Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
MRA2014 Facilitating Choice Within Curriculum Constraints PresentationJillian @heisereads
Slideshow from "Facilitating Choice Within Curriculum Constraints" session by Jillian Heise & Sarah Andersen at the Michigan Reading Association Convention, March 15, 2014
The 23 Sustaining Leaders of the 2016-17 LSTA-funded leadership academy presented their year-long Personalized Learning Experiences in a poster session at the Pennsylvania School Librarians Association Conference on April 1, 2017.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
This is the PowerPoint Presentation of my Media Handbook for the Perth Amboy Public School System. This Handbook highlights the Philosophy, Procedures, Policies, etc. that are taken to ensure that the media center is maintained and available to all patrons. After consulting my mentor and other media specialists in the district, this handbook can be used effectively and can assist new media specialists in the district when it comes to setting up their media center for the first time.
MRA2014 Facilitating Choice Within Curriculum Constraints PresentationJillian @heisereads
Slideshow from "Facilitating Choice Within Curriculum Constraints" session by Jillian Heise & Sarah Andersen at the Michigan Reading Association Convention, March 15, 2014
The 23 Sustaining Leaders of the 2016-17 LSTA-funded leadership academy presented their year-long Personalized Learning Experiences in a poster session at the Pennsylvania School Librarians Association Conference on April 1, 2017.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
This is the PowerPoint Presentation of my Media Handbook for the Perth Amboy Public School System. This Handbook highlights the Philosophy, Procedures, Policies, etc. that are taken to ensure that the media center is maintained and available to all patrons. After consulting my mentor and other media specialists in the district, this handbook can be used effectively and can assist new media specialists in the district when it comes to setting up their media center for the first time.
Preparing English-Language Learners for the American Academy: New and Evolvin...Elizabeth Johns
The VCU Libraries has created a partnership with the university’s English Language Program to provide strategically outreach and support to international English language learners for the rigors of an American university. Over the past year, the Libraries has been learning more about the ELP curriculum, and is working to integrate appropriate information literacy skills into these classes. This poster will discuss the project’s progress, challenges, and successes, and the knowledge gained through building this new relationship.
Presented at WILU 2014.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter 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.
1. Becoming a School
Library's Best Friend
Bringing the library into
high school English literature lessons
Brooke Windsor
2. Becoming a School Library's
Best Friend
Research Question:
How can I use instructional strategies in my
high school English classroom to
encourage a positive attitude among the
students in using the school library and its
resources?
3. Who I am as a professional
• Received Bachelor of Arts from the
University of Memphis in 2008 with dual
major in anthropology and English literature
• Pursuing Master of Science in Instruction
and Curriculum with a focus in school library
media
• Currently residing in Kingston, Ontario to
complete Ontario teaching certification for
the secondary school areas of English,
history, and school library specialist
4. Context and setting of work
• Average Ontario secondary school in a medium-sized
urban area
• Two-semester school year with four blocks of seventy-two
minutes to create a total school day
• Currently teaching English for a variety of grades and
classes—grade 9 applied, grade 10 college, and grade 11
university which was the course on which my research
focused
• During my weeks of instruction I took over teaching the
grade 11 class that was alternating aspects of English
instruction during the week with 3 days focusing on writing,
grammar, and a collaborative project and 2 days
specifically for literature that focused on a specific novel
study which I took over for my research to meet with them
twice a week
5. Research relation to work
context
• Many teachers have a habit of ignoring the multitude
of their school libraries until they want a place to dump
their students
• Also, students tend to instantly sit down at the bank of
computers before browsing the bookshelves
• However, since classroom teachers (especially those
in the English department) are on the front line of
student interaction, they are primed for showing
students how useful the library can be once they
become familiar with the resources themselves and
support teacher-librarian and teacher collaboration
from their own side instead of waiting for the school
librarian to track down every teacher in the building
6. Professional knowledge base
• Lohmiller (2009) details the discrepancy between being
an English teacher and school librarian since many
students feel uncomfortable with the librarian who they
rarely see without their classroom teacher committing
to having a strong relationship with the library in order
to lead by example.
• Lance, Rodney, and Schwarz (2010) note that
collaboration between teacher-librarians and classroom
teachers makes a “demonstrable difference” in the
teaching of information, communication, and
technology standards as well as state reading and
language arts tests scores when it is valued in a
school's community enough to occur with consistent
frequency.
7. Professional knowledge base
• A recently conducted British Columbia study (2011) was
easily able to contribute to the expansive list for research
which details that a school library directly improves student
achievement on standardized tests when it is
professionally staffed, more accessible, and integrated into
school's community at large as well as classroom
instruction frequently.
• Yet, Brown (2004) notes that often teacher-librarians are
scrounging for classroom teachers with whom they can
collaborate since the teachers say that they are too busy,
collaboration is too difficult, or they do not see the benefit
to students. This means that it takes knowledge on the
part of both the school librarian and teacher to understand
the importance of working together and detailed
suggestions which vary in time and energy required for
such interaction.
8. Action Plan
• During my six-week action plan, I will be teaching a literature
unit of English during which the students will be reading a
novel.
• Most of the class will be reading The Kite Runner by Khaled
Hosseini, but a small group of five students had already read
the primary novel for entertainment. Therefore, the collection
of five were assigned Fifth Business by Robertson Davies.
• It was understood that the majority of reading would be
independent while the two classes each week would be focused
on overall themes from one or both of the books with most of
the lessons attempting to cover issues from the two novels then
a few specialized ones for Fifth Business (which would be held
in the library while the primary teacher led a quiet reading
session in the classroom for Hosseini's novel) and The Kite
Runner (which held everyone together since the other group
had still read that novel).
9. Action Plan
• Week 1: Establishing the idea of a library-resource-centered
literature unit and assessing the current views of the
students about their school library as well as libraries in
general
• Week 2: Introduction of “Awesome Extensions” display in
the classroom which featured print selections from the
school library that applied to themes covered by both novels
stylishly placed at the front of the room with signs and props
which will be changed before each lesson—meaning new
selections are offered twice each week
• Week 3: Continuation of “Awesome Extensions” and
implementation of one library resource specifically in each
lesson plan and the in-class assignments
10. Action Plan
• Week 4: Continuation of “Awesome Extensions” and
implementation of two library resources specifically in each
lesson plan and the in-class assignments
• Week 5: Continuation of “Awesome Extensions” and
implementation of two library resources specifically in each
lesson plan and the in-class assignments as well as the
promotion of library programming during class
• Week 6: Continuation of “Awesome Extensions,” integrated
information skills lesson plan, and use of non-print library
resources for in-class project
11. Data Collected About My Teaching
• Research journal
• Sign-in and sign-out sheet of my time in the
classroom
• Anonymous student feedback cards about
their attitudes concerning my lessons,
Awesome Extensions, and effectiveness of the
information skills lesson
12. Data Collected About Students
• Anonymous index card assessments to analyze
current visits and usage of the school library
• Anonymous written reflections about library
programs and difference between libraries and
bookstores
• Student attendance
• Tally record of students who visited the Awesome
Extensions display
• Tally record of students who requested more
information about library programming and the
students who actually attended the library program
during my research
13. Analysis of Findings About My
Teaching
• Research journal : used to keep track of Awesome
Extension selections, formulate ideas for
improvement, and record comments from students
that I heard during class
• Sign-in and sign-out sheet : used to demonstrate my
presence during lessons and time spent setting up
displays before class as well as answering student
questions after class
• Anonymous student feedback : used to analyze any
positives or negatives about my lessons, collect ideas
for improvement, and determine any necessary
modifications
14. Analysis of Findings About
Students
Anonymous index card assessments : used to monitor visits
to the school library and if those visits involved looking at print
collections
Anonymous written reflections : used to monitor changes in
student personal views about the school library in general in
addition to library programs and programming and
perceptions of the role it plays
Student attendance : tracked throughout the six weeks to
see if there was a dramatic change in the percentage of
attendance with the deepening of lesson interest through
library resources
15. Analysis of Findings About
Students
•Tally record for Awesome Extensions: used to record of the
number of students who made reference to the Awesome
Extensions during their class participation and the number of
students who independently visited the table both before class
and those who looked at the books after class
•Tally record for library programming: used to record the
number of students in my class who attended the graphic
novel and comic book library program during the fifth week of
my research
16. Findings of Data
• The increase in student attendance over the course of the six weeks can
demonstrate that the deeper and more intricate daily lessons made students wish
to attend class more often. The increase in the number of students who made
reference to the Awesome Extensions in class discussions as well as visited the
display before and after class shows that students became more comfortable and
interested in these changing additions as they began to be seen as a staple of the
classroom.
17. Findings of Data
• Giving my actions time to lead to change, I assessed student visitation to the library
and exploring of the print collections three times. The data shows that the number
of students visiting the library and a subset of that group were both increasing
during my research to show a positive relation between teacher support of the
library and higher student library interactions, especially for the print collection.
18. Findings of Data
• The investigation into a direct link between strong teacher support and student
attendance of school library programs during my research shows a strong connection
by the division of students in my grade 11 English class demonstrated in this chart
between the students who went to the comic book and graphic novel program, those
who chose not to attend, and those who were unable to go due to the scheduling of the
program—whether because they rode an early bus home or had a previous
engagement (such as athletics or clubs).
19. Findings of Data
• The heart of my action research rested with the ability of a classroom teacher to have a
positive influence on student views about the school library. Therefore, I asked my
students on the last day of my research if their views of the library had been altered at
all with my support through Awesome Extensions and program promotion. The
findings were very positive in showing that in-depth teacher involvement can certainly
open the eyes of the students about the wide world within the school library.
20. Intervening Variables
Since the novels were assigned reading, the early days of
reduced attendance could be a result of the students not yet
interested in the story or the assignment at large.
The lower average attendance on Monday lessons compared
to those on Thursday most likely are linked to the fact that
Monday is a common day to skip class—especially for grade 11
students who have their own transportation.
The end result of altered opinions about the school library
could be slightly skewed due to the fact that I was in an
academic course which is considered honor-based, meaning
many of the students most likely already have a relatively high
opinion of the library.
21. Project Conclusions
The use of library resources in daily English lessons can most
certainly encourage students to attend class with greater
frequency as providing a springboard for discussion and a
rewarding surprise to lead into the lesson.
The support and persuasion on part of an English classroom
teacher can make a world of positive practical difference for a
school library—whether for visitation, print material use, or
program attendance—as well as more abstract means in the
form of student views and feelings of value.
22. Next Steps
I would like to apply a similar form of action
research in an applied level or workplace
centered English course to see if there
could be a greater change for positive
views.
Also, I wish to carry out the hosting of a
library program which the students
themselves helped to form then compare
attendance rates and perhaps see if this
method is as effective in a history course
—which is my other teachable subject.