"America is NOT Broke." So says Michael Moore in Wisconsin--I knew about the 400 richest people's wealth equalling half of the rest of the population's. I just never heard it expressed as well as in Moore's speech:

"...400 obscenely rich people, most of whom benefited in some way from the multi-trillion dollar taxpayer "bailout" of 2008, now have more loot, stock and property than the assets of 155 million Americans combined."

Tips on seeking help from a medical specialist for mood disorders without being afraid of being judged or stigmatized.

South Korean startup Kosmos has made its Indiegogo debut with a tech-packed ebike named the Nova7. The PAS commuter features a mid-mount internal gearbox, rear-hub motor with responsive torque sensing, and a low-maintenance belt drive.

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Category: Bicycles, Transport

Tags: Indiegogo, ebikes, Pedal-assisted

1. Last Supermoon Of 2024 Emerges This Week—Here’s What To Know About The ‘Beaver’ Moon  Forbes
2. November supermoon will rise this week, and here's why it's so special  NBC Chicago
3. The Next Full Moon Will Be the Last of Four Consecutive Supermoons  Science@NASA
4. Beaver Moon 2024: See the final 'supermoon' of the year rise next to the 'Seven Sisters'  Livescience.com
5. Be sure to catch this week's full supermoon, the last one for a year  MLive.com

Dr Gordon Moore, one of the three co-founders of Intel Corporation has passed away in Hawaii at the age of 94.  I had the privilege of interviewing him in London in March 1997, and he came across as a genuinely humble man, typical of the genuine ‘boffin’ type of the time. The thing I remember mostly from the interview was his professed love for antiques. Apparently he and his wife, Betty, spent a lot of their free time browsing for...

The post Gordon Moore RIP – Goodbye Mr Chips appeared first on The Red Ferret Journal.

College student Emily Moore interviews Frederica about her views on the pro-life movement, current social trends, thoughts on writing as a profession, as well as any recommendations for young single women of faith.

Though he has not been glorified by the Church, Fr Lazarus was a pioneer and exemplar of Orthodoxy in the West.   He was born in England in 1902. In his early manhood he moved to western Canada, where he worked as a farm laborer for several years. While working in Alberta, he sensed a call to become a missionary and went to an English missionary college for five years.   Sad to say, our sources are unclear about how he came to the Orthodox faith from this unlikely beginning. But in 1934 he spent seven weeks on Mt Athos, then lived as a monk in Yugoslavia. He was ordained to the priesthood by Archbishop Theophan (Russian Orthodox Church Abroad), then sent to Palestine to serve the Russian Mission in Jerusalem.   In 1948, the new State of Israel gave the Mission's property to the Soviet Union and the mission was left dispossessed. Fr Lazarus served as priest to the Russian Convent in Aïn Karim and Transjordan, then was sent to India in 1952, where he helped in Orthodox missionary work for twenty years. Several of his books and translations, such as his biography/study of St Seraphim of Sarov, were written while he lived in India. While there, he met Mother Gavrilia of Greece, whose beautiful biography Ascetic of Love includes good descriptions of him during his life in India. Though very strict in his Orthodoxy, he was flexible in externals: in India he wore a white rather than a black cassock, because black clothing had offensive connotations to the Indian people.   In 1972 Fr Lazarus was called to Greece, then in 1974 to Australia, where he served for nine years. In 1983 he moved to California in answer to call from Fr Peter Gillquist to assist members of the former 'Evangelical Orthodox Church' in their move to Orthodoxy. In 1989 he moved to Alaska, where he continued this work. He reposed in Eagle River, Alaska in 1992. Following is an excerpt from an account of his last days by members of his community in Eagle River:   "Father always signed his name with TWA, "Traveling With Angels". A few days before his death, after battling cancer many years, faithfully using the Jesus Prayer as the medicine for his affliction, the Archangel Michael appeared to help him. His final journey homeward had begun, TWA... 'the time of my departure is at hand. I have fought the good fight, I have finished the race, I have kept the faith.' (2 Timothy 4: 6-8)."

Though he has not been glorified by the Church, Fr Lazarus was a pioneer and exemplar of Orthodoxy in the West.   He was born in England in 1902. In his early manhood he moved to western Canada, where he worked as a farm laborer for several years. While working in Alberta, he sensed a call to become a missionary and went to an English missionary college for five years.   Sad to say, our sources are unclear about how he came to the Orthodox faith from this unlikely beginning. But in 1934 he spent seven weeks on Mt Athos, then lived as a monk in Yugoslavia. He was ordained to the priesthood by Archbishop Theophan (Russian Orthodox Church Abroad), then sent to Palestine to serve the Russian Mission in Jerusalem.   In 1948, the new State of Israel gave the Mission's property to the Soviet Union and the mission was left dispossessed. Fr Lazarus served as priest to the Russian Convent in Aïn Karim and Transjordan, then was sent to India in 1952, where he helped in Orthodox missionary work for twenty years. Several of his books and translations, such as his biography/study of St Seraphim of Sarov, were written while he lived in India. While there, he met Mother Gavrilia of Greece, whose beautiful biography Ascetic of Love includes good descriptions of him during his life in India. Though very strict in his Orthodoxy, he was flexible in externals: in India he wore a white rather than a black cassock, because black clothing had offensive connotations to the Indian people.   In 1972 Fr Lazarus was called to Greece, then in 1974 to Australia, where he served for nine years. In 1983 he moved to California in answer to call from Fr Peter Gillquist to assist members of the former 'Evangelical Orthodox Church' in their move to Orthodoxy. In 1989 he moved to Alaska, where he continued this work. He reposed in Eagle River, Alaska in 1992. Following is an excerpt from an account of his last days by members of his community in Eagle River:   "Father always signed his name with TWA, "Traveling With Angels". A few days before his death, after battling cancer many years, faithfully using the Jesus Prayer as the medicine for his affliction, the Archangel Michael appeared to help him. His final journey homeward had begun, TWA... 'the time of my departure is at hand. I have fought the good fight, I have finished the race, I have kept the faith.' (2 Timothy 4: 6-8)."

What does John the Baptist have in common with bees, mead, honey and moons—even honeymoons? Fr. Joseph fills in the details and answers the question: If Zacharias and Elizabeth knew then what they know now, would they have gone through with it all?

Honey, Mead, Old Age and John the Baptist. You'll just have to listen to get the connection.

Christina and Emma take on the Newberry Medal winning novel, The Girl Who Drank the Moon. They discuss sacrifice vs. loss, hope vs. sorrow, and how Christian hope in particular is not an empty promise. They close with their Top 5 Newberry Winners.

Stranger Moon, a novel by Heather Zydek, Chapter twenty (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapter twenty-one (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapter twenty-two (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapters twenty-three and twenty-four (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Conclusion (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapter one (Moth Wing Press, 2012).

Stranger Moon, a novel by Heather Zydek, Chapters two and three (Moth Wing Press, 2012).

Stranger Moon, a novel by Heather Zydek, Chapter four (Moth Wing Press, 2012).

Stranger Moon, a novel by Heather Zydek, Chapters five and six (Moth Wing Press, 2012).

Stranger Moon, a novel by Heather Zydek, Chapters seven and eight (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapters nine and ten (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapter Eleven (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapter Twelve (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapters thirteen and fourteen (Moth Wing Press, 2012).

Stranger Moon, a novel by Heather Zydek, Chapter fifteen (Moth Wing Press, 2012).

Stranger Moon, a novel by Heather Zydek, Chapter sixteen (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapter seventeen (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapter eighteen (Moth Wing Press, 2012)

Stranger Moon, a novel by Heather Zydek, Chapter nineteen (Moth Wing Press, 2012)

Fr. Apostolos Hill gives a "book report" on the Ladder of Divine Ascent of St. John Climacus and the expectation of progress in our Life in Christ.

Sheffield United striker Kieffer Moore withdraws from Wales' Nations League games against Turkey and Iceland this month because of a calf injury.

Striker Kieffer Moore is out of Wales' Nations League games against Turkey and Iceland.

The sight of cows grazing freely on the city’s commons has been put in doubt.

The boss of Premiership Rugby says he welcomes the prospective return to professional rugby of Wasps, Worcester and London Irish.

1. Last supermoon of 2024 to shine over Central Alberta this week  Central Alberta Online
2. 4 of 4: Last supermoon of the year to light up Canadian skies  Global News Toronto
3. Beaver Moon 2024: See the final 'supermoon' of the year rise next to the 'Seven Sisters'  Livescience.com
4. See 2024’s Final ‘Supermoon’ And ‘Fireballs’: The Night Sky This Week  Forbes
5. How and when to catch the last supermoon of 2024  National Post

New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles – meaningful, engaging, measurable, accessible, and scalable – may be applicable to future MOOC development projects.

Aim/Purpose: From an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants’ enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors’ aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background: A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology: This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the ‘As alterações climáticas nos média escolares - Clima@EduMedia’ course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change Contribution: By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings: This work major finding is a literature-based and empirically-refined MOOC success factors analysis framework. Recommendations for Practitioners: The proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for Researchers: This work’s relevance is also based on its contribution to increasing empirical research on MOOCs. Impact on Society: By providing a proposal of a framework on factors to make a MOOC successful, the authors hope to contribute to the quality of MOOCs. Future Research: Future work should refine further the proposed framework, by in testing it against data collected in other MOOCs.

Aim/Purpose: The study focused on learner sentiments and experiences after using the Moodle assessment module and trained a machine learning classifier for future sentiment predictions. Background: Learner assessment is one of the standard methods instructors use to measure students’ performance and ascertain successful teaching objectives. In pedagogical design, assessment planning is vital in lesson content planning to the extent that curriculum designers and instructors primarily think like assessors. Assessment aids students in redefining their understanding of a subject and serves as the basis for more profound research in that particular subject. Positive results from an evaluation also motivate learners and provide employment directions to the students. Assessment results guide not just the students but also the instructor. Methodology: A modified methodology was used for carrying out the study. The revised methodology is divided into two major parts: the text-processing phase and the classification model phase. The text-processing phase consists of stages including cleaning, tokenization, and stop words removal, while the classification model phase consists of dataset training using a sentiment analyser, a polarity classification model and a prediction validation model. The text-processing phase of the referenced methodology did not utilise tokenization and stop words. In addition, the classification model did not include a sentiment analyser. Contribution: The reviewed literature reveals two major omissions: sentiment responses on using the Moodle for online assessment, particularly in developing countries with unstable internet connectivity, have not been investigated, and variations of the k-fold cross-validation technique in detecting overfitting and developing a reliable classifier have been largely neglected. In this study we built a Sentiment Analyser for Learner Emotion Management using the Moodle for assessment with data collected from a Ghanaian tertiary institution and developed a classification model for future sentiment predictions by evaluating the 10-fold and the 5-fold techniques on prediction accuracy. Findings: After training and testing, the RF algorithm emerged as the best classifier using the 5-fold cross-validation technique with an accuracy of 64.9%. Recommendations for Practitioners: Instead of a closed-ended questionnaire for learner feedback assessment, the open-ended mechanism should be utilised since learners can freely express their emotions devoid of restrictions. Recommendation for Researchers: Feature selection for sentiment analysis does not always improve the overall accuracy for the classification model. The traditional machine learning algorithms should always be compared to either the ensemble or the deep learning algorithms Impact on Society: Understanding learners’ emotions without restriction is important in the educational process. The pedagogical implementation of lessons and assessment should focus on machine learning integration Future Research: To compare ensemble and deep learning algorithms

Aim/Purpose: The emergence of massive open online courses (MOOCs) has fostered the creation of co-located learning communities; however, there is limited research on the types of interactions unfolding in these spaces. Background: This study explores Peer 2 Peer University’s Learning Circles, a project that allows individuals to take MOOCs together at the library. I investigated the patterns that emerged from the interactions between facilitators, learners, course materials, and digital media in the pilot round of these Learning Circles. Methodology: This study employs an ethnography of hybrid spaces (online/offline participant observations, in-depth interviews, and artifact collection) of face-to-face study groups taking place at library branches in a Midwest metropolitan area. Data analysis employs the constant comparison method. Contribution: Interactions taking place in the Learning Circles increased individuals’ agency as learners and subverted the MOOC model through processes of technological appropriation. Findings: The findings reveal that interactions within Learning Circles created a dynamic negotiation of roles, produced tension points, enabled a distributed model of knowledge, and structured study routines. The pilot round of Learning Circles attracted diverse participants beyond the typical digitally literate MOOC student. Many of them had no previous experience taking online courses and, in some cases, no Internet connection at home. This paper argues that Learning Circles favored the appropriation of artifacts (technologies) and increased participants’ agency as learners in the Internet age. Recommendations for Practitioners: Practitioners can use the Learning Circles model to benefit disenfranchised individuals by providing them with access to materials resources and a network of peers that can help increase their agency as learners. Recommendation for Researchers: This study suggests that it is fundamental to pay attention to learning initiatives that are unfolding outside the scope of traditional and formal education. Impact on Society: Open educational resources and public libraries are opening new pathways for learning beyond traditional higher education institutions. Future Research: Future research can explore how the learning circles are adapted in cultural contexts outside the United States.

Due to the problems of low clustering accuracy and efficiency in traditional similar resource clustering methods, this paper studies an English MOOC similar resource clustering method based on grey correlation. Principal component analysis was used to extract similar resource features of English MOOC, and feature selection methods was used to pre-process similar resource features of English MOOC. On this basis, based on the grey correlation method, the pre-processed English MOOC similar resource features are standardised, and the correlation degree between different English MOOC similar resource features is calculated. The English MOOC similar resource correlation matrix is constructed to achieve English MOOC similar resource clustering. The experimental results show that the contour coefficient of the proposed method is closer to one, and the clustering accuracy of similar resources in English MOOC is as high as 94.2%, with a clustering time of only 22.3 ms.

In order to enhance the accuracy of teaching resource recommendation results and optimise user experience, a personalised recommendation method for English teaching resources on the MOOC platform based on data mining is proposed. First, the learner's evaluation of resources and resource attributes are abstracted into the same space, and resource tags are established using the Knowledge graph. Then, interest preference constraints are introduced to mine sequential patterns of user historical learning behaviour in the MOOC platform. Finally, a graph neural network is used to construct a recommendation model, which adjusts users' short-term and short-term interest parameters to achieve dynamic personalised teaching recommendation resources. The experimental results show that the accuracy and recall of the resource recommendation results of the research method are always higher than 0.9, the normalised sorting gain is always higher than 0.5.

In order to shorten the integration and sharing time of English teaching resources, a MOOC English online and offline mixed teaching resource integration model based on convolutional neural networks is proposed. The intelligent integration model of MOOC English online and offline hybrid teaching resources based on convolutional neural network is constructed. The intelligent integration unit of teaching resources uses the Arduino device recognition program based on convolutional neural network to complete the classification of hybrid teaching resources. Based on the classification results, an English online and offline mixed teaching resource library for Arduino device MOOC is constructed, to achieve intelligent integration of teaching resources. The experimental results show that when the regularisation coefficient is 0.00002, the convolutional neural network model has the best training effect and the fastest convergence speed. And the resource integration time of the method in this article should not exceed 2 s at most.

The surge of learner enrolment in massive open online courses (MOOCs) has led to a wealth of learner-generated data, such as online course reviews that document learner experience. To unveil learner experience with MOOCs, this research uses machine learning methods to extract prominent topics from MOOC reviews and assess the sentiments expressed by learners within them. Furthermore, this research investigates the cooccurrence of the topics using association rule mining. The findings reveal six central topics discussed in MOOC reviews, such as "instructor", "design", "material", "assignment", "platform", and "experience". Notably, most learners express positive sentiments in their reviews. The sentiment indicated in reviews of skill-seeking MOOCs is higher than that in reviews of knowledge-seeking MOOCs. Furthermore, the association rule mining identifies four meaningful association rules. The findings offer valuable insights for MOOC instructors to enhance course design and for platform operators to ensure the long-term viability and success of MOOC platforms.

The Open Software movement serves as a landmark and a starting point for many “open-something” initiatives, such as Open Educational Resources (OER) and Massive Online Open Courses (MOOC). However, under a pragmatic point-of-view, many of its basic principles are not considered specially when dealing with the above mentioned initiatives: common, industry-standard OER and MOOC lack a considerable set of really open features in a way that deviate the sense of the “O” letter – for Open – in its acronyms. Considering this, the present paper presents a systematization of these concepts around the general principle of openness. There will be discussed some strengths, challenges, and drawbacks in adopting openness as the key for OER and MOOC for Education in 21st Century.