Leadership Class Outline
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This document outlines an educational leadership portfolio containing assessments, action plans, and self-reflective questions. It includes a personal leadership action plan with goals, timelines, and measures of success. It also discusses leading in a culture of change and building relationships. Finally, it defines a professional learning community as a team that collaborates, focuses on learning, and holds itself accountable for student results by asking critical questions.
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The document provides instructions for students to create a wiki page on a psychological disorder as assigned by their therapy center. Students will research the causes, symptoms, treatments, and where to find help for their assigned disorder using at least three reliable psychology resources. Their wiki will be peer-reviewed according to criteria such as overview, symptoms, treatments, and visual design. The goal is to provide clients of the therapy center with accurate information on psychological disorders.
Web 2.0 vocabulary
The document defines various terms and technologies associated with Web 2.0, including blogs, wikis, social networking sites, tagging, and more. It provides the definitions and explanations of these terms, as well as examples and URLs for many of the technologies. The document is intended to help people learn about and experiment with new interactive tools on the Internet.
Vocabulario basico web 20 español
Este documento define términos clave de la Web 2.0 como blogs, que son sitios web actualizados periódicamente que recopilan cronológicamente artículos de uno o más autores; Delicious, un servicio para gestionar marcadores sociales y etiquetas; Facebook, un sitio de redes sociales originalmente para estudiantes de Harvard; Flickr, un sitio para almacenar, ordenar y compartir fotos y videos; y mensajería instantánea para comunicación en tiempo real entre dispositivos conectados a Internet. También define podcasts, RSS,
Web 2.0 basic training (spanish)
Este documento presenta una capacitación básica sobre conceptos y herramientas de la Web 2.0. Explica las diferencias entre la Web 1.0 y 2.0, e introduce el uso de cuentas de usuario de Google, perfiles de usuario, iGoogle y RSS. Los estudiantes aprenden a personalizar su página iGoogle y añadir feeds RSS de sitios como el MINED. La capacitación concluye con ejercicios prácticos para que los estudiantes apliquen los conocimientos adquiridos.
Web 2.0 basic training
This document provides an agenda for a training on basic Web 2.0 concepts and tools. It defines key terms like wiki, RSS, and iGoogle. It then demonstrates how to create a wiki using Wikispaces and edit wiki pages collaboratively. It also explains how to personalize an iGoogle homepage using different gadgets, including adding an RSS feed from the Ministry of Education to stay updated. The training concludes by having participants customize their own iGoogle homepage and add gadgets like the RSS from a newspaper.
Herramientas educativas en la web 2.0
Este documento describe diferentes herramientas educativas de la Web 2.0 como blogs, wikis, presentaciones en línea, procesadores de texto y hojas de cálculo en línea, fotos y videos en línea, y podcasts. Explica brevemente qué es la Web 2.0 y cómo difiere de la Web 1.0, y proporciona ejemplos de usos educativos de blogs, wikis y podcasts.
Chapter 36 latin america
Industrialization in Latin America between 1950 and 1995 was financed primarily through foreign borrowing from banks and corporations. The United States frequently intervened in Latin American politics due to American business interests and to undermine left-wing governments during the Cold War. Mexico was one of the more stable countries due to being dominated for years by a single political party. In the 1980s, Mexico faced a financial crisis due to a global recession and drop in oil prices.
Chapter 35 the middle east
As hostilities increased between Jewish forces and Arabs in Palestine, the British turned the area over to the United Nations. Gamal Abdel Nasser wanted to modernize Egypt, become leader of the unified Arab world, build up his military to confront Israel. The Suez crisis was set in motion by Egypt's nationalizing the canal. In the Six-Day War, Israeli forces responded to Nasser's closing of the Gulf of Aqaba to Israel, tripled Israel's land holdings and destroyed most of Egypt's warplanes. The relationship between Israel and the Arab world remains unsettled at the turn of the century.
Chapter 34 africa review
This document contains a 10 question quiz about key people, events, and concepts related to colonialism and independence movements in Africa in the 20th century. The questions cover European colonial powers in Africa, leaders of independence movements like Jomo Kenyatta in Kenya and Nelson Mandela in South Africa, apartheid policies and civil conflicts in countries like Rwanda and South Africa, and goals of organizations like the Organization of African Unity.
Review chapter 16 the renaissance
The document consists of 10 multiple choice questions about topics related to the Renaissance and Reformation periods in Europe. The questions cover subjects such as the origins of the Italian Renaissance, societal changes in Italy during the Renaissance, characteristics of Renaissance art, how the Renaissance differed in northern Europe compared to Italy, Martin Luther's protest of indulgences, the definition of a theocracy, key aspects of Anglicanism, decisions of the Council of Trent, differences between Renaissance and Baroque art styles, and the circumstances that led to conflict between Huguenots and Catholics in France.
Review chapter 15 the americas
The document provides 10 multiple choice questions about early civilizations in the Americas, including the first settlers, cultural differentiation, factors that determined subsistence methods, uses of mounds built by the Mound Builders, characteristics of the Maya civilization, purposes of Maya pyramids and their religious beliefs, the purpose of chinampas built by the Aztecs, reasons for Aztec human sacrifices, and which development was not achieved by the Incas. The reader is directed to specific pages to review facts related to each question.
Chapter 18 quiz
The document appears to be a chapter quiz for a history class about empires in Asia. It contains 10 multiple choice questions about the Ottoman Empire, Safavid Persia, Ming and Qing dynasties of China, the Tokugawa shogunate in Japan, and European colonization of Southeast Asia. The questions cover topics such as key rulers like Suleiman I and their legacies, religious and political dynamics within the Asian empires, factors that weakened China ahead of the Manchu invasion, policies of isolation and control implemented in Japan, and European trading activities that impacted Asia.
Chapter 17 quiz
This document appears to be a quiz on key concepts and events from Chapter 17 about European expansion and global contact during the 15th-17th centuries. It contains 10 multiple choice questions testing knowledge on reasons for European trade with Asia, key explorers like da Gama, Columbus, and Magellan, people and events like Montezuma II and Cabot's exploration of Newfoundland, the triangular trade system, the role of joint-stock companies in funding voyages, the principles of mercantilism, and consequences of increased global contact like the spread of diseases and exchange of goods, technology, and ideas.
Chapter 14 quiz
Genghis Khan earned his name, which means "universal ruler", by making the Mongols the most skilled fighting force in the world. Timur Lenk, also known as Tamerlane, united the Turkish-Mongols by conquest and was buried in Samarkand. Kublai Khan was responsible for establishing the Yuan dynasty in China and conquering Korea and parts of Southeast Asia.
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- 1. Educational Leadership Portfolio • Multiple Intellegencies (Gardner) • Life Styles Inventory • Teacher Leadership Self Assessment • Personal Leadership Action Plan Vision/Mission Describe the project you plan to work on What are the goals? Planning Calendar What’s the time frame? Results How will you measure success? Leadership Practices Identification of areas of strength and areas of growth as a leader for positive change Why is this project important to you? Leading in a Culture of Change (Self-Reflective Questions) Moral Purpose What are my convictions or beliefs? How do I act on those beliefs? Do others know what my beliefs are? Understanding Change What do I know about the change process? How do I deal with different adopter types? What about the implementation dip?
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