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The document discusses inventions and how any invention may lead to other inventions. It provides background on some famous inventors and has students draw their own invention. Activities have students match inventions that were derived from other inventions and brainstorm new inventions derived from sample objects. The assessment asks students if any invention can lead to other inventions and to provide an example.
The document discusses inventions and how any invention may lead to other inventions. It provides background on some famous inventors and has students draw their own invention. Activities have students match inventions that were derived from other inventions and brainstorm new inventions derived from sample objects. The assessment asks students if any invention can lead to other inventions and to provide an example.
The document discusses inventions and how any invention may lead to other inventions. It provides background on some famous inventors and has students draw their own invention. Activities have students match inventions that were derived from other inventions and brainstorm new inventions derived from sample objects. The assessment asks students if any invention can lead to other inventions and to provide an example.
The document discusses inventions and how any invention may lead to other inventions. It provides background on some famous inventors and has students draw their own invention. Activities have students match inventions that were derived from other inventions and brainstorm new inventions derived from sample objects. The assessment asks students if any invention can lead to other inventions and to provide an example.
The document outlines an educational activity to teach students about recycling. It involves 3 tasks: 1) researching recycling and creating a mural, 2) bringing recycled materials from home to make spaceships, and 3) explaining what materials were used. Students will work in groups for the research and mural then individually to build spaceships. They will be evaluated on their understanding of recycling concepts, cooperation, creativity, and clear explanations. The goal is to teach students the importance of recycling to save the planet.
Gamified Education Workshop (Octalysis) in SIngaporeYu-kai Chou
Yu-kai Chou is an early pioneer and expert in gamification who has worked in the field for 14 years. He is a serial entrepreneur, founder of Octalysis Prime and The Octalysis Group, and regularly gives keynotes at companies like Stanford, Google, and LEGO. His work has been featured in Forbes and the Wall Street Journal. This document outlines Yu-kai Chou's workshop on actionable gamification and gamified education. It discusses how current education systems break students' natural desire to learn, and introduces Octalysis as a framework to understand motivation. Examples are given of different types of gamified learning solutions and how to analyze them using the Octalysis core drives.
The document discusses inventions and how any invention may lead to other inventions. It provides background on some famous inventors and has students draw their own invention. Activities have students match inventions that were derived from other inventions and brainstorm new inventions derived from sample objects. The assessment asks students if any invention can lead to other inventions and to provide an example.
The document discusses inventions and how any invention may lead to other inventions. It provides background on some famous inventors and has students draw their own invention. Activities have students match inventions that were derived from other inventions and brainstorm new inventions derived from sample objects. The assessment asks students if any invention can lead to other inventions and to provide an example.
The document discusses inventions and how any invention may lead to other inventions. It provides background on some famous inventors and has students draw their own invention. Activities have students match inventions that were derived from other inventions and brainstorm new inventions derived from sample objects. The assessment asks students if any invention can lead to other inventions and to provide an example.
The document discusses inventions and how any invention may lead to other inventions. It provides background on some famous inventors and has students draw their own invention. Activities have students match inventions that were derived from other inventions and brainstorm new inventions derived from sample objects. The assessment asks students if any invention can lead to other inventions and to provide an example.
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The document announces a STEM day for students to explore various STEM-related activities and experiments. It provides information on the schedule for STEM day, which will include selecting 4 sessions from a list of 33 options related to topics in science, technology, engineering, and math. Some of the session options described include building marshmallow towers, learning about viruses, exploring the universe through a telescope, building and launching bottle rockets, and extracting DNA.
This document discusses creativity and critical thinking. It begins with fun facts and then discusses how creativity applies to many fields, not just certain people or jobs. Examples are given of creative works and companies that emphasize thinking differently, such as Apple. The document argues that applying creativity everywhere reflects one's ability to think and improve. Harnessing potential requires practice and pushing growth. The conclusion emphasizes thinking differently, asking why, and finding purpose to prove one's potential and make a difference.
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How does a tomato come to life? You don’t assemble a tomato like a machine. You don’t conceptualize it like a work of abstract art. A successful gardener merely creates the conditions that allow life to unfold. If we seek to create buildings that have more “life”, can the design profession learn from the wisdom of a gardener? Is there a way of thinking about design, and a process, that offers a pathway to more life-filled buildings and spaces? In this presentation, members of TKWA, an architectural and interior design firm with 25 years of Pattern writing experience, demonstrate how to break out of the profession’s familiar, yet limiting, Cartesian design framework. Ariel Steuer and Tom Kubala will articulate and demonstrate how written Patterns, as developed by Christopher Alexander, can support a pathway to beauty, inspiration, and buildings imbued with life.
The document discusses green buildings and materials. It mentions that some builders reuse old materials in creative ways, such as using old tires packed with dirt to build a women's cultural center. Currently, only a small number of buildings have green features, but many cities are encouraging more sustainable construction techniques, so the number of green buildings is increasing. Over time, more buildings will become healthier and more environmentally friendly.
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1) Learning objectives around systems being organised and developing methods for classification, measurement, and hypothesis testing.
2) Details of assessment tasks involving a unit test, science communication activities, and laboratory experiments.
3) An orientation to lab safety rules and equipment.
4) An assignment for students to create a science demonstration on water changes of state for younger students.
5) Guidance on the scientific method and variables to consider in experimentation.
The document discusses the Eco-Visionaries exhibition which examines humanity's impact on the planet through climate change, species extinction, and resource depletion. It presents innovative approaches from architects, artists, and designers that reframe our relationship with nature. Through various media like film, installation, and photography, the works interrogate how architecture, art, and design are reacting to an increasingly changing world beyond mainstream notions of sustainability.
The document discusses 10 principles from new physics that can be applied to approaches for achieving balanced and sustainable development, with a focus on creativity in recovery and recycling. It provides examples of applying each principle, such as using small amounts of detergent to wash clothing with a magnetic device (applying the "energetic field" principle) or targeting energy savings in engineering projects (applying the "parallel universe" principle). Overall, the document advocates applying insights from new physics to take a more creative, human-centered approach to reduce materialism and promote sustainability.
This document outlines lessons from a science class about describing the characteristics of black and colored objects. It includes the daily objectives, activities, and assessments for 5 days of instruction. On day 1, students investigate the characteristics of black and colored objects through an activity using colored cellophane and flashlights. Subsequent days involve classifying objects by color, exploring how color affects heat absorption, and conducting experiments like measuring the melting of ice cubes under different colored surfaces. The document provides guidance for teachers on establishing purposes, presenting examples, facilitating discussions, assessing understanding, and drawing conclusions from the lessons.
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2. Социокультурный аспект-привлечение интереса к проблемам своего города Ставрополя
3. Развивающий аспект-развитие способности к обобщению, анализу; развитие воображения, способности к распределению внимания.
4. Воспитательный аспект-формирование ответственного отношения к природе, к проблемам окружающей среды, формирование желания помочь природе.
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1. The document describes how to enable draggable objects in presentations using the Draggable Objects side panel to select and drag objects freely during presentation mode.
2. It provides examples of interactive exercises including ordering planets, labeling a skeleton, matching paintings to titles and artists, and identifying the fastest animal and its characteristics.
3. Viewers with additional questions can contact the support team for assistance.
Constructivism is a learning theory that says people actively construct their own understanding and knowledge through experiences and reflecting on those experiences. The 5E model is a teaching approach used in constructivist classrooms that engages students, allows them to explore concepts, explains the concepts, elaborates on the concepts, and evaluates student understanding. An example science lesson uses the 5E model to teach students about immiscible solutions by having them create and clean up a simulated oil spill using various objects to separate oil from water and reflecting on the process.
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This document provides an overview of a lesson on identifying types of hazards. It includes activities where students identify hazard images and their corresponding types, solve puzzles to learn hazard names, and classify example hazards according to their effects in the workplace. The types of hazards covered are biological, chemical, ergonomic, mechanical, and physical. Learning objectives are to identify and classify hazards, and investigate their effects in the workplace.
The document discusses the layout, sections, and equipment of hotel front offices. It describes the main sections of a front office as reservation, reception, information desk, cashier, travel desk, communication, bell desk, and concierge. It provides details on the functions of each section. The document also outlines how the front office coordinates with other departments like housekeeping, food and beverage, engineering, and sales. It concludes with a list and images of manual and automatic equipment used in front offices.
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The document discusses the Eco-Visionaries exhibition which examines humanity's impact on the planet through climate change, species extinction, and resource depletion. It presents innovative approaches from architects, artists, and designers that reframe our relationship with nature. Through various media like film, installation, and photography, the works interrogate how architecture, art, and design are reacting to an increasingly changing world beyond mainstream notions of sustainability.
The document discusses 10 principles from new physics that can be applied to approaches for achieving balanced and sustainable development, with a focus on creativity in recovery and recycling. It provides examples of applying each principle, such as using small amounts of detergent to wash clothing with a magnetic device (applying the "energetic field" principle) or targeting energy savings in engineering projects (applying the "parallel universe" principle). Overall, the document advocates applying insights from new physics to take a more creative, human-centered approach to reduce materialism and promote sustainability.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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8. ACTIVITY 1:
Mechanics:
Five students will be called. Each
student will flip the box, act out what is
written on it, and then proceed to
answer the matching-type activity.
(EducaPlay)
53. Activity 5: (Group of 4)
Direction:
Create your own article/product
using the given materials. (RUBRICS)
Group 1: Team Paper
Group 2: Team Plastic Bottle
Group 3: Team Tin Can
Group 4: Team Glass Bottle
54.
55.
56.
57. Question:
1. Why is recycling important based on
the video?
2. Why does recycling save the
environment as well as benefit people
in their daily lives.?