Why bother with Blogging?
•Students have an authentic audience for their writing.
•Students revisit and reflect upon the lessons when they read the posts on the blog.
•Students learn how to navigate around the Internet and how to present digital information in a variety of ways.
•Students and parents have opportunities to participate and contribute.
•Students practice a letter-writing form, when they comment.
•Students learn about geography by tracking our visitors and sharing comments with our blogging friends.
Why bother with Blogging?
•Students have an authentic audience for their writing.
•Students revisit and reflect upon the lessons when they read the posts on the blog.
•Students learn how to navigate around the Internet and how to present digital information in a variety of ways.
•Students and parents have opportunities to participate and contribute.
•Students practice a letter-writing form, when they comment.
•Students learn about geography by tracking our visitors and sharing comments with our blogging friends.
What do you know about probability? Design a game, or find a game that uses probability, and explain the chance of each possible outcome (eg: the chance of throwing a 6 on 2 dice, landing on red on a spinner).
Take some great photos over the October Break showing the memorable events and your feelings over your holiday. We'll create a digital story to weave your small moments together in a fun way.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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?
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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
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.
1. Dear Parents,
We have started an exciting new project to promote enthusiasm and excitement
about reading, writing and learning in general! Your children have created and will
maintain their own student blog to use as a personal reflection of individual learning,
as well as a way to communicate and connect with students in other classes here at
ISB, as well as partner classes in other international and public schools around the
world.
Mr. Utecht will be working with us on this project to help facilitate this new learning
environment. Please feel free to read more about what is happening in technology
here at ISB on the Connect 2.0 blog: http://inside.isb.ac.th/eshub/
How it Works
Each student will have their own personal blog on http://blogs.isb.ac.th/. This website
is dedicated to educational use only and has been created specifically for student
users. Students may want to work on their blog outside of class. All that is required is
an Internet connection and a web browser. Students may also utilize the library
before, during and after school. Students are able to save their work as drafts before
publishing it to their blog. Having a real audience is one of the key components to
this program. In addition to receiving comments from their classmates, students will
receive comments from other classes who visit their blogs. Parents are also invited to
visit the blogs and respond.
Online Safety and Responsibility
Please note that absolutely no personal information about your child will be shared
during the course of this project. We will use only first names or nicknames to refer to
any student. Online safety will be infused throughout the entire project. It’s important
to note that because these blogs are posted on the internet, they are accessible to
the world at large and students may receive inappropriate comments. Please assist
students and teachers in monitoring all comments.
More About Blogs
A blog is a special type of online journal, in the form of a web site, that can be
created and easily updated using a web browser. The exciting thing about a blog is
that students can take full advantage of the wealth of resources available on the
internet by actually publishing their own work online. Students can also read and
comment on other children’s blogs.
Blogs created by Elementary teachers and students around the world:
http://itc.blogs.com/minds/
http://classblogmeister.com/blog.php?blogger_id=40878
http://ithink.edublogs.org/
News articles about blogging
• Gilbert, Alorie. “Blogging 101 – Web logs go to School” CNET News. 17 October 2004.
<http://news.com.com/Blogging+101--Web+logs+go+to+school/2100-1032_3-5895779.html>
(16 August 2006).
• Stach, Michael. “Introduction to Blogs and Blogging” TechLearning. 1 April 2004.
<http://www.techlearning.com/story/showArticle.jhtml?articleID=18400984> (16 August 2004).
2. Blogging Terms and Conditions
1. Students using blogs are expected to act safely by keeping personal information
out of their posts. You agree to not post or give out your family name, password, user
name, email address, home address, school name, city, country or other information
that could help someone locate or contact you in person. You may share your
interests, ideas and preferences.
2. Students using blogs agree to not share their user name or password with anyone
besides their teachers and parents. You agree to never log in as another student.
3. Students using blogs are expected to treat blogspaces as classroom spaces.
Speech that is inappropriate for class is not appropriate for your blog. While we
encourage you to engage in debate and conversation with other bloggers, we also
expect that you will conduct yourself in a manner reflective of a representative of this
school.
4. Student blogs are to be a forum for student expression. However, they are first
and foremost a tool for learning, and as such will sometimes be constrained by the
various requirements and rules of classroom teachers. Students are welcome to post
on any school-appropriate subject.
5. Students blogs are to be a vehicle for sharing student writing with real audiences.
Most visitors to your blog who leave comments will leave respectful, helpful
messages. If you receive a comment that makes you feel uncomfortable or is not
respectful, tell your teacher right away. Do not respond to the comment.
6. Students using blogs take good care of the computers by not downloading or
installing any software without permission, and not clicking on ads or competitions.
7. Students who do not abide by these terms and conditions may lose their
opportunity to take part in this project.
Adapted from the Blog Policy at
http://budtheteacher.jot.com/WikiHome/Blog%20Policy
Regards,
Cheryl Terry
Grade 4 Teacher
I have read and understood these blogging terms and conditions. I agree to uphold them.
Student’s name: _____________________________
Student’s signature: _____________________________ Date: ________________
Parent’s signature(1): _____________________________ Date: ________________
Parent’s signature(2): _____________________________ Date: ________________
