show/115" target="_blank" rel="noopener">"Elko Street-scaping Project: Interview with Nevada DOT Architect John L'Etoile" - http://humanities.gbcnv.edu/omeka/items/show/115</a>
Format
The file format, physical medium, or dimensions of the resource
.pdf file
Language
A language of the resource
Vidual only
Community
Crossroads
Design
Design 2015-2017
Elko
NDOT
-
Dublin Core
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Title
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Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
An entity responsible for making contributions to the resource
Kathy Schwandt; Joshua Webster;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Video
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
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Title
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"Discussions for Critical Thinking" - Spring 2016 Faculty In-Service
Subject
The topic of the resource
Spring 2016 Faculty In-Service on using discussions to promote critical thinking skills, particularly for online classes.
Description
An account of the resource
<p>On 21 January 2016, the VHC hosted a faculty in-service on strategies to use discussions to promote critical thinking, particularly in online classes. The workshop was presented by GBC faculty members Scott A. Gavorsky, Kathy Schwandt, and Joshua Webster.</p>
<div id="KalturaPlayer" style="width: 400px; height: 330px;"> </div>
<p>
<script type="text/javascript" src="http://cdnapi.kaltura.com/p/2096981/sp/209698100/embedIframeJs/uiconf_id/33993351/partner_id/2096981"></script>
<script type="text/javascript">// <![CDATA[
kWidget.embed({
'targetId': 'KalturaPlayer',
'wid': '_2096981',
'uiconf_id' : '33993351',
'entry_id' : '0_vmg7ccic',
'flashvars':{ // flashvars allows you to set runtime uiVar configuration overrides.
'autoPlay': false
},
'params':{ // params allows you to set flash embed params such as wmode, allowFullScreen etc
'wmode': 'transparent'
},
readyCallback: function( playerId ){
console.log( 'Player:' + playerId + ' is ready ');
}
});
// ]]></script>
</p>
<p><a title="Discussions for Critical Thinking Video" href="http://www.kaltura.com/tiny/9ebi6" target="_blank;">Click here for direct access to video (if embed above is not functioning).</a></p>
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Source
A related resource from which the described resource is derived
<a title="Humanities Toolkit exhibit on Discussions" href="/omeka/exhibits/show/humanities-toolkit/discussions" target="_blank" rel="noopener">Humanities Toolkit - Discussions</a>
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
21 January 2016
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky, Kathy Schwandt, Joshua Webster [VHC presenters]; Brenda Wilkie [GBC IAV facilitator]
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2015-2016
Format
The file format, physical medium, or dimensions of the resource
streaming video [mp4]
Language
A language of the resource
English
Critical Thinking
Design
Design 2015-2017
Discussions
Faculty
In-Service
rubric
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/e7b3563f0eeccf6521daed79cb844c2c.jpg
35071c0903ff7d845ad5f7eda0e27ab6
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Dan Flores during talk on Coyote America, 29 January 2016
Format
The file format, physical medium, or dimensions of the resource
.jpeg; 200 x 200 px; 96 dpi
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design for the Human Spirit (Theme 2015-2017)
Subject
The topic of the resource
Materials related to the VHC Theme for 2015-2017--Design for the Human Spirit.
Description
An account of the resource
What is design, and how does it impact humans? Over the next two years, the Virtual Humanities Center will explore the role of design at GBC, the communities it serves, and the larger world.
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2015 - July 2017
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Coyote America: A Natural and Supernatural History
Subject
The topic of the resource
<p>Historian Dan Flores' talk on <em>Coyote America</em> to Dr. Jonathan Foster's HIST 102 (U.S. History since 1877) class at GBC, 28 January 2016.</p>
<p><a title="Dan Flores GBC Talk - 28 January 2016" href="http://gbcnv.mediasite.com/mediasite/Play/f3cbfc66eaac44148bc7c3584fbadb561d" target="_blank" rel="noopener">View Event [MediaSite Stream]</a></p>
<p>Event sponsered by <a title="Nevada Humanities dot org" href="http://www.nevadahumanities.org/" target="_blank" rel="noopener">Nevada Humanities</a> and the <a title="Western Folklife Center dot org" href="http://www.westernfolklife.org/" target="_blank" rel="noopener">Western Folklife Center</a>.</p>
Description
An account of the resource
<p>Dan Flores speaks about his forthcoming book, <em>Coyote America: A Natural and Supernatural History</em> (New York: Basic Books, June 2016):</p>
<p>“[It] is a biography of the animal from its evolutionary origins in the American Southwest five million years ago, its role in inspiring the principal deity of many western Indian tribes, to its 21st century spread across North America and colonization of America's largest cities,” said Flores. “Along the way I'll try to explain how its evolutionary adaptations, so similar to ours, has coyotes mirroring our own successes, one of the reasons it continues as an animal avatar for us in modern culture."</p>
<p>Dan Flores is a cultural and environmental historian of the American West. The author of ten books, Flores’ work focuses on a longue durée approach. According to the Western Folklife Center’s website, Flores’s work encompasses “both history and the present so that today’s westerners can strive to make decisions that promote the long-term health of the land.”</p>
<p>Flores has written widely about western animals, including bison and wild horses, and has two forthcoming books to be released in 2016, titled: <em>American Serengenti: The Last Big Animals of the Great Plains</em>, and <em>Coyote America: A Natural and Supernatural History</em>. Flores was also a keynote speaker for this year's National Cowboy Poetry Gathering.</p>
Creator
An entity primarily responsible for making the resource
Dan Flores
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
28 January 2016
Contributor
An entity responsible for making contributions to the resource
Nevada Humanities; Western Folklife Center; Robert Hannu [GBC]; Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Signed permission form on file:
http://humanities.gbcnv.edu/omeka/admin/items/show/129 [administrator access only]
Format
The file format, physical medium, or dimensions of the resource
MediaSite Course Stream
Language
A language of the resource
English
Action
Community
Cowboy Poetry Gathering
coyote
Design
Design 2015-2017
natural history
supernatural
-
https://humanities.gbcnv.edu/omeka/files/original/6126ca3320498fa0bcfe859d017854b2.jpg
0b04267cd9d7a5eb0f06073f0e7f11c1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design for the Human Spirit (Theme 2015-2017)
Subject
The topic of the resource
Materials related to the VHC Theme for 2015-2017--Design for the Human Spirit.
Description
An account of the resource
What is design, and how does it impact humans? Over the next two years, the Virtual Humanities Center will explore the role of design at GBC, the communities it serves, and the larger world.
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2015 - July 2017
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
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Title
A name given to the resource
Sun Dance in Silver Bow: Urban Indian Poverty in the Shadow of the Richest Hill on Earth
Subject
The topic of the resource
<p>Nicholas Vrooman's talk on the history of the Little Shell Tribe to Dr. John Patrick Rice's COM 101 class at GBC on 28 January 2016.</p>
<p><a title="Nicholas Vrooman Talk - 28 January 2016" href="http://gbcnv.mediasite.com/mediasite/Play/00948c469ea045d2aa0b59647f324eed1d" target="_blank" rel="noopener">View Event [MediaSite Presentation]</a></p>
<p>Event sponsored by <a title="Nevada Humanities dot org;" href="http://www.nevadahumanities.org/" target="_blank" rel="noopener">Nevada Humanities</a> and the <a title="Western Folklife Center dot org" href="http://www.westernfolklife.org/" target="_blank" rel="noopener">Western Folklife Center</a></p>
Description
An account of the resource
Nicholas Vrooman discusses the history of the Little Shell Tribe of Chippewa Indians of Montana, a polyethnic community of Native Americans forming from Cree, Assiniboine, and French roots in the first half of the nineteenth century.
Vrooman was the first State Folklorist of North Dakota and the second State Folklorist of Montana. Currently, Vrooman directs Northern Plains Folklife Resources, based in Helena, Montana.
Vrooman is contracted by the Native American Rights Fund to help write for the Little Shell Tribe of Montana their petition for federal recognition to the Department of the Interior. Vrooman wrote and produced the Little Shell Tribe’s official history book, “The Whole Country was ‘One Robe’”: The Little Shell Tribe's America," funded by the State of Montana.
“The North American West has multiple narratives of who we are and from where we come, some of which are concealed,” says Vrooman. “Finding a voice for some of these little known stories brings to light narrative threads that flesh out and enhance a deeper meaning for life in the American West.”
Creator
An entity primarily responsible for making the resource
Nicholas Vrooman
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
28 January 2016
Contributor
An entity responsible for making contributions to the resource
Nevada Humanities; Western Folklife Center; Robert Hannu [GBC]; Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Signed permissions form on file:
http://humanities.gbcnv.edu/omeka/items/show/128 [authorized users only]
Format
The file format, physical medium, or dimensions of the resource
MediaSite Stream
Language
A language of the resource
English
Action
Communication Skills
Community
Cowboy Poetry Gathering
Design
Design 2015-2017
Little Shell Tribe
Native Americans
-
https://humanities.gbcnv.edu/omeka/files/original/a5b61644e580beb37ac7a1023c356359.pdf
bfe745366d5082bd5b3751bf130a3ac3
PDF Text
Text
DISCUSSIONS POSTING RUBRIC (for History Survey Course)
Ratings
Criteria
Initial post responds Initial post responds Initial post responds Initial post answers
to all discussion
to all discussion
prompts and
to two of the
Initial post fails to
Post fails to engage with the
two of the discussion answer two of the
prompts, but fails to
prompts, answering
assigned readings.
supports arguments
one is unsupported
and supports them
support them with
only a single prompt
with specific
with evidence from
with evidence from
evidence from the
supported with
evidence drawn from the readings.
the readings, but
readings.
evidence from the
the readings.
ignores one of the
No post submitted.
specific discussion prompts or the
prompts, but at least discussion prompts
Pts
0 pts
INITIAL POST
300 words
(due by Thursdays at
11:59 pm)
1 pt
5 pts
6
readings.
3 pts
prompts.
6 pts
2 pts
4 pts
CITATIONS
(applies to both Initial
Post and Responses)
SPELLING /
GRAMMAR
(applies to both Initial
Post and Responses)
All evidence used in the initial post and the responses is properly Significant number of citations missing or incomplete.
No citations included
cited, including both source and page number.
with postings.
1 pt
2 pts
0 pts
A few minor grammatical and spelling errors that do not harm the Frequent or recurring grammatical or spelling errors.
Errors to the extent
meaning of the posts.
2
that understanding
1 pt
the post is difficult.
2 pts
2
0 pts
At least two responses which both engage Two responses, but
Two responses, but
Only one response
Only one response included,
No responses to
with the initial poster's responses in a
at least one fails to
neither response
included, which
which does not engage with the
colleagues' posts
substantial manner and are supported by
engage with the
engages with the
engages with the
initial poster's responses in
included.
RESPONSES
evidence from the readings.
initial poster's
initial poster in
initial poster's
substantive manner supported
150 words EACH
(two required by
Sundays at 11:59 pm)
responses with
substantive manner
responses in a
from the readings.
5 pts
support from the
supported from the
substantial manner
0 pts
5
1 pt
readings.
readings.
4 pts
and are supported by
3 pts
evidence from the
readings.
2 pts
Total Possible Points
15
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Toolkit - Rubrics
Subject
The topic of the resource
Collections of rubrics and related material contributed by GBC Faculty
Description
An account of the resource
Collections of rubrics and related material contributed by GBC Faculty
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Discussions Posting Rubric for a History Survey Course
Subject
The topic of the resource
A grading rubric for discussion posts used for History survey courses.
Description
An account of the resource
This grading rubric for discussion posts was developed for History survey courses, although it is generic enough to be used for any types of courses. The rubric is set up based on a three-prompt discussion model, with an initial post and two required responses.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Source
A related resource from which the described resource is derived
Discussion Requirements for History Survey Courses [<a title="Discussion Requirements for History Survey Course" href="/omeka/exhibits/show/humanities-toolkit/item/124" target="_blank" rel="noopener">http://humanities.gbcnv.edu/omeka/exhibits/show/humanities-toolkit/item/124</a>]
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
21 January 2016
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016
Relation
A related resource
<a title="Humanities Toolkit - Discussions" href="/omeka/exhibits/show/humanities-toolkit/discussions" target="_blank" rel="noopener">Humanities Toolkit / Discussions</a>
Format
The file format, physical medium, or dimensions of the resource
pdf; 1 page
Language
A language of the resource
English
Design
Design 2015-2017
Discussions
Faculty
In-Service
rubric
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/0ae5e93257b596567e75b837d09936c8.pdf
7d77bf9a2b779fc2489b6ac343250674
PDF Text
Text
����
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
An entity responsible for making contributions to the resource
Kathy Schwandt; Joshua Webster;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Text
Any textual data included in the document
<p><span style="font-size: medium;"><strong>These requirements should be followed in the graded discussions unless specifically noted otherwise in the discussion post.</strong></span></p>
<p><span style="font-size: medium;">At the collegiate level, history courses are far more concerned with the whys of history. Facts such as dates, institutions, and persons are important, but they are only part of understanding history. Understanding why historical events and processes occurred the way they did and the connections between them is a far more complex and far more difficult skill. Discussion with colleagues to argue the importance of various pieces of evidence is the best way to arrive at this understanding.<br /><br /></span></p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">INITIAL POSTING</span><br /></strong>The Initial posting is due by Thursday evening of the assigned week. It should be 300 words and engage with the historical issues raised in the discussion prompts. The purpose is to analyze the week's readings (both the textbook and any additional primary sources) and discuss the major ideas presented. To achieve this, you should be prepared to answer the discussion prompts AND explain and support your arguments with direct evidence drawn from the readings.</span></p>
<p><span style="font-size: medium;">Note that you will not be able to view any other postings until you submit your initial discussion post.<br /><br /></span></p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;"><strong>SUPPORTING ARGUMENTS IN POSTS USING SOURCES</strong></span></strong></span></p>
<p><span style="font-size: 12pt;">For the initial post and the responses, the point is not merely to "answer the question," but also to explain the basis for this answer based on evidence from source material. Sources are divided into three broad groups, based on their origin:<br /></span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #008000;"><strong>PRIMARY SOURCES</strong> <strong>=</strong> <strong>Evidence</strong></span> = Documents <span style="text-decoration: underline;">composed</span> in the time period being studied, providing the perspective of the people living at the time. These are the most powerful basis of arguments, since they represent what historical actors saw and why they say they pursued certain actions. Most of the discussions will revolve around the analysis of primary sources.</span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #3366ff;"><strong>SECONDARY SOURCES = Interpretation</strong></span> = Scholarly articles (peer-reviewed) or books based on analyzing primary sources. These are modern scholars discussing the events of the past.</span></p>
<p style="padding-left: 90px;"><span style="font-size: 12pt;"><strong>Scholarly (Peer-Reviewed) Sources:</strong> <span style="color: #3366ff;">Secondary</span> (and some <span style="color: #800000;">tertiary</span>) sources which have been submitted prior to publication to reviewers working in the same field of study who provide feedback to the author and insure the source meets evidentiary and methodological standards. Scholarly sources exclusively should be used at the collegiate level.</span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #800000;"><strong>TERTIARY SOURCES = Summaries</strong></span> = Textbooks, encyclopedias, Wikipedia, etc. Although some tertiary sources such as course textbooks are useful for basic information, most tertiary sources--especially encyclopedia sites such as Wikipieda, SparkNotes, and Ask.com--should be avoided in collegiate-level writing.</span></p>
<p style="padding-left: 90px;"><span style="font-size: 12pt;"><strong>Popular Sources:</strong> Most websites such as PBS, NPR, or History.com are tertiary sources aimed at a popular audience, and are not scholarly in orientation. They should be avoided in collegiate-level work. Instead, seek out out peer-reviewed items from the <a id="" class="" title="" href="http://www.gbcnv.edu/library/" target="">GBC Library's journal databases</a>. If you have any doubts, just ask in an e-mail.</span></p>
<p><span style="font-size: 12pt;">While you are welcome to use outside sources, the purpose of the discussions are to engage with the assigned readings, especially the <span style="color: #008000;"><strong>primary sources</strong></span> and the textbook. Outside sources should be rarely used (if at all), and, of course, always cited, as described below.<br /><br /></span></p>
<p><span style="text-decoration: underline; font-size: medium;"><strong>CITATIONS</strong></span><br /><span style="font-size: medium;">Since supporting information is being used, citations will be required (even for information taken from the textbook). Citations are required anytime that information is used from a source, regardless of how that information is used. Direct quotes and statistics should always be cited, as should paraphrases and summaries. There is no minimum or maximum number of citations required; the number is based on what evidence you are using in your argument.</span></p>
<p><span style="font-size: medium;">Given the limitations of the WebCampus system, citations can be given in a modified MLA parenthetical format, giving the source (usually identified by the author's last name) and a page or other reference number. Citations should follow the specific datum being cited.</span></p>
<ul>
<li><span style="font-size: medium;"><strong>EXAMPLE 1: Summary of Specific Information taken from a Source</strong></span><br /><span style="font-size: medium;">The average ancient Egyptian lived in a small family group, indicated by the small size of typical Egyptian houses (McKay, et al., 26). <br /><br /></span></li>
<li><span style="font-size: medium;"><strong>EXAMPLE 2: Direct Quotation from a Source</strong></span><br /><span style="font-size: medium;">Hammurabi's Code provides for capital punishment if a builder kills someone because "his work is not strong" (Hammurabi, 16). <br /><br /></span></li>
<li><strong><span style="font-size: medium;">EXAMPLE 3: General Knowledge not Needing Citation</span></strong><br /><span style="font-size: medium;">Mesopotamia is the land between the Tigris and the Euphrates rivers.</span></li>
</ul>
<p><span style="font-size: medium;">The practices of proper citations are discussed more fully in the video for the Academic Integrity Quiz, available when Discussion # 2 is available.</span></p>
<p> </p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">RESPONSE POSTINGS</span><br /></strong>At least two responses to colleagues' posts </span><span style="font-size: medium;">are due</span><span style="font-size: medium;"> </span><span style="font-size: medium;">by Sunday evening. These posts should be at least 150 words and engage with the historical arguments advanced by the original poster. </span><span style="font-size: medium;">As with the initial posts, evidence should be used to support your position.</span></p>
<p><span style="font-size: medium;">Responses such as "Good job" are certainly welcome, but not sufficient. Also note that the goal is NOT to critique colleagues' writing styles, citations, or grammar, but to engage with the ideas and the historical content being argued.</span></p>
<p><span style="font-size: medium;">Students should also feel free to post questions about the course readings in the discussion posts. As noted below, I will be in and out of discussions over the week, and will answer the questions as I come across them.</span></p>
<p> </p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">DISCUSSION ETIQUETTE</span><br /></strong>The general policy outlined in the Course Syllabus applies to all course discussions. We will likely disagree on our interpretations of the readings, but those disagreements should be handled through debate supported by evidence, not direct attacks. </span></p>
<p><span style="font-size: medium;">Serious or repeated violations will subject the student to removal from the course.</span></p>
<p> </p>
<p><span style="font-size: medium;"><span style="text-decoration: underline;"><strong>SUMMARY POSTING</strong></span><br />I will be in and out of the discussions each week, primarily to spark further discussion and keep an eye out for any problems. At the end of each week's discussion, I will post a summary of my views on the discussion prompts. Note these posts are not necessarily the answers, but part of the ongoing conversations.</span></p>
<p> </p>
<p><span style="font-size: medium;"><span style="text-decoration: underline;"><strong>GRADING RUBRIC</strong></span><br />As with all work in the course, grading is based on content, grammar, and style simultaneously. The Discussion Posting Rubric is given below, and can be viewed with each weekly Discussion prompt.</span></p>
<table style="width: 100%;" border="1" cellpadding="2">
<tbody>
<tr>
<td style="text-align: center;" colspan="9"><span style="font-size: medium;"><strong>DISCUSSIONS POSTING RUBRIC</strong></span></td>
</tr>
<tr>
<td style="text-align: center;"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Criteria</span></strong></span></td>
<td style="text-align: center;" colspan="7"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Ratings</span></strong></span></td>
<td style="text-align: center;"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Pts</span></strong></span></td>
</tr>
<tr>
<td width="25%">
<p><strong><span style="font-size: medium;">INITIAL POST</span></strong><br />300 words<br />(due by Thursdays at 11:59 pm)</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to all discussion prompts and supports arguments with specific evidence drawn from the readings.</p>
<p>6 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to all discussion prompts, but at least one is unsupported with evidence from the readings.</p>
<p>5 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to two of the discussion prompts and supports them with evidence from the readings, but ignores one of the prompts.</p>
<p>4 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post answers two of the discussion prompts, but fails to support them with evidence from the readings<span>.</span></p>
<p>3 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post fails to answer two of the prompts, answering only a single prompt supported with evidence from the readings.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p><span>Post fails to engage with the specific discussion prompts or the assigned readings.</span></p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>No post submitted.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;" width="5%"><span style="font-size: medium;">6</span></td>
</tr>
<tr>
<td><span style="font-size: medium;"><strong>CITATIONS</strong></span><br />(applies to both Initial Post and Responses)</td>
<td style="vertical-align: top;" colspan="3">
<p>All evidence used in the initial post and the responses is properly cited, including both source and page number.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>Significant number of citations missing or incomplete.</p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;">
<p>No citations included with postings.</p>
<p>0 pts</p>
</td>
<td>
<p style="text-align: center;"><span style="font-size: medium;">2</span></p>
</td>
</tr>
<tr>
<td>
<p><span style="font-size: medium;"><strong>SPELLING / GRAMMAR</strong></span><br />(applies to both Initial Post and Responses)</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>A few minor grammatical and spelling errors that do not harm the meaning of the posts.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>Frequent or recurring grammatical or spelling errors.</p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;">
<p>Errors to the extent that understanding the post is difficult.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;"><span style="font-size: medium;">2</span></td>
</tr>
<tr>
<td><span style="font-size: medium;"><strong>RESPONSES</strong></span><br />150 words EACH<br />(two required by Sundays at 11:59 pm)</td>
<td style="vertical-align: top;" colspan="2;">
<p>At least two responses which both engage with the initial poster's responses in a substantial manner and are supported by evidence from the readings.</p>
<p>5 pts</p>
</td>
<td style="vertical-align: top;">
<p><span>Two responses, but at least one fails to engage with the initial poster's responses with support from the readings.</span></p>
<p>4 pts</p>
</td>
<td style="vertical-align: top;">
<p><span>Two responses, but neither response engages with the initial poster in substantive manner supported from the readings.</span></p>
<p>3 pts </p>
</td>
<td style="vertical-align: top;">
<p>Only one response included, which<br /><span>engages with the initial poster's responses in a substantial manner and are supported by evidence from the readings.</span></p>
<p>2 pts </p>
</td>
<td style="vertical-align: top;">
<p>Only one response included, which does not engage with the initial poster's responses in substantive manner supported from the readings.</p>
<p>1 pt </p>
</td>
<td style="vertical-align: top;">
<p>No responses to colleagues' posts included.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;"><span style="font-size: medium;">5</span></td>
</tr>
<tr>
<td style="text-align: right;" colspan="8"><span style="font-size: medium;"><strong>Total Possible Points </strong></span></td>
<td style="text-align: center;"><span style="font-size: medium;"><strong>15</strong></span></td>
</tr>
</tbody>
</table>
Dublin Core
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Title
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Discussion Requirements for a History Survey Course
Subject
The topic of the resource
Example discussion requirements for a History Survey Course, including a rubric for grading.
Description
An account of the resource
<p>Example discussion requirements for students for a History Survey course, in this case HIST 105 (European Civilization to 1648). The requirements includes the rubric for grading.</p>
<a title="Discussion Requirements for History Survey Course" href="/omeka/files/original/0ae5e93257b596567e75b837d09936c8.pdf" target="_blank" rel="noopener">Download pdf of full page</a>
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Scott A. Gavorsky
Publisher
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GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Format
The file format, physical medium, or dimensions of the resource
HTML coding that can be copied-and-pasted.
INSTRUCTIONS:
1) Copy the HTML text.
2) In WebCampus course shell, click Add New Page.
3) In page editor, click on "HTML Editor"
4) Paste the text into the HTML Editor.
5) Save and test links.
6) Place in any desired course module.
Language
A language of the resource
English
Design
Design 2015-2017
Discussions
Faculty
In-Service
rubric
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/1dfce2a5b634fdbf5d8bf80f4a4c4853.pdf
e550451b110dd6976155450934b59e57
PDF Text
Text
Spring 2016 VHC In-Service: Discussions for Critical Thinking Long a staple of the live classroom, discussions have also found a central place in online classes. While asynchronous and synchronous software allows a variety of interactions, the fundamental questions of organizing good discussions remain. 1) What do I want out of discussions—content mastery, skill development, or some combination? 2) How can students be encouraged to engage in critical thinking in responding to discussions? On the next page is a selection of discussions being used by GBC faculty. As the faculty present their approaches, please consider how these discussions might parallel your answers to the questions above. VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 1 �HIST-105: European Civilization to 1648 (Scott A. Gavorsky) Discussion # 8: The Later Middle Ages A key theme in the emergence of medieval societies in the High Middle Ages (1000-1300) and the Late Middle Ages (1300-1500) was the quest for stability, which structured a number of the conflicts of the period. Discuss how medieval society sought to achieve a stable society, considering the following issues: 1) What elements contributed to the stability of medieval society? 2) What elements contributed to instability? 3) What issues did the medieval world find increasingly difficult to deal with? For the discussion, you should draw on Lectures for Week # 11: The Medieval World and Lectures for Week # 12: The Later Medieval World and the associated readings. Remember to follow the Discussion Requirements. GRC 101: Principles of Design (Kathy Schwandt) Discussion #2: Principles of Design Assignment #1 was about principles of design, and you analyzed a book cover to identify some design principles. Examine the following movie poster image. Choose one principle of design and explain how it seems to be applied in this image. Your response may be written or you may record a video using the Record/Upload Media button in the toolbar above. (Refer to the Discussions Rubric in the Week 1 Module to see how your discussion posts are graded.) Make your first post by 8:00 p.m. (PST), Sunday, September 8. Respond by 1:00 p.m. (PST), Wednesday, September 11 to at least two other students’ postings for this topic. INT 339: Capes and Cultures (Joshua Webster) Discussion: Batgirl Cover Controversy This week's Discussion Assignment asks you to do a bit out of outside research on the dispute over the Batgirl variant cover. Start by reading the article posted in the module and, from there, research the issue in greater detail and find at least three other articles, blogs or discussions of the cover and the larger issues it connects to. You should look for sources that are taking a stance on the cover, and try to look at articles covering each side of the issue. Once you have done your research, write a brief argumentative post that analyzes the different viewpoints and also provides your stance on the issue, making sure you justify your own stance with logical arguments and support from your research. Your argument should be thesis-driven and you absolutely, 100% need to cite your sources in MLA style, so make sure you do so. The length of your post should be 300 to 500 words. Additionally, you are required to respond to the posts of two fellow classmates, preferably ones who take a view that opposes your own. VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 2 �3) How can discussions be assessed for both content and/or skills development? GENERAL NOTES: Note: The VHC’s Core Humanities Skills flyer is on the reverse of this sheet. Thank you for attending this VHC In-Service. Please take a few minutes and fill out our event survey at: https://docs.google.com/a/gbcnv.edu/forms/d/1f3cfD2hNpzNUu6r4imno1ymEAYyTg3HanxNCJRYZHuw VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 3 �At the heart of GBC’s Virtual Humanities Center (VHC) is this list of core skills and habits of mind that the humanities encourage and promote. Every aspect of the VHC is centered on these skills. They are not only college learning skills, but life skills, and they are aligned with GBC’s General Education Objectives. Humanities Core Skills/ Habits of Mind ÐÐ the capacity to write intelligently, lucidly, and fluently ÐÐ the capacity to speak intelligently, lucidly, and fluently ÐÐ the capacity to communicate through a variety of media: visual, performance, design & composition ÐÐ the ability to participate effectively in deliberative conversation ÐÐ the ability to analyze and interpret visual communication General Education Objective: Communication Skills ÐÐ the ability to use facts: working from evidence to a conclusion (induction) ÐÐ gathering enough facts to warrant the conclusion ÐÐ making valid inferences based on facts ÐÐ using accurate observation to form a hypothesis and then test it (the scientific method) ÐÐ the ability to use principles: working from principle(s) to a conclusion (deduction) ÐÐ avoiding prejudices, pressure from authority or peers ÐÐ avoiding flaws in thinking: personal attack, overgeneralization ÐÐ the ability to absorb, analyze and interpret complex artifacts or texts ÐÐ the ability to assess the reliability and validity of information, especially on the web ÐÐ the ability to synthesize information from diverse sources ÐÐ the ability to place data into a larger context ÐÐ the ability to make decisions based on evidence ÐÐ the ability to analyze and interpret abstract ideas ÐÐ the ability to recognize and compensate for ambiguity ÐÐ the ability to prioritize ÐÐ the ability to innovate ÐÐ the capacity for curiosity General Education Objective: Critical [and Creative] Thinking Visit our website at humanities.gbcnv.edu ÐÐ the ability to understand the historical and cultural foundations of ethical behavior, and develop and apply a personal code of ethics based on that understanding ÐÐ the maturity to take responsibility for one’s thinking and actions ÐÐ the capacity to express an opinion that diverges from that of the majority [OR the ability to hold and defend a divergent point of view and to allow others the same right] ÐÐ the capacity to recognize the validity of alternate viewpoints or opinions ÐÐ the capacity to recognize multiple perspectives, from local to global ÐÐ the capacity to accept diversity of people and ideas ÐÐ the capacity for a critical understanding of fine arts expressions ÐÐ an awareness of the past and its application to the present ÐÐ the application of knowledge to real-world problems General Education Objective: Personal/Cultural Awareness ÐÐ the ability to utilize new technologies as they are developed ÐÐ the ability to understand the ethical implications of technological advances ÐÐ the ability to use technology to benefit humanistic inquiry, not to replace it ÐÐ the ability to capitalize on technology as a tool to enhance the experience of the humanities ÐÐ the ability to use technological tools to expand and extend our understanding of what it means to be human General Education Objective: Technological Understanding
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
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Scott A. Gavorsky
Publisher
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GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
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Kathy Schwandt; Joshua Webster;
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
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Title
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"Discussions for Critical Thinking" - In-Service Handout
Subject
The topic of the resource
The handout distributed to participants at the VHC In-Service "Discussions for Critical Thinking," 21 January 2016.
Description
An account of the resource
The handout distributed to participants at the VHC In-Service "Discussions for Critical Thinking," 21 January 2016. The handout was intended to be a guide for the workshop discussions and includes three sample discussions from GBC faculty presenters.
Creator
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Scott A. Gavorsky
Publisher
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GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
21 January 2016
Contributor
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Joshua Webster; Kathy Schwandt;
Rights
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Format
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pdf file
Language
A language of the resource
English
Design
Design 2015-2017
Discussions
Faculty
humanities education
In-Service
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/4ef313f848d0216feea6e2624a793bf8.pdf
1cc2fec27294165b7c4d58d9a4c256ec
PDF Text
Text
ACE
&
“I have learned so much
from their culture,” says
Sweetwater “to be happy!”
�
Dublin Core
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ACE Events 2013-2016
Subject
The topic of the resource
Recordings of selected ACE events for the 2013-2014, 2014-2015, and 2015-2016 academic years.
Description
An account of the resource
Selected events sponsored by ACE (Arts and Cultural Enrichment) Committee at Great Basin College. Included is the 2015 Cowboy Poetry Speakers Series (Teresa Jordan and Gary Nabhan).
Creator
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GBC / ACE (Arts and Cultural Enrichment); individual artists and speakers.
Publisher
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GBC
Date
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2013-2014; 2014-2015; 2015-2016
Contributor
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Scott A. Gavorsky
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Great Basin College / Virtual Humanities Center
Language
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English
Identifier
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ACE 2013-2015
Video
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Dublin Core
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Deepa Willingham - Eradicating Extreme Poverty through Girls' Education
Subject
The topic of the resource
Rotary International Humanities Speaker Deepa Willingham discusses a project to eradicate local extreme poverty in Piyali, India through the girls' school (the Piyali Learning Center).
Description
An account of the resource
<p><a href="http://gbcnv.mediasite.com/mediasite/Play/679a4ac7a46a427bbd62c85a2d4828841d" target="_blank" rel="noopener">View MediaSite of Event</a></p>
<p>Deepa is the founder of Promise and Assurance of Children Everywhere (PACE) Universal, a non-profit organization leading a program to prevent child trafficking and eradicate extreme poverty through education of girls and women, vocational training, and holistic village rehabilitation.</p>
<p>Deepa is an active Rotarian originally from India. She studied under the stewardship of Mother Teresa and has spent much of her career working with children.</p>
Creator
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Deepa Willingham
Publisher
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Rotary International, Great Basin College, and the Arts and Cultural Enrichment (ACE) Committee
Date
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19 November 2015
Contributor
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Anita Franzoia [moderator]; Radhika Bahkta [dance]; GBC IAV Department [connection facilitation and MediaStreaming];
Rights
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Virtual Humanities Center Digital College Deposit and Reproduction Agreement on file
[admin access only]
ACE
Action
Community
Design 2015-2017
education
girls
India
poverty
Rotary International
Symphony
-
https://humanities.gbcnv.edu/omeka/files/original/d12382fbd2fb9dfff38fde1375604d35.jpg
8efa44bed324442932072e6328804850
Dublin Core
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Design for the Human Spirit (Theme 2015-2017)
Subject
The topic of the resource
Materials related to the VHC Theme for 2015-2017--Design for the Human Spirit.
Description
An account of the resource
What is design, and how does it impact humans? Over the next two years, the Virtual Humanities Center will explore the role of design at GBC, the communities it serves, and the larger world.
Creator
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GBC Virtual Humanities Center
Publisher
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GBC Virtual Humanities Center
Date
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August 2015 - July 2017
Contributor
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Scott A. Gavorsky [VHC]
Rights
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Great Basin College © 2015. All rights reserved.
Hyperlink
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URL
https://www.youtube.com/watch?v=TFxgxvF45Kw&feature=youtu.be
Dublin Core
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Elko Street-scaping Project: Interview with Nevada DOT Architect John L'Etoile
Subject
The topic of the resource
Interview with John L'Etoile, Nevada DOT Senior Landscape Architect on the Elko Street-scaping project.
Description
An account of the resource
Angie de Braga (GBC VHC) interviews John L'Etoile, Senior Landscape Architect for the Nevada Department of Transportation (Nevada DOT), about the design of the Elko Street-scaping project, using the theme "A Passage through Time."<br /> <br /> <iframe width="560" height="315" src="https://www.youtube.com/embed/TFxgxvF45Kw" frameborder="0"></iframe>
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Angie de Braga
Source
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https://www.youtube.com/watch?v=TFxgxvF45Kw&feature=youtu.be
Publisher
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Nevada Department of Education
Date
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July 2015
Contributor
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Angie de Braga [interviewer]; John L'Etoile [interviewee]; Nevada DOT [editing]
Language
A language of the resource
English
Rights
Information about rights held in and over the resource
Rights pending
Format
The file format, physical medium, or dimensions of the resource
YouTube video link
Community
Crossroads
Design
Design 2015-2017
Elko
NDOT