The document outlines a 3-week chronogram for a writing project on short stories. In the first week, students will analyze examples, participate in online discussions, and complete quizzes and mind maps. The second week involves analyzing more examples in groups and drafting a story plan. In the third week, students will write their story, design a power point, and decide who will record the voice part. Evaluation includes quizzes, participation, drafts, and a final submission.
The document provides a chronogram or schedule for the first three weeks of a project on writing short stories. The schedule outlines the daily activities, homework, evaluations, and deadlines for students. It includes activities like watching introductory videos, studying grammar, participating in chats, reading example stories, drafting a story plan in a group, individually writing parts of a shared story, and designing a multimedia presentation of the completed story. Students will be evaluated on mind maps, quizzes, participation, peer reviews, and drafts/versions of their collaborative story. The project involves both individual and group work across multiple weeks.
This document is a personal branding presentation created by Michael J. Florer. It summarizes his skills, accomplishments, projects, and relationships from the past school year. It includes lists of things he is known for, plans to be known for, skills learned, favorite classes and projects, important people met, and goals for the next 90 days. The presentation serves to showcase Florer's personal brand and development over the 2009-2010 school year.
1. Bridging the gap between students' need for immediacy as "digital natives" and the reflective thinking required for intercultural exchange.
2. Aligning the project timeline given the different academic calendars in U.S. and Argentina.
3. Integrating the project into existing curriculum at participating schools in both countries.
4. Ensuring Argentine students have adequate instruction in photography to fully participate.
5. Making the Ning website intuitive and user-friendly for participants.
C:\Users\Usuario\Desktop\Disco Duro D \Puce Ibarra\Presentacion Pucesi 002ESPOCH
Este documento presenta información sobre el uso de plataformas educativas institucionales. Se discuten varias metodologías como PACIE y SBS y se explican los recursos y actividades disponibles en Moodle como etiquetas de texto, libros, archivos, foros y encuestas. También se describe una estructura recomendada para las aulas virtuales con bloques para información, contenido académico y cierre.
The document provides a film review format that includes sections for the name and type of film, actors, director, background information on location and time period, main characters, soundtrack, plot synopsis, ratings for plot, acting, music, special effects and ending on scales of excellent, good, and bad, and a personal opinion on what was liked and disliked about the film.
This document provides a guide for analyzing a film review by ticking features mentioned from a provided list. The list includes background information about the film such as the type of adaptation, main actors, setting, theme, and production details. It also includes elements to analyze from the main body like plot details, characters, and comments on acting. The conclusion section notes what positive or negative comments the critic provided and their recommendation.
The film review summarizes the 1995 film Dangerous Minds. It describes how Michelle Pfeiffer plays a former Marine who becomes a teacher at a poor inner-city high school. She works to gain the trust of her tough students and helps them find enjoyment in learning. The review highlights how the film portrays many real-life problems faced by young people and does so in a realistic way. It concludes by praising Pfeiffer's outstanding performance in the film and recommending it for those who like stories where good triumphs over evil.
A film review provides a brief description and evaluation of a movie to give viewers an opinion on whether they should watch it. A successful review includes an introduction summarizing background details, a main body with two paragraphs describing the plot without revealing the ending and general comments, and a conclusion with an overall assessment and recommendation. Reviews are typically found in newspapers and magazines and use present tense and descriptive adjectives.
The document provides a chronogram or schedule for the first three weeks of a project on writing short stories. The schedule outlines the daily activities, homework, evaluations, and deadlines for students. It includes activities like watching introductory videos, studying grammar, participating in chats, reading example stories, drafting a story plan in a group, individually writing parts of a shared story, and designing a multimedia presentation of the completed story. Students will be evaluated on mind maps, quizzes, participation, peer reviews, and drafts/versions of their collaborative story. The project involves both individual and group work across multiple weeks.
This document is a personal branding presentation created by Michael J. Florer. It summarizes his skills, accomplishments, projects, and relationships from the past school year. It includes lists of things he is known for, plans to be known for, skills learned, favorite classes and projects, important people met, and goals for the next 90 days. The presentation serves to showcase Florer's personal brand and development over the 2009-2010 school year.
1. Bridging the gap between students' need for immediacy as "digital natives" and the reflective thinking required for intercultural exchange.
2. Aligning the project timeline given the different academic calendars in U.S. and Argentina.
3. Integrating the project into existing curriculum at participating schools in both countries.
4. Ensuring Argentine students have adequate instruction in photography to fully participate.
5. Making the Ning website intuitive and user-friendly for participants.
C:\Users\Usuario\Desktop\Disco Duro D \Puce Ibarra\Presentacion Pucesi 002ESPOCH
Este documento presenta información sobre el uso de plataformas educativas institucionales. Se discuten varias metodologías como PACIE y SBS y se explican los recursos y actividades disponibles en Moodle como etiquetas de texto, libros, archivos, foros y encuestas. También se describe una estructura recomendada para las aulas virtuales con bloques para información, contenido académico y cierre.
The document provides a film review format that includes sections for the name and type of film, actors, director, background information on location and time period, main characters, soundtrack, plot synopsis, ratings for plot, acting, music, special effects and ending on scales of excellent, good, and bad, and a personal opinion on what was liked and disliked about the film.
This document provides a guide for analyzing a film review by ticking features mentioned from a provided list. The list includes background information about the film such as the type of adaptation, main actors, setting, theme, and production details. It also includes elements to analyze from the main body like plot details, characters, and comments on acting. The conclusion section notes what positive or negative comments the critic provided and their recommendation.
The film review summarizes the 1995 film Dangerous Minds. It describes how Michelle Pfeiffer plays a former Marine who becomes a teacher at a poor inner-city high school. She works to gain the trust of her tough students and helps them find enjoyment in learning. The review highlights how the film portrays many real-life problems faced by young people and does so in a realistic way. It concludes by praising Pfeiffer's outstanding performance in the film and recommending it for those who like stories where good triumphs over evil.
A film review provides a brief description and evaluation of a movie to give viewers an opinion on whether they should watch it. A successful review includes an introduction summarizing background details, a main body with two paragraphs describing the plot without revealing the ending and general comments, and a conclusion with an overall assessment and recommendation. Reviews are typically found in newspapers and magazines and use present tense and descriptive adjectives.
This document outlines the contents of a first grade syllabus covering 10 units of grammar, vocabulary, and topics. The units progress from introductions and basic concepts like numbers and days of the week to more advanced topics such as past tenses, daily routines, food and drinks, weather, future plans, and events from long ago. A range of vocabulary is built up across the units relating to people, places, activities, time, possessions, and descriptions. The syllabus provides a comprehensive grounding in English for first grade students.
The document provides opening lines, time expressions, and traditional endings that can be used in storytelling. It also includes grammar structures like adjectives and past tense verbs that allow describing characters, settings, and building plot. Specifically, it lists story openers, time openers, and traditional endings. It also gives examples of adjectives for describing people and settings. Finally, it provides past tense question and statement structures for developing the plot.
The document outlines a rubric for evaluating mind maps with criteria rated on a scale of 1 to 4 or 1 to 7. It evaluates aspects such as the use of key images and metaphors, the prominence and relation of the central image to the key idea, the depth of understanding shown through key words, the grasp and organization of content from most to least complex, and the clarity and meaningfulness of connections between ideas and the central image through uses of color, codes, or links.
The rubric evaluates short stories based on their inclusion of literary techniques, descriptive details in each paragraph, and description of characters and senses; it also considers creativity, inclusion of literary elements, appropriate tense, and resolution.
The document outlines a rubric for evaluating mind maps with criteria rated on a scale of 1 to 4 or 1 to 7. It evaluates aspects such as the use of key images and metaphors, the prominence and relation of the central image to the key idea, the depth of understanding shown through key words, the grasp and organization of content from most to least complex, and the clarity and meaningfulness of connections between ideas and the central image through uses of color, codes, or links.
A dragon named Drusilla was a collector who hoarded everything in her messy cave, annoying her neat neighbor Harvey the unicorn. Harvey gave Drusilla a magic ring to help clean her cave. When Drusilla couldn't find the ring, she frantically cleaned out her cave and discovered the ring had magically cleaned her cave. Drusilla realized the magic was in keeping her cave tidy and continued to do so.
El documento presenta una lista de platillos, bebidas y postres típicos de Grecia, incluyendo dolmades, fasolada y gemista como platillos principales; ouzo, retsina y metoza como bebidas; y baklavas y loukoumades como postres tradicionales.
El documento presenta una lista de platillos, bebidas y postres típicos de Grecia, incluyendo platillos a base de hojas de parra, tomate y berenjena rellenos, sopas de alubias y ensaladas con queso feta, así como bebidas anisadas y vinos con aroma a resina de pino, y postres hechos con hojaldre, miel y almendras.
The document provides exercises for a story about a clever monkey and Mr. Crocodile. The first exercise defines words like "throat", "pregnant", "craving", "island", and "forest". The second exercise presents sentences about the story and asks the reader to identify whether they are true or false, correcting any false statements. It focuses on a monkey living near a river, Mrs. Crocodile's craving for fruit on an island, and Mr. Crocodile tricking the monkey to get the fruit for his pregnant wife.
Clever monkey and sir crocodile profa linalina.c.o
The document provides exercises for a story about a clever monkey and Mr. Crocodile. The first exercise defines words like "throat", "pregnant", "craving", "island", and "forest". The second exercise presents sentences about the story and asks the reader to identify whether they are true or false, correcting any false statements. It focuses on a monkey living near a river, Mrs. Crocodile's craving for fruit on an island, and Mr. Crocodile tricking the monkey to get the fruit for his pregnant wife.
The document provides exercises about a fable called "The Lazy Donkey". It asks the reader if they have heard the fable before watching a video adaptation. While watching, the reader must determine if sentences about the plot are true or false, such as that the farmer hides and overhears his animals talking. After, the reader is asked to summarize the moral lesson of the fable, which is about a lazy donkey who tricks his ox friend into doing all the work but ultimately learns his lesson.
Valentine's Day has origins in both Christian and ancient Roman traditions. The pagan Lupercalia festival celebrated on February 15th was dedicated to Faunus, the Roman god of fertility and agriculture. Pope Gelasius later changed the date of the Christian feast of St. Valentine to February 14th in an effort to Christianize the Lupercalia festival. According to the video, one Valentine was a priest who secretly married young lovers despite the Roman emperor Claudius II banning marriage. Claudius II punished Valentine by imprisoning him, where Valentine fell in love with his jailor's daughter. Modern Valentine's Day is celebrated with gifts of roses, candy, cards, dinners and diamonds.
Este documento presenta las calificaciones de la primera evaluación de varios grupos de estudiantes en la materia de Inglés. Enlista los nombres de los estudiantes y sus calificaciones en las tres semanas de evaluación en las áreas de cómputo, video y lectura. El documento fue emitido por la Profesora Alma Guadalupe Tamariz Méndez del Laboratorio de Inglés de la Preparatoria "Gral. Lázaro Cárdenas del Río" de la Benemérita Universidad Autónoma de Puebla.
Este documento presenta las calificaciones de la primera evaluación de cuatro grupos (2AV, 2BV, 2CV, 2DV) en el laboratorio de inglés de la Preparatoria "Gral. Lázaro Cárdenas del Río" de la BUAP. Enlista los nombres de los alumnos y sus calificaciones en cómputo, video, lectura y actividad especial durante las primeras tres semanas del periodo de agosto a diciembre de 2009.
El horario muestra las clases de Laboratorio de Lengua Extranjera impartidas por la profesora Lina Cruz Ortega en la Preparatoria "Gral. Lázaro Cárdenas del Río" durante el ciclo escolar 2009-2010. El horario detalla los grupos y las horas de clase asignadas a cada grupo de lunes a viernes en el turno vespertino, incluyendo las horas de prácticas, asesorías y horas de investigación.
Este documento presenta las calificaciones de la primera evaluación de tres grupos de alumnos de segundo año de la Preparatoria "Gral. Lázaro Cárdenas del Río" en la asignatura de Inglés. Se lista el nombre de cada alumno y las calificaciones que recibieron en las primeras tres semanas en las categorías de cómputo, video y lectura. El documento está firmado por la responsable del laboratorio de Inglés.
Halloween is a time for wearing scary masks and costumes depicting vampires, skeletons and ghosts. It is a day for children to go door-to-door ringing doorbells to have fun and play pranks. While black cats and unexpected visitors may seem frightening, the holiday should be enjoyed through candy, tricks and decorating pumpkins.
The document outlines 9 rules English students must follow when attending lab sessions. Students must arrive on time with necessary materials, attend weekly, treat equipment with care, behave politely, not interrupt others, avoid food/drink in the lab, and keep their space neat. Following the rules will allow students to earn up to 20% of their final grade for each evaluation through their lab work.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document outlines the contents of a first grade syllabus covering 10 units of grammar, vocabulary, and topics. The units progress from introductions and basic concepts like numbers and days of the week to more advanced topics such as past tenses, daily routines, food and drinks, weather, future plans, and events from long ago. A range of vocabulary is built up across the units relating to people, places, activities, time, possessions, and descriptions. The syllabus provides a comprehensive grounding in English for first grade students.
The document provides opening lines, time expressions, and traditional endings that can be used in storytelling. It also includes grammar structures like adjectives and past tense verbs that allow describing characters, settings, and building plot. Specifically, it lists story openers, time openers, and traditional endings. It also gives examples of adjectives for describing people and settings. Finally, it provides past tense question and statement structures for developing the plot.
The document outlines a rubric for evaluating mind maps with criteria rated on a scale of 1 to 4 or 1 to 7. It evaluates aspects such as the use of key images and metaphors, the prominence and relation of the central image to the key idea, the depth of understanding shown through key words, the grasp and organization of content from most to least complex, and the clarity and meaningfulness of connections between ideas and the central image through uses of color, codes, or links.
The rubric evaluates short stories based on their inclusion of literary techniques, descriptive details in each paragraph, and description of characters and senses; it also considers creativity, inclusion of literary elements, appropriate tense, and resolution.
The document outlines a rubric for evaluating mind maps with criteria rated on a scale of 1 to 4 or 1 to 7. It evaluates aspects such as the use of key images and metaphors, the prominence and relation of the central image to the key idea, the depth of understanding shown through key words, the grasp and organization of content from most to least complex, and the clarity and meaningfulness of connections between ideas and the central image through uses of color, codes, or links.
A dragon named Drusilla was a collector who hoarded everything in her messy cave, annoying her neat neighbor Harvey the unicorn. Harvey gave Drusilla a magic ring to help clean her cave. When Drusilla couldn't find the ring, she frantically cleaned out her cave and discovered the ring had magically cleaned her cave. Drusilla realized the magic was in keeping her cave tidy and continued to do so.
El documento presenta una lista de platillos, bebidas y postres típicos de Grecia, incluyendo dolmades, fasolada y gemista como platillos principales; ouzo, retsina y metoza como bebidas; y baklavas y loukoumades como postres tradicionales.
El documento presenta una lista de platillos, bebidas y postres típicos de Grecia, incluyendo platillos a base de hojas de parra, tomate y berenjena rellenos, sopas de alubias y ensaladas con queso feta, así como bebidas anisadas y vinos con aroma a resina de pino, y postres hechos con hojaldre, miel y almendras.
The document provides exercises for a story about a clever monkey and Mr. Crocodile. The first exercise defines words like "throat", "pregnant", "craving", "island", and "forest". The second exercise presents sentences about the story and asks the reader to identify whether they are true or false, correcting any false statements. It focuses on a monkey living near a river, Mrs. Crocodile's craving for fruit on an island, and Mr. Crocodile tricking the monkey to get the fruit for his pregnant wife.
Clever monkey and sir crocodile profa linalina.c.o
The document provides exercises for a story about a clever monkey and Mr. Crocodile. The first exercise defines words like "throat", "pregnant", "craving", "island", and "forest". The second exercise presents sentences about the story and asks the reader to identify whether they are true or false, correcting any false statements. It focuses on a monkey living near a river, Mrs. Crocodile's craving for fruit on an island, and Mr. Crocodile tricking the monkey to get the fruit for his pregnant wife.
The document provides exercises about a fable called "The Lazy Donkey". It asks the reader if they have heard the fable before watching a video adaptation. While watching, the reader must determine if sentences about the plot are true or false, such as that the farmer hides and overhears his animals talking. After, the reader is asked to summarize the moral lesson of the fable, which is about a lazy donkey who tricks his ox friend into doing all the work but ultimately learns his lesson.
Valentine's Day has origins in both Christian and ancient Roman traditions. The pagan Lupercalia festival celebrated on February 15th was dedicated to Faunus, the Roman god of fertility and agriculture. Pope Gelasius later changed the date of the Christian feast of St. Valentine to February 14th in an effort to Christianize the Lupercalia festival. According to the video, one Valentine was a priest who secretly married young lovers despite the Roman emperor Claudius II banning marriage. Claudius II punished Valentine by imprisoning him, where Valentine fell in love with his jailor's daughter. Modern Valentine's Day is celebrated with gifts of roses, candy, cards, dinners and diamonds.
Este documento presenta las calificaciones de la primera evaluación de varios grupos de estudiantes en la materia de Inglés. Enlista los nombres de los estudiantes y sus calificaciones en las tres semanas de evaluación en las áreas de cómputo, video y lectura. El documento fue emitido por la Profesora Alma Guadalupe Tamariz Méndez del Laboratorio de Inglés de la Preparatoria "Gral. Lázaro Cárdenas del Río" de la Benemérita Universidad Autónoma de Puebla.
Este documento presenta las calificaciones de la primera evaluación de cuatro grupos (2AV, 2BV, 2CV, 2DV) en el laboratorio de inglés de la Preparatoria "Gral. Lázaro Cárdenas del Río" de la BUAP. Enlista los nombres de los alumnos y sus calificaciones en cómputo, video, lectura y actividad especial durante las primeras tres semanas del periodo de agosto a diciembre de 2009.
El horario muestra las clases de Laboratorio de Lengua Extranjera impartidas por la profesora Lina Cruz Ortega en la Preparatoria "Gral. Lázaro Cárdenas del Río" durante el ciclo escolar 2009-2010. El horario detalla los grupos y las horas de clase asignadas a cada grupo de lunes a viernes en el turno vespertino, incluyendo las horas de prácticas, asesorías y horas de investigación.
Este documento presenta las calificaciones de la primera evaluación de tres grupos de alumnos de segundo año de la Preparatoria "Gral. Lázaro Cárdenas del Río" en la asignatura de Inglés. Se lista el nombre de cada alumno y las calificaciones que recibieron en las primeras tres semanas en las categorías de cómputo, video y lectura. El documento está firmado por la responsable del laboratorio de Inglés.
Halloween is a time for wearing scary masks and costumes depicting vampires, skeletons and ghosts. It is a day for children to go door-to-door ringing doorbells to have fun and play pranks. While black cats and unexpected visitors may seem frightening, the holiday should be enjoyed through candy, tricks and decorating pumpkins.
The document outlines 9 rules English students must follow when attending lab sessions. Students must arrive on time with necessary materials, attend weekly, treat equipment with care, behave politely, not interrupt others, avoid food/drink in the lab, and keep their space neat. Following the rules will allow students to earn up to 20% of their final grade for each evaluation through their lab work.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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. CHRONOGRAM
FIRST WEEK
Day Unit Project Activities Homework / Evaluation Modality Date to hand in
Task
Go to the Draw a mind 20% for the
10 ‘Introduction’ map with the final grade in
July 13th, 2010 Long, long ago Writing a story section and most important the project. Individual study July 15th, 2010
watch the video information. Check the
entitled as “the rubric for mind
emperor’s new map in the
clothes”. Then, evaluation
go to the ‘Main section.
Lesson’ and
study the
information
there.
Go to the Do the quizzes
10 section entitled in that same
July 15th, 2010 Long, long ago Writing a story as ‘Review of page. Autoevaluation Individual study July 15th, 2010
useful grammar’
and study the
information.
Go to the chat Participate with 10% for the final July 16th, 2010
th
July 16 , 2010 10 Writing a story room and comments, grade in the Individual
Long, long ago participate. The points of view or project. participation - First group:
main topic will specific from 4:00 p.m.
be: Short questions. to 5:00 p.m.
stories: Literary
elements and - Second group:
literary From 6:00 p.m.
techniques. to 7:00 p.m.
2. - Third group
from 8:00 p.m.
to 9:00 p.m.
SECOND WEEK
Day Unit Project Activities Homework / Evaluation Modality Date to hand in
Task
Go to the In your group 20% for the final
10 ‘Forrum’ section discuss about grade in the
July 20th, 2010 Long, long ago Writing a story and read the the forum project. The Group work July 22nd, 2010
tale entitled as questions and percentage will
“the just judge”. make an be shared
agreement among the
about your members of the
answers. The team.
secretary will
write the
comment.
10 Go to the In your group This first draft
July 23rd, 2010 Long, long ago Writing a story ‘Resources’ make decisions will not be Group work
section and about your graded. It is just X
print the “story story. Fill in the a guide to
plan” format. story plan structure your
You can read, format with ideas and
analyze and get opinions from thoughts.
some ideas all members.
from some of Every member
the most in the team will
famous short write a part of
stories in the the story.
‘Resources’
section.
3. THIRD WEEK
Day Unit Project Activities Homework / Evaluation Modality Date to hand in
Task
10 Go to the Every member
July 27th, 2010 Long, long ago Writing a story ‘Resources’ will write his/her X Group work/ X
section and part of the story. individually
check the story
tips to start
writing.
10 Star designing Decide, as a 50% for the final
July 29th, 2010 Long, long ago Writing a story your power team, who will grade in the Group work/ August 3rd, 2010
point. Try to be record his/her project. individually
creative. It must voice. Divide This percentage
include: text, the work. will be share
images and among the
sound (voice & members in the
music). team.
PROFESSOR LINA CRUZ ORTEGA