As social media use explodes in popularity, teachers can now share resources and interact with a broad international audience of colleagues, scholars, students, and the general public. Teachers use sites such as Twitter to develop and hone their professional identities and manage others' impressions of them and their work. This text draws on extensive research to provide guidance about teachers' use of social media for professional development and identity formation. A conceptual framework drawing on Goffman's Theory of the Presentation of Self in Everyday Life and research into how users interact online informed the case studies of preservice teachers' experiences with social media. A secondary function of the book is to guide teachers through the process of conducting action research projects in their own classrooms. Use of social media involves more than just sharing links or scattered thoughts; savvy users consider a wide variety of methods and forms of interaction. This text shares research-based best practices for these forms of information sharing, including the effects of these practices on different audiences. Twitter and other forms of social media offer an easily accessible, free mode of communication; however, while asking a question and obtaining answers from people all over the globe is exciting, and while this process can be empowering for both the questioner and the responder, it can also be problematic as viewed from a quality control perspective. Is the information accurate? Does it reflect research-based best practices? What are some of the ways that teachers can and should form personae and identities on social media? What are the risks? This text chips away at these crucial questions.
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"This book examines the phenomenon of Germanic volunteers to the SS through the stories of the neutral volunteers to the Waffen-SS leadership corps--those who became officers or assumed other positions of responsibility--as well as the SS institutions they worked for. Though many of the hundreds of thousands of non-Germans who fought for the Nazi regime were likely coerced into joining by the occupying Germans, this book focuses on volunteers from countries outside of Germany's control--Switzerland, Sweden, and Denmark--thereby eliminating coercion or propaganda as explanations for their decisions to volunteer. Unlike non-Germanic volunteers who were given a lower status within the Waffen-SS or came under the command of the German army, volunteers from the Germanic countries were fully integrated into the Waffen-SS and were simultaneously members of the elite SS umbrella organization. Moreover, out of the Germanic volunteers, those from the neutral countries proved to be particularly interested not only in fighting for the regime, but also in working as administrators to establish a Greater Germanic Reich ... [It is] an attempt at integrating the personal stories of Germanic volunteers to the Waffen-SS into the larger narrative of efforts to reorganize large portions of Europe under the Nazi regime. It examines who these men were, what drove them, how they contributed to various aspects of the Nazi project, and how their views developed during the course of the war. At the same time, the book seeks to link these men to decision making on the part of the German SS leadership, including its chief, Himmler. That is, I wish to treat these men as the real historical actors they were. This is a study of perpetrators, of ideology, of the unique institution that was the SS, and, above all, of the interaction of the three. In particular, this book examines the hundred most influential and high-ranking neutral volunteers, all of whom either worked for or closely with the Germanische Leitstelle, the office most central to the Germanic project within the SS. Hence, a narrative following the development of this office parallels the biographies of these men"--Introduction.
MathsLinks is an engaging new series that delivers the new KS3 specification in a manageable, practical format. It offers many flexible ways to achieve learning and skills objectives, including unique electronic support through new OxBox technology.
THE TRUE STORY OF MY FAMILY IN BUSINESS AND STILL GOING STRONG RIGHT HERE TODAY IN AMERICA BY WAY OF MISSISSIPPI AND CHICAGO AND FROM AFRICA
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