This document discusses collaborative writing and critique. It defines collaborative writing as writing done by more than one author that can produce documents like technical reports, business plans, and academic articles. It provides tips for collaborative writing like defining roles, creating a writing plan, and using tools for concurrent editing. It also discusses how to effectively give and receive critique by focusing on improving the work and not taking feedback personally.
Where Are We on the Evolution of Supply Chain Planning?Lora Cecere
Dialogue with two supply chain leaders on their insights and participation in the Supply Chain Insights 2015 benchmarking work on supply chain planning.
Lora Cecere, founder of Supply Chain Insights facilitates a discussion with Yone Dewberry, Vice President of Planning at Land O’Lakes, and Andrew Byer, Associate Director of Global Supply Network Operations at Procter & Gamble.
A presentation from the 2015 Supply Chain Insights Global Summit
Iskoristili smo kraj 2018. godine kao najbolji trenutak za novogodišnje osvrte i odluke i organizovali novogodišnji meetup na temu Agilne retrospektive u teoriji i praksi. Meetup je održan u Startit centru Beograd, gde smo u prijatnoj i opuštenoj atmosferi razgovarali o onome što je bilo dobro, i o onome što bi moglo biti bolje u prethodnom ciklusu. Razgovor smo vodili interaktivno - u Lean Coffee formatu, kao što to radi agilna zajednica u Spotifaju u Njujorku i pričali o agilnim promenama koje su u planu za 2019. godinu.
A brief overview of project management presented to the Southeast Texas (Houston) section of American Institute of Chemical Engineers (AIChE), April 2015.
Student-Led Conferences and 20% Time Projects for Elementary ClassroomsTrevor Mattea
For the past few years, I have invited my fourth grade students every fall to join me and their parents in a half-hour conference in which we discuss their strengths and areas for growth, set a goal for the year, and plan next steps for everyone involved. I quickly realized that while involving students in these kinds of conversations was a step in the right direction, it would not alone ensure that students made sufficient progress in building on their strengths, improving their areas for growth, and accomplishing their goals. I developed structures to support them at home and in school -- including follow-up conferences throughout the year and class time for goal-related work and presentations as well as shared note taking and audio recordings. I use similar structures to assess and discuss students' reading and writing. They provide individualized parent education and help students direct their own learning and experience success, while developing a growth mindset.
Would You Be Mine: Appropriating Minecraft as an Assistive Technology for You...Kate Ringland
Preview: Those with disabilities have long adopted, adapted, and appropriated collaborative systems to serve as assistive devices. In a Minecraft virtual world for children with autism, community members use do-it-yourself (DIY) making activities to transform Minecraft into a variety of assistive technologies. Our results demonstrate how players and administrators “mod” the Minecraft system to support self-regulation and community engagement.
"Will I always be not social?": Re-Conceptualizing Sociality in the Context o...Kate Ringland
We explore how a Minecraft community for children with autism and their allies experience sociality and suggest an expansion of the normative definition of what it means to be social.
Technology Mediated Socialization for Children with Autism, Advancement to Ph...Kate Ringland
Committee: Gillian Hayes (Chair), Rebecca Black, Mimi Ito, Josh Tanenbaum, and Tom Boellstorff
Abstract: Traditional face-to-face social interactions can be challenging for individuals with autism, leading some to perceive and categorize these individuals as less social than their peers. For example, autism can be accompanied by difficulty making eye contact, interpreting some nonverbal cues, and performing coherent verbal utterances. While these challenges can be interpreted as an inability or lack of desire for social interactions, researchers have begun to explore how to expand the definition of sociality for those with autism. My research explores how technology can support alternative means of sociality, particularly for children with autism engaged in social play. In this advancement talk, I will present two research studies: SensoryPaint and Autcraft. SensoryPaint is a multimodal sensory environment built to enable whole-body interaction with the Kinect. Evaluation of SensoryPaint was conducted in two stages: a lab-based study and a deployment study. Results from this study show how these systems can promote socialization. My second research project explores Autcraft, a Minecraft community for children with autism and their allies. I will present results from on-going ethnographic work exploring the community’s Minecraft server and other community affiliated social media. Results from this study highlight ways in which community members use technology to create a safe environment for children with autism to explore alternative forms of social expression. Findings suggest an expansion of how sociality has traditionally been conceptualized for individuals with autism and how technology plays a key role in facilitating this new sociality.
CSCW 2015 Presentation: Making "Safe": Community-Centered Practices in a Virt...Kate Ringland
The use of online games and virtual worlds is becoming increasingly prominent, particularly in children and young adults. Parents have concerns about risks their children might encounter in these online spaces. Parents dynamically manage the boundaries between safe and unsafe spaces online through both explicit and implicit means. In this work, we use empirical data gathered from a digital ethnography of a Minecraft server, Autcraft, to explore how parents of children with autism continually create a “safe” virtual world through both implicit and explicit means. In particular, we demonstrate how their actions in these spaces define and produce “safety,” shedding light on our theoretical understanding of child safety in online spaces.
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.
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.
Where Are We on the Evolution of Supply Chain Planning?Lora Cecere
Dialogue with two supply chain leaders on their insights and participation in the Supply Chain Insights 2015 benchmarking work on supply chain planning.
Lora Cecere, founder of Supply Chain Insights facilitates a discussion with Yone Dewberry, Vice President of Planning at Land O’Lakes, and Andrew Byer, Associate Director of Global Supply Network Operations at Procter & Gamble.
A presentation from the 2015 Supply Chain Insights Global Summit
Iskoristili smo kraj 2018. godine kao najbolji trenutak za novogodišnje osvrte i odluke i organizovali novogodišnji meetup na temu Agilne retrospektive u teoriji i praksi. Meetup je održan u Startit centru Beograd, gde smo u prijatnoj i opuštenoj atmosferi razgovarali o onome što je bilo dobro, i o onome što bi moglo biti bolje u prethodnom ciklusu. Razgovor smo vodili interaktivno - u Lean Coffee formatu, kao što to radi agilna zajednica u Spotifaju u Njujorku i pričali o agilnim promenama koje su u planu za 2019. godinu.
A brief overview of project management presented to the Southeast Texas (Houston) section of American Institute of Chemical Engineers (AIChE), April 2015.
Student-Led Conferences and 20% Time Projects for Elementary ClassroomsTrevor Mattea
For the past few years, I have invited my fourth grade students every fall to join me and their parents in a half-hour conference in which we discuss their strengths and areas for growth, set a goal for the year, and plan next steps for everyone involved. I quickly realized that while involving students in these kinds of conversations was a step in the right direction, it would not alone ensure that students made sufficient progress in building on their strengths, improving their areas for growth, and accomplishing their goals. I developed structures to support them at home and in school -- including follow-up conferences throughout the year and class time for goal-related work and presentations as well as shared note taking and audio recordings. I use similar structures to assess and discuss students' reading and writing. They provide individualized parent education and help students direct their own learning and experience success, while developing a growth mindset.
Would You Be Mine: Appropriating Minecraft as an Assistive Technology for You...Kate Ringland
Preview: Those with disabilities have long adopted, adapted, and appropriated collaborative systems to serve as assistive devices. In a Minecraft virtual world for children with autism, community members use do-it-yourself (DIY) making activities to transform Minecraft into a variety of assistive technologies. Our results demonstrate how players and administrators “mod” the Minecraft system to support self-regulation and community engagement.
"Will I always be not social?": Re-Conceptualizing Sociality in the Context o...Kate Ringland
We explore how a Minecraft community for children with autism and their allies experience sociality and suggest an expansion of the normative definition of what it means to be social.
Technology Mediated Socialization for Children with Autism, Advancement to Ph...Kate Ringland
Committee: Gillian Hayes (Chair), Rebecca Black, Mimi Ito, Josh Tanenbaum, and Tom Boellstorff
Abstract: Traditional face-to-face social interactions can be challenging for individuals with autism, leading some to perceive and categorize these individuals as less social than their peers. For example, autism can be accompanied by difficulty making eye contact, interpreting some nonverbal cues, and performing coherent verbal utterances. While these challenges can be interpreted as an inability or lack of desire for social interactions, researchers have begun to explore how to expand the definition of sociality for those with autism. My research explores how technology can support alternative means of sociality, particularly for children with autism engaged in social play. In this advancement talk, I will present two research studies: SensoryPaint and Autcraft. SensoryPaint is a multimodal sensory environment built to enable whole-body interaction with the Kinect. Evaluation of SensoryPaint was conducted in two stages: a lab-based study and a deployment study. Results from this study show how these systems can promote socialization. My second research project explores Autcraft, a Minecraft community for children with autism and their allies. I will present results from on-going ethnographic work exploring the community’s Minecraft server and other community affiliated social media. Results from this study highlight ways in which community members use technology to create a safe environment for children with autism to explore alternative forms of social expression. Findings suggest an expansion of how sociality has traditionally been conceptualized for individuals with autism and how technology plays a key role in facilitating this new sociality.
CSCW 2015 Presentation: Making "Safe": Community-Centered Practices in a Virt...Kate Ringland
The use of online games and virtual worlds is becoming increasingly prominent, particularly in children and young adults. Parents have concerns about risks their children might encounter in these online spaces. Parents dynamically manage the boundaries between safe and unsafe spaces online through both explicit and implicit means. In this work, we use empirical data gathered from a digital ethnography of a Minecraft server, Autcraft, to explore how parents of children with autism continually create a “safe” virtual world through both implicit and explicit means. In particular, we demonstrate how their actions in these spaces define and produce “safety,” shedding light on our theoretical understanding of child safety in online spaces.
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.
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.
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.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
5. What kinds of documents does
collaborative writing produce?
Ringland | May 12,
2015
ICS 139w
6. What kinds of documents does
collaborative writing produce?
Technical reports
Business plans
Academic articles
Software requirements & specifications
Maybe even code?
And more!
Ringland | May 12,
2015
ICS 139w
7. Writing in a Team
Looks like a programming team, but for writing
Team Leader = Lead Author
In charge of overall direction of paper
Final style decisions
Manages other authors
Ringland | May 12,
2015
ICS 139w
8. Writing in a Team
Co-authors
Given tasks to complete
Everyone should be proofreading
Ringland | May 12,
2015
ICS 139w
9. Collaborative Writing Tips
Define roles upfront
Know who has the final decision
Be sensitive of other cultures & opinions
Ringland | May 12,
2015
ICS 139w
11. Collaborative Writing Tips
Take advantage of tools such as track changes
Concurrent writing – Google Docs
Versioned writing – use version control
Ringland | May 12,
2015
ICS 139w
12. Collaborative Writing:
The First Meeting
Assigning roles
Setting expectations
Creating outline of writing project
Ringland | May 12,
2015
ICS 139w
As you can see, there will be lots of opportunities for collaborative writing, no matter your chosen profession
Tasks could be sections of writing
It’s important to be clear about responsibilities and roles up front
Including which writer will have the ultimate say on the argument, story – helps keep style clear
Use calendar – set expectations for due dates
Track changes – great to see who has done what, lead author can have final okay on changes
This is the time to create an outline and description of what you plan on writing
Make sure everyone is on the same page
Create memos or brsinstorm the main argument or important info the paper is going to convey
Have an agenda, know what it is
Be ready to solve conflicts
More good info on the web
More good info on the web
When reading someone else’s work ( or observing) know what the overall objective is
Be able to summarize what you thought the message of the writing or presentation was
Is there a coherent argument? Does it stay consistent?
What is the supporting evidence that backs up their claim?
List what is good – always nice to hear when doing things well
Be constructive with criticism – negativity with no idea of how to fix the problem will never get the problem solved
One method is the sandwich
Good Constructive Criticism Good
Try to get critique from people who are your audience or can anticipate your audience
Other feedback is good – but weigh the feedback by who is giving the critique
