Concurso organizado por el Departamento de Alemán IES Goya Zaragoza con el tema “Yo como alcalde / alcaldesa”, en el que l@s alumn@s de 3º y 4º de ESO debían realizar power-points en que expusieran sus ideas para mejorar la calidad de vida de su ciudad
Workshop mensgericht organiseren AIF MeursHRM 4 11-2014Glenn van der Burg
Workshop mensgericht organiseren aan de hand van verschillende stellingen waarbij deelnemers een keuze moeten maken of ze het "eens" of "oneens" zijn. Workshop gegeven tijdens Arbeidsmarkt Innovatie Feest van MeursHRM op 4 november 2014
Concurso organizado por el Departamento de Alemán IES Goya Zaragoza con el tema “Yo como alcalde / alcaldesa”, en el que l@s alumn@s de 3º y 4º de ESO debían realizar power-points en que expusieran sus ideas para mejorar la calidad de vida de su ciudad
Workshop mensgericht organiseren AIF MeursHRM 4 11-2014Glenn van der Burg
Workshop mensgericht organiseren aan de hand van verschillende stellingen waarbij deelnemers een keuze moeten maken of ze het "eens" of "oneens" zijn. Workshop gegeven tijdens Arbeidsmarkt Innovatie Feest van MeursHRM op 4 november 2014
Atti Mobile Marketing: finalmente un'accelerazione - 26 gen 2012Personalive srl
Estratto slide dell'evento "Mobile Marketing & Service: finalmente un'accelerazione" dell'Osservatorio Mobile Marketing & Service della School of Management del Politecnico di Milano, presentato il 26 gennaio 2012.
Abstract: Adapting face-to-face (FTF) pedagogies to online settings raises boundary questions about the contextual conditions in which the same instructional method stimulates different outcomes. We address this issue by examining FTF and computer-mediated communication (CMC) versions of constructive controversy, a cooperative learning procedure involving dialogic argumentation and the shared goal of reaching an integrative position. One hundred seventy-one undergraduates were randomly assigned to a 3 (synchron- icity: FTF, synchronous CMC, asynchronous CMC) ﰅ 3 (belongingness: acceptance, mild rejection, control) quasi-experimental design. As predicted, FTF and synchronous CMC conditions increased cooperation, epistemic conflict regulation, motivation (interest-value), and achievement (completion rate, integrative statements), whereas asynchronous CMC increased competition and relational conflict reg- ulation and decreased motivation and achievement. Also as predicted, satisfying belongingness needs (through acceptance) increased cooperation, epistemic conflict regulation, and motivation compared with control. Unexpectedly, there was no evidence that mild rejection diminished outcomes. Results inform theory by demonstrating that FTF and CMC synchronicity represent boundary conditions in which constructive controversy stimulates different social-psychological processes and, in turn, different outcomes. Results also inform practice by showing that synchronicity and belongingness have additive effects on constructive controversy and that satisfying belongingness needs buffers but does not offset the deleterious effects of asynchronous CMC.
Photo Inventory Project. This is a catholic church in my neighborhood. It was recently remodeled and it steps away from a tradition catholic church look by have modernized versions of very traditional symbols.
Presented by Krishnan Chatterjee - VP & Head Strategic Marketing, HCL at Paul Writer's Great Indian Marketing Summit - IT Edition, 1 Feb, 2013, Bangalore
webcast of the session available at http://www.24framesdigital.com/paulwriter/webcast/010213/in.asp
Atti Mobile Marketing: finalmente un'accelerazione - 26 gen 2012Personalive srl
Estratto slide dell'evento "Mobile Marketing & Service: finalmente un'accelerazione" dell'Osservatorio Mobile Marketing & Service della School of Management del Politecnico di Milano, presentato il 26 gennaio 2012.
Abstract: Adapting face-to-face (FTF) pedagogies to online settings raises boundary questions about the contextual conditions in which the same instructional method stimulates different outcomes. We address this issue by examining FTF and computer-mediated communication (CMC) versions of constructive controversy, a cooperative learning procedure involving dialogic argumentation and the shared goal of reaching an integrative position. One hundred seventy-one undergraduates were randomly assigned to a 3 (synchron- icity: FTF, synchronous CMC, asynchronous CMC) ﰅ 3 (belongingness: acceptance, mild rejection, control) quasi-experimental design. As predicted, FTF and synchronous CMC conditions increased cooperation, epistemic conflict regulation, motivation (interest-value), and achievement (completion rate, integrative statements), whereas asynchronous CMC increased competition and relational conflict reg- ulation and decreased motivation and achievement. Also as predicted, satisfying belongingness needs (through acceptance) increased cooperation, epistemic conflict regulation, and motivation compared with control. Unexpectedly, there was no evidence that mild rejection diminished outcomes. Results inform theory by demonstrating that FTF and CMC synchronicity represent boundary conditions in which constructive controversy stimulates different social-psychological processes and, in turn, different outcomes. Results also inform practice by showing that synchronicity and belongingness have additive effects on constructive controversy and that satisfying belongingness needs buffers but does not offset the deleterious effects of asynchronous CMC.
Photo Inventory Project. This is a catholic church in my neighborhood. It was recently remodeled and it steps away from a tradition catholic church look by have modernized versions of very traditional symbols.
Presented by Krishnan Chatterjee - VP & Head Strategic Marketing, HCL at Paul Writer's Great Indian Marketing Summit - IT Edition, 1 Feb, 2013, Bangalore
webcast of the session available at http://www.24framesdigital.com/paulwriter/webcast/010213/in.asp
This presentation was created by Berkeley College librarians for Prof. Kaplan's GEC 112 course running on the Woodbridge campus in Fall 2014. This will guide students in finding the resources they need for the invention assignment.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. A day in the life of
Bernadette at
Berkeley College
2. 8:15- 8:40: Arrive at the library – Happy Monday!
• Catch up with Bill & Edwin.
• Update Bill on FAS classes and on the Student
Veteran Event I attended on Thursday.
• Review presentation for FAS 245 class.
• Have a cup of tea to get the morning started!
3. 8:40 – 9:20 : Deliver FAS 245
session (8th FAS IL session of
the quarter!). Make a note to
make a minor changes to
presentation to include the
report function in StyleSight. I
live demoed it in class and
students and Professor found it
very helpful.
4. 9:20 – 9:40
• Browse the emails received
over the weekend.
• A FAS faculty member
requested a documentary
God Save My Shoes. We do
not currently have this title –
read reviews online and have
decided to add it to our
collection.
• Read and responded to
remaining emails.
5. 9:40 – 11:25:
• Manned the Circulation desk with our new student worker Edwin – handled
simple student requests and updated the Reference Blitz document since its
week 6 already!
• Started the write up of the Veteran and Student and Faculty even I attended
last week to share in the Library Buzz.
• Investigated an overdue textbook – student took it out on Thursday and
didn’t return it – there is a note on her record from Matthew that this
student took a different textbook overnight a few months ago and claimed
to not know the policy – chatted with Bill for advice on how to proceed.
• Minutes later the student returns the
book and I bring her for a sit down
policy discussion with Bill – what
timing!
6. 11:25 – 1:30: Head to GEC 415 tele-conference class. This class is being
piloted in NYC and WST, Professor Miller splits his time between the two
campuses. I cover the classroom in NYC on Mondays when the Professor is
in WST and Jim covers the WST classroom while the Professor is in NYC on
Wednesdays. Today we focused on reviewing the material for their mid-
terms, we split both classes into teams and played a question and answer
game – even with the students being in two different locations they were
all very engaged and even had some NYC vs. WST rivalry!
8. 2:30 – 3:30: Both of the student workers
scheduled to work the Circulation desk at
41st have called out sick – Bill, Paul and I
are all hands on deck covering Circ and
Reference. Answered a few reference
questions and helped a group of students
format their PowerPoint presentation.
9. 3:30 – 4:30:
• Manned the reference desk and prepared for
tomorrow’s FAS IL session.
• Researched FAS documentaries for Professor Joi
Pratt. Found a great video online on the
manufacturing of Marc Jacobs handbags.
4:30: Bon Voyage Library – see you tomorrow!
