This document contains 5 journal entries from a student about topics discussed in their Social Psychology class. The first entry discusses how the student used to see themselves negatively in secondary school but learned their friends saw them more positively. The second entry describes the student's experience when their siblings had H1N1 and how having a positive attitude helped the student avoid getting sick. The third entry discusses confirmation bias and how the student's beliefs impacted their behavior and outcomes in school. The fourth entry is about persuasion tactics and how understanding tactics like forewarning helped the student prepare for assignments. The fifth and final entry discusses factors that influence whether people help others, like beggars, and how the student has learned to identify those truly in need.
This document discusses the power of storytelling and provides tips for telling better stories and asking better questions in interviews. It includes stock questions that can be asked in interviews as well as advice such as researching topics thoroughly, starting interviews over Skype, looking for pivot points in stories, and listening for excitement in interviewees' voices. The overall message is that storytelling is powerful and following certain techniques can help elicit more compelling stories from others.
This document contains a student's journal entries on various topics related to social psychology. It discusses how the student was influenced by others as a teenager to go against her parents' advice. It also explores social comparison theory and how the student engaged in downward social comparisons after exams. The document examines the student's experiences with stereotypes of Asians knowing martial arts and Malays being poor at math. It discusses the self-serving bias, where the student attributed successes to ability but failure to external factors.
Whilst there has been increasing interest by government in the issue of teenage pregnancy much of the emphasis of the Teenage Pregnancy Strategy has focused on pregnant young women and young mothers with little regard for the fathers of their babies.
Mrs. Henkels is excited to start the new school year as the 4th grade teacher. She has been teaching 4th grade for 6 years and was previously the media specialist. On Tuesday, the class will review rules and expectations, which are posted online, and finalize them together. This year, students will explore a new reading series, learn about US regions in social studies, study the solar system and electricity in science, and go to Wolf Ridge in May. Mrs. Henkels provided her contact information and asked parents to return an attached sheet to join an email group.
This document provides a social base analysis of the author from 1963 to the present. It is divided into three main sections: I) Pre-Conversion from 1963-1978 where the author grew up in Taiwan with a divorced family and faced loneliness, II) Kingdom Encounter from 1981-1991 where the author found faith and fellowship through Campus Crusade and local church, and III) Mission Possible from 1991-present where the author studied in the U.S. and served through various ministries while experiencing periods of isolation as well as partnership. Throughout the analysis, the author focuses on the emotional, economic, strategic, and physical aspects of each life phase.
In this session, teacher David Fawcett explains that we shouldn't just be 'doing' growth mindset. It's not enough to have an assembly and display a poster on the wall. If we really want to develop a culture for Growth Mindset we need to make changes in our classroom.
This document contains 5 journal entries from a student about topics discussed in their Social Psychology class. The first entry discusses how the student used to see themselves negatively in secondary school but learned their friends saw them more positively. The second entry describes the student's experience when their siblings had H1N1 and how having a positive attitude helped the student avoid getting sick. The third entry discusses confirmation bias and how the student's beliefs impacted their behavior and outcomes in school. The fourth entry is about persuasion tactics and how understanding tactics like forewarning helped the student prepare for assignments. The fifth and final entry discusses factors that influence whether people help others, like beggars, and how the student has learned to identify those truly in need.
This document discusses the power of storytelling and provides tips for telling better stories and asking better questions in interviews. It includes stock questions that can be asked in interviews as well as advice such as researching topics thoroughly, starting interviews over Skype, looking for pivot points in stories, and listening for excitement in interviewees' voices. The overall message is that storytelling is powerful and following certain techniques can help elicit more compelling stories from others.
This document contains a student's journal entries on various topics related to social psychology. It discusses how the student was influenced by others as a teenager to go against her parents' advice. It also explores social comparison theory and how the student engaged in downward social comparisons after exams. The document examines the student's experiences with stereotypes of Asians knowing martial arts and Malays being poor at math. It discusses the self-serving bias, where the student attributed successes to ability but failure to external factors.
Whilst there has been increasing interest by government in the issue of teenage pregnancy much of the emphasis of the Teenage Pregnancy Strategy has focused on pregnant young women and young mothers with little regard for the fathers of their babies.
Mrs. Henkels is excited to start the new school year as the 4th grade teacher. She has been teaching 4th grade for 6 years and was previously the media specialist. On Tuesday, the class will review rules and expectations, which are posted online, and finalize them together. This year, students will explore a new reading series, learn about US regions in social studies, study the solar system and electricity in science, and go to Wolf Ridge in May. Mrs. Henkels provided her contact information and asked parents to return an attached sheet to join an email group.
This document provides a social base analysis of the author from 1963 to the present. It is divided into three main sections: I) Pre-Conversion from 1963-1978 where the author grew up in Taiwan with a divorced family and faced loneliness, II) Kingdom Encounter from 1981-1991 where the author found faith and fellowship through Campus Crusade and local church, and III) Mission Possible from 1991-present where the author studied in the U.S. and served through various ministries while experiencing periods of isolation as well as partnership. Throughout the analysis, the author focuses on the emotional, economic, strategic, and physical aspects of each life phase.
In this session, teacher David Fawcett explains that we shouldn't just be 'doing' growth mindset. It's not enough to have an assembly and display a poster on the wall. If we really want to develop a culture for Growth Mindset we need to make changes in our classroom.
This document discusses strategies for getting students to successfully respond to feedback in order to close the gap between their current performance and expectations. It recommends that feedback should cause thinking in students and reduce the gap between where they are and where they need to be. Several strategies are presented to encourage deeper student engagement with feedback, such as using burning questions, critique, redrafting with keys, and having students speak to peers. Challenges like ensuring strategies are used frequently and monitoring their use are also discussed. The document advocates adapting strategies as needed and continuing to share successful practices.
Teaching students to write effective revision notesdavidfawcett27
The document discusses teaching students effective strategies for memorization and revision. It provides tips for writing revision notes that are concise and use techniques like symbols, diagrams, pictures and mnemonics to aid memorization. The document emphasizes minimizing words, chunking information, and having a logical organization to notes. It also discusses teaching students how to effectively use revision notes with strategies like reading, covering up, recalling and repeating information over multiple study sessions. The overall goal is to help students commit information to long-term memory using research-backed memorization techniques.
The document provides tips for creating effective classroom displays including keeping displays fresh every half term, using the school ethos and student work in displays, making displays engaging with color and font size, and ensuring displays have a clear purpose in reinforcing skills and concepts for students. It emphasizes making displays functional, tidy, and accessible for students.
Effective leaders transform performance with well-delivered, effective feedback. Here are 7 steps from the coach's playbook so you too can give feedback that transforms performance and gets results.
The document discusses the gradual development of the Holocaust and persecution of Jews under Nazi Germany. It provides context on anti-Semitism in Europe prior to Hitler's rise to power in 1933. It then outlines the major steps and policies enacted by the Nazi regime that intensified the persecution of Jews over the following years, such as the Nuremberg Laws, Kristallnacht, and ghettoization. Debate is discussed around whether the genocide was systematically planned from the beginning or developed over time in a functionalist approach. Responsibility is addressed, with Hitler's driving role as well as the complicity of other groups.
The document discusses a memory test that lists 5 items - tree, motorway, mirror, Saturn, and electrode. It instructs the reader to focus and concentrate on remembering the items from the memory test.
A growth mindset september staff launchChris Hildrew
This document discusses the growth mindset versus a fixed mindset. It outlines three key mindset traits: how one wants to appear to others, responding to setbacks, and views on talent versus effort. Those with a growth mindset focus on learning at all costs, see setbacks as opportunities to learn, and believe effort is key to success rather than innate talent. The document provides strategies for cultivating a growth mindset in students and teachers, such as praising effort over ability, using the language of "yet" when students struggle, and building in time for improvements with feedback. The overall goal is to develop independence, resilience, and continual improvement in learning.
The customer called to inquire about a wrong bill they received. The agent verified the customer's account and name, and found that the bill was generated before the customer's recent payment was processed, so they could disregard the amount. The agent also informed the customer that bill delays can occur due to courier delays, and provided an alternative to check their more updated balance online. The agent ensured there were no other issues before concluding the call.
Question Level Analysis and Pupil Progress Review Meetingsdavidfawcett27
This is a presentation by Helen Strutton and Jack Wainwright explaining how they use QLA and PPRM in Science to improve student learning (and teacher quality).
The document provides five tips for teaching writing skills to students for the A* level exam:
1. Model writing in the third person to encourage objective analysis.
2. Teach key vocabulary that captures complex ideas concisely.
3. Demonstrate effective introductory and connecting sentences to structure paragraphs and sections.
4. Encourage the use of nominalization to create concise and complex sentence structures.
5. Emphasize the importance of concise writing by eliminating repetition and "waffly" phrases through proofreading.
This document outlines strategies that teachers can use to help students achieve the highest grades (A*s). It discusses what top-grade students look like in terms of being exam-ready, independent learners, self-motivated and enthusiastic. Some key strategies proposed are ensuring students have a thorough grounding in fundamentals, precise learning objectives, regular cumulative testing and feedback, using varied models to explain key ideas, and providing a planned home learning schedule with weekly recall tests to promote independence and self-motivation. The goal is for top grades to result from a stimulating education through practical learning and extra-curricular opportunities.
This document provides strategies and examples for improving student writing skills. It suggests using subject-specific sentence starters to make writing more focused. It emphasizes the craft of writing expert sentences and provides question prompts to help with this. It also models the process of annotating and analyzing a strong sample of student writing to help students learn. Other tips include using vocabulary and terminology from the subject area, leaving space for redrafting, and focusing on feedback to close gaps in writing skills. The format and level of detail, facts, and academic vocabulary used is also important to model rigorous writing.
This document discusses strategies to help students develop deeper thinking skills needed to achieve high grades. It describes activities like using functional English to discuss concepts, playing "odd one out" games to evaluate ideas, and connecting concepts with hexagon tiles. The goal is to encourage evaluation, discussion, and making connections between ideas. Extended writing can be improved by using sentence starters to further develop ideas. These activities aim to cultivate higher-order thinking in students.
This document provides information about revision and assessments for science classes. It includes tips for homelearning and communicating with parents, a sample timetable for homelearning assignments, and a range of revision resources and strategies for students. Suggestions for reflection include using question level analysis to identify weaknesses and setting goals for improvement.
This document discusses cognitive psychologist Robert Bjork's research on how testing and interleaving can improve long-term memory retention compared to repeated studying. It explains that testing information requires retrieving it from memory, which strengthens the memory representation and makes it more easily recalled in the future. The document then provides examples of different study patterns and argues that interleaving topics with tests leads to the best test results. Finally, it lists different types of low-risk, frequent testing methods that can be used in the classroom to improve student learning through retrieval practice.
The document discusses focused marking, which involves:
- The teacher challenging students to improve or correct their work based on feedback, and giving students time to do so.
- Marking focusing on one set of student books to provide detailed feedback.
- Feedback including questions referring to lesson objectives to move learning forward.
- Students taking more responsibility for their learning by responding to feedback in subsequent lessons.
Consistency: Marking as part of a holistic approachdavidfawcett27
The document discusses focusing lesson objectives and marking on a single skill. Having a specific focus allows students to better understand how to progress and makes marking quicker. It emphasizes that clear and concise marking along with focusing on one skill at a time makes it easier for students to understand expectations and feel less daunted by the tasks. Reinforcing objectives verbally and with repetition reduces student confusion over what is expected of them.
Time management and organisation of purposeful markingdavidfawcett27
This document outlines strategies for effectively managing the workload of marking student assignments. It recommends prioritizing marking using a monitoring sheet. It also suggests marking assignments efficiently by only commenting on the specific piece of work, linking comments to learning objectives, and collecting assignments in alphabetical order. The document stresses the importance of ensuring marking is purposeful by providing general feedback and allowing students time to respond to feedback through tasks like correcting errors. It concludes by noting the importance of periodically monitoring student work and communicating with managers about unreasonable marking loads.
Teaching students to write effective revision notesdavidfawcett27
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
This document discusses the importance of learning from mistakes and student ownership of learning. It provides examples of drawing targets for students to improve specific skills like using a wider range of tones or adding finer details. The document outlines the rules of critique for providing feedback to other students, including being kind, specific, and giving a top tip. It shows examples of a drawing improving from heavier outlines and less tone variation to a refined shape, better tonal range, and details. Students are given time to apply the feedback and advice to their final shell drawing.
This document discusses dialogic teaching and developing arguments. It explains that dialogic teaching involves teachers and students addressing learning tasks collectively and building on each other's ideas. The goals are cognitive learning, understanding how knowledge is obtained, and social development. Students learn to structure arguments with an idea, evidence to support it, explaining how the evidence relates to the idea, considering opposing arguments, and how to convince others. The document provides examples of using this approach to discuss topics like food miles and funding a new zoo.
This document discusses strategies for getting students to successfully respond to feedback in order to close the gap between their current performance and expectations. It recommends that feedback should cause thinking in students and reduce the gap between where they are and where they need to be. Several strategies are presented to encourage deeper student engagement with feedback, such as using burning questions, critique, redrafting with keys, and having students speak to peers. Challenges like ensuring strategies are used frequently and monitoring their use are also discussed. The document advocates adapting strategies as needed and continuing to share successful practices.
Teaching students to write effective revision notesdavidfawcett27
The document discusses teaching students effective strategies for memorization and revision. It provides tips for writing revision notes that are concise and use techniques like symbols, diagrams, pictures and mnemonics to aid memorization. The document emphasizes minimizing words, chunking information, and having a logical organization to notes. It also discusses teaching students how to effectively use revision notes with strategies like reading, covering up, recalling and repeating information over multiple study sessions. The overall goal is to help students commit information to long-term memory using research-backed memorization techniques.
The document provides tips for creating effective classroom displays including keeping displays fresh every half term, using the school ethos and student work in displays, making displays engaging with color and font size, and ensuring displays have a clear purpose in reinforcing skills and concepts for students. It emphasizes making displays functional, tidy, and accessible for students.
Effective leaders transform performance with well-delivered, effective feedback. Here are 7 steps from the coach's playbook so you too can give feedback that transforms performance and gets results.
The document discusses the gradual development of the Holocaust and persecution of Jews under Nazi Germany. It provides context on anti-Semitism in Europe prior to Hitler's rise to power in 1933. It then outlines the major steps and policies enacted by the Nazi regime that intensified the persecution of Jews over the following years, such as the Nuremberg Laws, Kristallnacht, and ghettoization. Debate is discussed around whether the genocide was systematically planned from the beginning or developed over time in a functionalist approach. Responsibility is addressed, with Hitler's driving role as well as the complicity of other groups.
The document discusses a memory test that lists 5 items - tree, motorway, mirror, Saturn, and electrode. It instructs the reader to focus and concentrate on remembering the items from the memory test.
A growth mindset september staff launchChris Hildrew
This document discusses the growth mindset versus a fixed mindset. It outlines three key mindset traits: how one wants to appear to others, responding to setbacks, and views on talent versus effort. Those with a growth mindset focus on learning at all costs, see setbacks as opportunities to learn, and believe effort is key to success rather than innate talent. The document provides strategies for cultivating a growth mindset in students and teachers, such as praising effort over ability, using the language of "yet" when students struggle, and building in time for improvements with feedback. The overall goal is to develop independence, resilience, and continual improvement in learning.
The customer called to inquire about a wrong bill they received. The agent verified the customer's account and name, and found that the bill was generated before the customer's recent payment was processed, so they could disregard the amount. The agent also informed the customer that bill delays can occur due to courier delays, and provided an alternative to check their more updated balance online. The agent ensured there were no other issues before concluding the call.
Question Level Analysis and Pupil Progress Review Meetingsdavidfawcett27
This is a presentation by Helen Strutton and Jack Wainwright explaining how they use QLA and PPRM in Science to improve student learning (and teacher quality).
The document provides five tips for teaching writing skills to students for the A* level exam:
1. Model writing in the third person to encourage objective analysis.
2. Teach key vocabulary that captures complex ideas concisely.
3. Demonstrate effective introductory and connecting sentences to structure paragraphs and sections.
4. Encourage the use of nominalization to create concise and complex sentence structures.
5. Emphasize the importance of concise writing by eliminating repetition and "waffly" phrases through proofreading.
This document outlines strategies that teachers can use to help students achieve the highest grades (A*s). It discusses what top-grade students look like in terms of being exam-ready, independent learners, self-motivated and enthusiastic. Some key strategies proposed are ensuring students have a thorough grounding in fundamentals, precise learning objectives, regular cumulative testing and feedback, using varied models to explain key ideas, and providing a planned home learning schedule with weekly recall tests to promote independence and self-motivation. The goal is for top grades to result from a stimulating education through practical learning and extra-curricular opportunities.
This document provides strategies and examples for improving student writing skills. It suggests using subject-specific sentence starters to make writing more focused. It emphasizes the craft of writing expert sentences and provides question prompts to help with this. It also models the process of annotating and analyzing a strong sample of student writing to help students learn. Other tips include using vocabulary and terminology from the subject area, leaving space for redrafting, and focusing on feedback to close gaps in writing skills. The format and level of detail, facts, and academic vocabulary used is also important to model rigorous writing.
This document discusses strategies to help students develop deeper thinking skills needed to achieve high grades. It describes activities like using functional English to discuss concepts, playing "odd one out" games to evaluate ideas, and connecting concepts with hexagon tiles. The goal is to encourage evaluation, discussion, and making connections between ideas. Extended writing can be improved by using sentence starters to further develop ideas. These activities aim to cultivate higher-order thinking in students.
This document provides information about revision and assessments for science classes. It includes tips for homelearning and communicating with parents, a sample timetable for homelearning assignments, and a range of revision resources and strategies for students. Suggestions for reflection include using question level analysis to identify weaknesses and setting goals for improvement.
This document discusses cognitive psychologist Robert Bjork's research on how testing and interleaving can improve long-term memory retention compared to repeated studying. It explains that testing information requires retrieving it from memory, which strengthens the memory representation and makes it more easily recalled in the future. The document then provides examples of different study patterns and argues that interleaving topics with tests leads to the best test results. Finally, it lists different types of low-risk, frequent testing methods that can be used in the classroom to improve student learning through retrieval practice.
The document discusses focused marking, which involves:
- The teacher challenging students to improve or correct their work based on feedback, and giving students time to do so.
- Marking focusing on one set of student books to provide detailed feedback.
- Feedback including questions referring to lesson objectives to move learning forward.
- Students taking more responsibility for their learning by responding to feedback in subsequent lessons.
Consistency: Marking as part of a holistic approachdavidfawcett27
The document discusses focusing lesson objectives and marking on a single skill. Having a specific focus allows students to better understand how to progress and makes marking quicker. It emphasizes that clear and concise marking along with focusing on one skill at a time makes it easier for students to understand expectations and feel less daunted by the tasks. Reinforcing objectives verbally and with repetition reduces student confusion over what is expected of them.
Time management and organisation of purposeful markingdavidfawcett27
This document outlines strategies for effectively managing the workload of marking student assignments. It recommends prioritizing marking using a monitoring sheet. It also suggests marking assignments efficiently by only commenting on the specific piece of work, linking comments to learning objectives, and collecting assignments in alphabetical order. The document stresses the importance of ensuring marking is purposeful by providing general feedback and allowing students time to respond to feedback through tasks like correcting errors. It concludes by noting the importance of periodically monitoring student work and communicating with managers about unreasonable marking loads.
Teaching students to write effective revision notesdavidfawcett27
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
This document discusses the importance of learning from mistakes and student ownership of learning. It provides examples of drawing targets for students to improve specific skills like using a wider range of tones or adding finer details. The document outlines the rules of critique for providing feedback to other students, including being kind, specific, and giving a top tip. It shows examples of a drawing improving from heavier outlines and less tone variation to a refined shape, better tonal range, and details. Students are given time to apply the feedback and advice to their final shell drawing.
This document discusses dialogic teaching and developing arguments. It explains that dialogic teaching involves teachers and students addressing learning tasks collectively and building on each other's ideas. The goals are cognitive learning, understanding how knowledge is obtained, and social development. Students learn to structure arguments with an idea, evidence to support it, explaining how the evidence relates to the idea, considering opposing arguments, and how to convince others. The document provides examples of using this approach to discuss topics like food miles and funding a new zoo.
The document discusses how memory works through storage strength and retrieval strength. Storage strength increases the more an item is accessed, making it stronger in memory. Retrieval strength is how accessible the information is at that moment. Items with high storage strength and easily retrieved have the highest chance of being remembered. Testing can improve memory retention more than just studying, with spacing out tests over time being most effective.
This document discusses the history of medicine and medical advances from ancient Rome to the 19th and 20th centuries. It describes how the ancient Romans established public health systems with aqueducts, public baths, sewers, and town planning to prevent illness. It then outlines key figures and discoveries in anatomy, surgery, circulation, pain relief, infection, and bleeding including Vesalius, Harvey, Davy, Simpson, Lister, Landsteiner.
This document discusses providing effective feedback to students by personalizing feedback, using peer feedback and self-assessment, and marking for progress over time rather than just scores or grades.
This document discusses differentiation strategies for teaching students. It recommends starting with students' prior knowledge and creating challenges to promote problem solving. Teachers should pitch lessons at a level slightly above students' current abilities and provide scaffolding and feedback. The goal of differentiation is to make the thinking easier for students rather than just making tasks simpler. Both the skeletal and muscular systems are necessary to allow movement and participation in sports.
David Fawcett - Why Can't Students Remember? - Pedagoo London 2014davidfawcett27
My presentation from Pedagoo London 2014 looking at why students forget what we've taught them and how we can use cognitive science principles to counteract this.
This document discusses reflecting on what has been learned, considering why certain issues exist, and exploring how to improve by being a little bit better. It questions whether current approaches should continue and if positive change can be made. Overall, the document promotes self-reflection and finding ways to enhance approaches.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
South African Journal of Science: Writing with integrity workshop (2024)
Assessment and growth mindset
1. How can we change the associations and expectations
that students have concerning assessments ?
Change the experience of assessments:
TOP 4 TIPS:
Make them:
1. More commonplace.
2. Low stakes:
• No grades.
• Students track scores.
• Only progress matters – have they improved on last time?
• Praise effort – not attainment.
3. Prove to students they are making progress:
• Use the same questions over and over.
•Reward progress with merits and shouting from the rooftops.
4. Distributed learning – use the same quiz 1 week, 1 month etc later
2. Upcoming Challenges?Albert and Bernard just become friends
with Cheryl, and they want to know
when her birthday is.
Cheryl gives them a list of possible
dates.
May 15 May 16 May 19
June 17 June 18
July 14 July 16
August 14 August 15 August 17
Cheryl then tells Albert and Bernard
separately the month and the day of
her birthday respectively.
Albert: I don't know when Cheryl's
birthday is, but I know that Bernard
does not know too.
Bernard: At first I don't know when
Cheryl's birthday is, but I know now.
Albert: Then I also know when Cheryl's
birthday is.
So when is Cheryl's birthday?
3. Upcoming Challenges?Albert and Bernard just become friends
with Cheryl, and they want to know
when her birthday is.
Cheryl gives them a list of possible
dates.
May 15 May 16 May 19
June 17 June 18
July 14 July 16
August 14 August 15 August 17
Cheryl then tells Albert and Bernard
separately the month and the day of
her birthday respectively.
Albert: I don't know when Cheryl's
birthday is, but I know that Bernard
does not know too.
Bernard: At first I don't know when
Cheryl's birthday is, but I know now.
Albert: Then I also know when Cheryl's
birthday is.
So when is Cheryl's birthday?
Albert: I don’t know when Cheryl’s birthday is, but I know that Bernard doesn’t
know too.
All Albert knows is the month, and every month has more than one possible
date, so of course he doesn’t know when her birthday is. The first part of the
sentence is redundant.
The only way that Bernard could know the date with a single number,
however, would be if Cheryl had told him 18 or 19, since of the ten date
options only these numbers appear once, as May 19 and June 18.
For Albert to know that Bernard does not know, Albert must therefore have
been told July or August, since this rules out Bernard being told 18 or 19.
Line 2) Bernard: At first I don’t know when Cheryl’s birthday is, but now I know.
Bernard has deduced that Albert has either August or July. If he knows the full
date, he must have been told 15, 16 or 17, since if he had been told 14 he
would be none the wiser about whether the month was August or July. Each of
15, 16 and 17 only refers to one specific month, but 14 could be either month.
Line 3) Albert: Then I also know when Cheryl’s birthday is.
Albert has therefore deduced that the possible dates are July 16, Aug 15 and
Aug 17. For him to now know, he must have been told July. Since if he had
been told August, he would not know which date for certain is the birthday.
The answer, therefore is July 16.
4. Drawing Parallels: The placebo effect
What evidence for the effectiveness of mindset
is there outside of education?
5. Drawing Parallels: The placebo effect
What evidence for the effectiveness of mindset
is there outside of education?
8. Milkshakes
Exercise
Medicine (painkillers etc)
Drawing Parallels: The placebo effect
What evidence for the effectiveness of mindset
is there outside of education?
“What the placebo affect really is, is a powerful,
robust and consistent demonstration of the ability of
our mindsets..to recruit healing properties in the
body.” Dr. Alia Crumb
9. “What the placebo affect really is, is a powerful,
robust and consistent demonstration of the ability of
our mindsets..to recruit healing properties in the
body.” Dr. Alia Crumb
Drawing Parallels: The placebo effect
What evidence for the effectiveness of mindset
is there outside of education?
• Electrical activity in the brain was measured when
students were confronted with a wrong answer.
• Students with a Growth Mindset responded with
much higher levels of engagement and activity
than those with a fixed mindset.
10. How can we change the associations and expectations
that students have concerning assessments ?
11. How can we change the associations and expectations
that students have concerning assessments ?
Simple – Change the experience of assessments:
Make them:
• More commonplace.
• Low stakes:
• No grades.
• Students track scores.
• Only progress matters – have they improved on last time?
•Praise effort – not attainment.
• Prove to the students they are making progress:
• Use the same questions over and over.
• Start very simple so your group can make progress.
• Reward progress with merits and shouting from the rooftops.
• Overlearn – your (valid) excuse for students getting 10/10 more once!
• Even outside of assessments – give students a chance to show off how much
they have improved – give them the same question.
12. How can we change the associations and expectations
that students have concerning assessments ?
Simple – Change the experience of assessments:
Lastly – remember to role model what you want to see:
• Tell them they will get better, with practice.
• Tell them it doesn’t matter (it doesn’t count after all).
• Tell them they get another shot tomorrow.
• Ask yourself if it was worth discussing / feeding back on, is it
worth doing one more time to prove to students they have
improved?
13. Upcoming Challenges?Albert and Bernard just become friends
with Cheryl, and they want to know
when her birthday is.
Cheryl gives them a list of possible
dates.
May 15 May 16 May 19
June 17 June 18
July 14 July 16
August 14 August 15 August 17
Cheryl then tells Albert and Bernard
separately the month and the day of
her birthday respectively.
Albert: I don't know when Cheryl's
birthday is, but I know that Bernard
does not know too.
Bernard: At first I don't know when
Cheryl's birthday is, but I know now.
Albert: Then I also know when Cheryl's
birthday is.
So when is Cheryl's birthday?
14. Upcoming Challenges?Albert and Bernard just become friends
with Cheryl, and they want to know
when her birthday is.
Cheryl gives them a list of possible
dates.
May 15 May 16 May 19
June 17 June 18
July 14 July 16
August 14 August 15 August 17
Cheryl then tells Albert and Bernard
separately the month and the day of
her birthday respectively.
Albert: I don't know when Cheryl's
birthday is, but I know that Bernard
does not know too.
Bernard: At first I don't know when
Cheryl's birthday is, but I know now.
Albert: Then I also know when Cheryl's
birthday is.
So when is Cheryl's birthday?
Albert: I don’t know when Cheryl’s birthday is, but I know that Bernard doesn’t
know too.
All Albert knows is the month, and every month has more than one possible
date, so of course he doesn’t know when her birthday is. The first part of the
sentence is redundant.
The only way that Bernard could know the date with a single number,
however, would be if Cheryl had told him 18 or 19, since of the ten date
options only these numbers appear once, as May 19 and June 18.
For Albert to know that Bernard does not know, Albert must therefore have
been told July or August, since this rules out Bernard being told 18 or 19.
Line 2) Bernard: At first I don’t know when Cheryl’s birthday is, but now I know.
Bernard has deduced that Albert has either August or July. If he knows the full
date, he must have been told 15, 16 or 17, since if he had been told 14 he
would be none the wiser about whether the month was August or July. Each of
15, 16 and 17 only refers to one specific month, but 14 could be either month.
Line 3) Albert: Then I also know when Cheryl’s birthday is.
Albert has therefore deduced that the possible dates are July 16, Aug 15 and
Aug 17. For him to now know, he must have been told July. Since if he had
been told August, he would not know which date for certain is the birthday.
The answer, therefore is July 16.
Different treatments – given openly and via IV – measured effectiveness from patient rating and biomedical indications.
What if the benefits of exercise are a placebo? – Find a group of people who exercise but don’t realise.
Hotel Housekeepers – don’t realise work was exercise – 2/3 no ‘dont exercise regularly’ 1/3 said 0 scale 1-10 how much exercise do you get.
15 minute presentation and leaflet about their work and exercise – are they working harder?
Real relation between body chemistry and placebo? – Ghrelin and milkshakes.
What if the benefits of exercise are a placebo? – Find a group of people who exercise but don’t realise.
Hotel Housekeepers – don’t realise work was exercise – 2/3 no ‘dont exercise regularly’ 1/3 said 0 scale 1-10 how much exercise do you get.
15 minute presentation and leaflet about their work and exercise – are they working harder?
Real relation between body chemistry and placebo? – Ghrelin and milkshakes.