Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
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?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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!
2. I showed my music video to various people that were
within my target audience and then I asked them questions
about it in order to gain some feedback on what they
thought was good about the video and what they would
change about the video in order to improve it.
3. What did you like
about the video?
“I liked the use of instruments
throughout the video.”
“I liked the costume that
she was wearing.”
“I liked the part with the
steel drum.”
“I liked the use of the water speakers, I
think it looks effective.”
“I liked the fast paced
editing.”
“I liked the fade edits that were used,
they fitted in with the song.”
“I liked the colourfulness of
your artists costume.”
4. What would you
change about the
video?
“I would put a couple of costume
changes into the video.”
“I would use more
locations to make the
video look more
interesting.”
“I would may film parts of the
video on a beach so that it links
with the song.”
“Maybe use more than one
person in the video.”
“Film more shots so the
video is less repetitive.”
“Re-do the close up shot of
the girls mouth – not a very
clear shot.”
“Possibly include dancing as
it is a dance song.”
5. Do you think the
music video looks
realistic? And Why?
“Yes, because I think it follows many
of the conventions of a music video”
“Yes, because you have
included lip syncing
which most music
videos have.”
“Yes because you have edited to the beat
and used jump cuts which are
conventional of a music video.”
“Sort of, I think the quality of the video
could have been better to make it look
more professional.”
“Yes I think it does look realistic as it has many
of the elements of a real music video, such as the
way you have edited it.”
“In a way. I think to make it
more realistic you could
have incorporated more
costume changes.”
6. What's the theme of
the video and is it
clear?
“I think the theme is tribal
because of the costume the artist
is wearing and through the use of
steel drums.”
“I'm not sure what the
theme of the music video
is.”
“I think the theme is love as
the girl is singing about
love.”
“I think the theme may be a kind of tribal theme
because of the costume the artist is wearing but I
don't think it is clear enough.”
“I'm not 100% sure what
the theme is but I think
it could be love as the girl
is singing about love.”
“The theme is tribal due to the costume and
instruments used, I think it could be love as well as
the artist is singing a song about love.”
7. Does the mise-en-
scene in the video
reflect the song?
“Yes because of the use of
instruments that are used in
the song.”
“Yes, because the costume is
quite colourful and the
song is a happy song so the
two go together well.”
“Because the song features steel drums,
the video reflects that element well as
you have used steel drums in the video
too.”
“The song is quite
summery and you have
filmed on what looks like a
sunny day so this part
reflects the song.”
“Yes, you have used different instruments in
your video, such as a xylophone, steel drum,
keyboard which reflects the instruments used in
the song.”
“The use of the water
speakers reflected the
beat of the song.”
8. Who do you think
the target audience
is?
“I think the target audience
is quite a young audience,
with an age range between
14 and 20.”
“13-18 years old”
“Quite varied I think.”
“I think this video could
watched by all ages.”
“People who listen to
dance/house music.”
“Teenagers.”
“A fairly young audience,
maybe teenagers or young
adults.”
9. Do you think the
video follows the
conventions of a
dance video?
“No, because I think
most dance videos
include dancing and are
usually located in a club
or party.”
“Yes because you have
edited to the beat,
something that is
common in dance
videos.”
“No I think it challenges many of the conventions as there
isn't any dancing in it, and it isn't set in a club, both which are
typical of dance videos.”
“Yes I think so because it
there is fast paced editing
in the video.”
“Yes because the shots that are used are similar to those
seen in a dance video, such as close up shots and
extreme close up shots.”
“Many dance videos involve
dancing and shots of a DJ, this
video does not.”
10. What would you
rate the video out of
10?
“7/10”
“8/10”
“8/10”
“6/10”
“7/10”
“9/10”
“7/10”