what is concept mapping?
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Concept-Mapping is a tool for assisting and enhancing your ability to think and learn.\n\nSee the link below for a detailed explanation.
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Prototype generally refers to first reduction-to-practice of a concept, although concept is sometimes used for prototype.
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The last several decades in our nation have witnessed growing concerns that our educational system is not adequately preparing all of our citizens to develop the skills and knowledge they need to live and work successfully in today's complex society (National Commission on Excellence in Education, 1983). Calls for change have centered on the need for schools to provide opportunities for students to engage in activities that promote in-depth understanding, critical thinking, creative problem solving, and the ability to use knowledge in real-life settings (Darling-Hammond, 1993).\n\nIn response to these concerns school improvement efforts have proliferated, aimed at all aspects of the educational system - school structures, organization, governance, and leadership; family and community involvement; as well as curriculum content, instructional methods, individual and system-wide assessments. While all of these initiatives are important, many have been undertaken leaving some basic assumptions about teaching and learning intact, assumptions that have not been sufficiently informed by current understandings of how students learn.\n\nMany commonly accepted educational practices have been influenced by ideas of teaching from the past, based on traditional behaviorist views that teaching is primarily an act of "telling" - supplying students with facts and information in much the same way that an empty glass is filled. While these practices have been successful at producing proficiency in the lower-order skills measured on many tests, they have generally met with little success in developing the kind of knowledge and abilities that\n\nstudents need in real-life situations (National Assessment of Education Progress, 1981).\n\nIn contrast to this transmission-of-knowledge model of teaching, newer understandings of how people learn present a conception of teaching that focuses on developing "thinking" students who understand and can use what they learn. This conception is termed "constructivist" because it sees learning as a dynamic internal process in which learners actively "construct" knowledge by connecting new information to what they already know, rather than as a process in which learners are passive recipients of information transferred to them from external sources. This newer conception's emphasis is on developing students' capacities for analysis and problem-solving, rather than on having them "cover the curriculum" in the most efficient manner possible. Rooted in the assumption that all human beings have a deep drive to make sense of the world (Carini, 1987), constructivism sees learning as motivated by interest and shaped by individuals' cultural and linguistic backgrounds as well as their different learning styles and strengths (Carini, 1986; Gardner, 1983). From the perspective of the constructivist view, learning is supported by multiple experiences and social interactions, rather than by solitary drill and rote memorization (Dewey, 1916, 1956; Piaget, 1973,1980; Piaget & Inhelder, 1969; Vygotsky, 1978). It is a nonlinear process that requires extended periods of time to visit and revisit ideas until they are organized into coherent, stable, and generalizable understandings (Bruner, 1966; O'Brien, 1987).\n\nBecause constructivist principles are based on knowledge of learning, they provide a good starting place for school improvement efforts aimed at supporting students to become better thinkers, creators, and problem-solvers. Without such a focus, reform efforts run the risk of merely "reforming again, again, and again" (Cuban, 1990), focusing on the surface structures of schooling but leaving the central problems untouched.\n\nThis article describes constructivist teaching, highlighting some of its essential\n\nelements. It also discusses some of the challenges that constructivist teaching poses for teacher development. It demonstrates how a c
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What symbol is used to indicate mapping?\n--usually an arrow\n\nWhich transformation turns a figure?\n--rotation\n\nWhich transformation slides a figure?\n--translation\n\nWhat does a dilation do to a figure? \n--scales it up - kinda like zooming in or making an enlargement\n\nName the three isometries.\n--rotation, translation, reflection\n\nWhich transformation is not an isometry?\n--dilation\n\nExplain a similarity transformation.\n--A similarity transformation changes figures into similar figures - pretty much all of the above transformations
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Gaining new understanding about why things work.
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multimap is only a very good map,\ntry \nwww.terraserver.com
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See the link below to explain methods.
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why do not you tyr this link \n\nhttp://www.tekxam.com/StudyGuide/concepts/General-Concepts/General_Computing_Concepts_OUTLINE.html
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Knowledge Management is the practice of managing "intellectual capital" such as Subject Matter Experts, Technology and raw data that may not necessarily be tangible. This practice generally falls in line with Organizational Development, Change Management and (more and more often) Project Management. It focuses on learning and adapting in a constantly changing business climate. For more information, try searching kmresource.com or brint.com
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Specific techniques for representing knowledge about products and processes, and for reasoning formally about them. \nhttp://www2.info.ucl.ac.be/research/projects/AVL/ReqEng.html
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There are two great tools I've discovered. If only I had known about these when I was in school...\n\n1) MindMapping by Tony Buzon\n\n2) PhotoReading by Paul Scheele\n\nI don't know what I'd do with that pile of computer books that seems to continuously grow as technology changes, if I didn't have these techniques at my disposal.
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Your question is very broad.  There are so many terms, hundreds of them.  You might want to research terms such as curriculum compacting, multicultural curriculum, educational standards, critical thinking, inquiry method, scope and sequence, rubrics, criterion referenced tests, portfolio assessment, learning modules, individualized instruction, multiple intelligences, theory and practice, core curriculum, learning outcomes, outcomes based assessment, constructivism, learning styles, brain based learning, social cognition, behaviorism, Piaget's developmental theory, Bloom's taxonomy, experiential learning, whole language, literature based instruction, conceptual framework for curriculum design, implementation and evaluation of curriculum, models and strategies for curriculum innovation and change, use of technology in curriculum, web based learning, etc.\n\nThis is a start for you.  I hope it helps.
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concept, planning, design, prototyping, redesign, production.
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SDLC is Systems Development Life Cycle.  Mapping is generally used when talking about creating electronic messages between systems, you are mapping the data in the message so that both systems can recognize what the data is.  I am not sure what PST stands for, I havent seen that one before.
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Marketing strategy is a wide-ranging topic which includes a process for setting measurable goals around your core customers, their core needs and your ability to provide products or services which generate a profit. This obviously includes how you will reach them in the market (which channel - geographic regions, etc...) - the way you will educate your customer about your product (positioning) and what value (price) to assign your product.
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This will help you understand what your instructor is asking.\n\nhttp://en.wikipedia.org/wiki/Desktop_metaphor
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Positioning has been described as something that takes place in a prospect’s mind, a manipulation of consumer perceptions through a communications approach, to understand the target group fully.\n\naccording to one view,\npositioning at a strategic level is,  \nas vision linking with competitive advantage, or its the kind and object.\n\nand positioning at an operational level as a tool linking a brand to the customer through the use of communication, a way to introduce innovation into the functions.\n\nthere is an additional kind of positioning\npositioning at a tactical level as a concept linking product positioning with segmentation and targeting, \n\nhope this helps