This document outlines information and deadlines for students in a CREM EWRT 2 class. It discusses that the instructor's last office hours will be tomorrow from 1:30-2:30 PM. It also notes that the final participation grade will be calculated by Monday morning and details the assignments and deadlines, including: the Integrated Project write-up is due Monday by 11 AM, the Integrated Project presentation is during the final exam period on Monday from 11:30 AM to 1:30 PM, and Paper 4 is due Wednesday by 8 AM. It provides details on the participation points and requirements for the Integrated Project assignments.
Computational Thinking & STEM = PBL in actionSusan S. Wells
Learn how integrating Computational Thinking and STEM result in authentic project based learning for your students. Utilize edtech tools to insure high learner engagement. Tools include- web and app-based coding apps and games; robotics for all ages including the Finch, Dash & Dot, and Cubetto; and digital & physical play integration tools including the OSMO, Cardboard VR/AR, and 3D printers. Don't miss this fast-paced discussion of STEM in action!
Jeanette Wing, vice president of Microsoft research and technology pioneer defines computational thinking as the ability to break a problem down and express the solution in a form that a computer can understand and evaluate and sees it as a skill as important as reading, writing and arithmetic, and one that will be embraced by everyone by the middle of the 21st century. This presentation will provide additional operational definitions, connections to problem solving and project-based learning.
Vax, Masks, and The Space Between: Rating, Segmenting, and Cross TabsSogolytics
In part two of our series on Omni reporting drill-down, we're exploring how to make the best use of rating questions, segmenting data, and cross tabs -- all in the same report. Ready to learn more? Dive in!
Campuses and advancement offices are abuzz with social media-MySpace, Facebook, Twitter, LinkedIn, etc. But how much is steak, and how much is just sizzle? What are the benefits and pitfalls of these new tools? How can you make sense of them all, and whether or not each of them may help or hurt your admissions and advancement work? In this session, we'll take the next step with social media and move beyond just the "what" and "how to" and discuss the "why" and "why not." Hear real-world case studies and perspectives from inside and outside higher ed institutions, and leave with a checklist on how to analyze the "which," "when," and "what's next" for your institution.
Session developed by Gene Begin of Babson College and Tamsen Mcmahon of Sametz Blackstone Associates. Presented as part of the CASE District 1 2010 Conference in Boston, January 27-29.
Vax, Masks, and The Space Between: Studying Behavior, Perception, and AnalysisSogolytics
Results of a recent SoGoStudy offer the perfect opportunity to drill down on how to make the most of survey results in clear, meaningful reports. In the first part of this series, we start with the big picture in the Omni Report.
Slides as given for the Feb. 12, 2014 talk at Bay Area Software Testers.
(btw, I failed to give credit for the "Stand Back!" t-shirt image, it was from the XKCD T-shirt here: http://store-xkcd-com.myshopify.com/products/try-science)
Also forgot reference to the paper on Fibonacci numbers in planning poker affecting estimates: http://simula.no/publications/Simula.simula.1282/simula_pdf_file
QCL-14-v3_[Introduction to cause and effect diagram]_[RIMSR]_[MOHAMMAD MOTEBAR]Mohammad Motebar
It is necessary to use cause and effect to analyze and reach to the root cause and find solution ,Use it when you start investigating a problem
MOHAMMAD MOTEBAR , FARZAN SIDDIQUI , PRATIK MUNDHADA
Exploring the Results of the Front-End Tooling Survey 2018 nolly00
In this talk, I shared the result's and insights from this year's Front-End Tooling Survey, taken by over 5,000 front-end developers. I also give an insight into how the survey has evolved since the first edition in 2015, what's involved in it putting together and how I've learned first-hand why it's best not to publish blog posts the day before going away on holiday.
Computational Thinking & STEM = PBL in actionSusan S. Wells
Learn how integrating Computational Thinking and STEM result in authentic project based learning for your students. Utilize edtech tools to insure high learner engagement. Tools include- web and app-based coding apps and games; robotics for all ages including the Finch, Dash & Dot, and Cubetto; and digital & physical play integration tools including the OSMO, Cardboard VR/AR, and 3D printers. Don't miss this fast-paced discussion of STEM in action!
Jeanette Wing, vice president of Microsoft research and technology pioneer defines computational thinking as the ability to break a problem down and express the solution in a form that a computer can understand and evaluate and sees it as a skill as important as reading, writing and arithmetic, and one that will be embraced by everyone by the middle of the 21st century. This presentation will provide additional operational definitions, connections to problem solving and project-based learning.
Vax, Masks, and The Space Between: Rating, Segmenting, and Cross TabsSogolytics
In part two of our series on Omni reporting drill-down, we're exploring how to make the best use of rating questions, segmenting data, and cross tabs -- all in the same report. Ready to learn more? Dive in!
Campuses and advancement offices are abuzz with social media-MySpace, Facebook, Twitter, LinkedIn, etc. But how much is steak, and how much is just sizzle? What are the benefits and pitfalls of these new tools? How can you make sense of them all, and whether or not each of them may help or hurt your admissions and advancement work? In this session, we'll take the next step with social media and move beyond just the "what" and "how to" and discuss the "why" and "why not." Hear real-world case studies and perspectives from inside and outside higher ed institutions, and leave with a checklist on how to analyze the "which," "when," and "what's next" for your institution.
Session developed by Gene Begin of Babson College and Tamsen Mcmahon of Sametz Blackstone Associates. Presented as part of the CASE District 1 2010 Conference in Boston, January 27-29.
Vax, Masks, and The Space Between: Studying Behavior, Perception, and AnalysisSogolytics
Results of a recent SoGoStudy offer the perfect opportunity to drill down on how to make the most of survey results in clear, meaningful reports. In the first part of this series, we start with the big picture in the Omni Report.
Slides as given for the Feb. 12, 2014 talk at Bay Area Software Testers.
(btw, I failed to give credit for the "Stand Back!" t-shirt image, it was from the XKCD T-shirt here: http://store-xkcd-com.myshopify.com/products/try-science)
Also forgot reference to the paper on Fibonacci numbers in planning poker affecting estimates: http://simula.no/publications/Simula.simula.1282/simula_pdf_file
QCL-14-v3_[Introduction to cause and effect diagram]_[RIMSR]_[MOHAMMAD MOTEBAR]Mohammad Motebar
It is necessary to use cause and effect to analyze and reach to the root cause and find solution ,Use it when you start investigating a problem
MOHAMMAD MOTEBAR , FARZAN SIDDIQUI , PRATIK MUNDHADA
Exploring the Results of the Front-End Tooling Survey 2018 nolly00
In this talk, I shared the result's and insights from this year's Front-End Tooling Survey, taken by over 5,000 front-end developers. I also give an insight into how the survey has evolved since the first edition in 2015, what's involved in it putting together and how I've learned first-hand why it's best not to publish blog posts the day before going away on holiday.
Economics 458 Seminar on the Economics of Higher Education SpringEvonCanales257
Economics 458: Seminar on the Economics of Higher Education Spring 2021
David H Feldman Phone: 221-2372
Hours: Tu. 11:00 – 12:00, Th. 1:00-2:30 Email: [email protected]
Office – Tyler 266
Course Description – The higher education sector in the United States is an extremely complex mix of non-profit and for-profit enterprises. The industry is heavily subsidized by federal, state, and local governments, and by private philanthropy. The higher education sector has developed over centuries, so a rich economic history has shaped today’s institutions. This history also conditions today’s policy options. That’s just in the US. Our model of higher education shares many features with higher education systems elsewhere, but our model is also marked by some profound differences.
The higher education industry is embedded in an economy that is not static. Economic growth has profoundly affected the demand for higher education, and how it is delivered. The income distribution in the US has changed substantially over the past forty years. Those changes are driven in part by the rising economic return to education. Rising income inequality also influences the demand for higher education and the pricing model that many institutions use. And rising inequality affects how buying an education is financed by students and their families.
Other winds are buffeting the US higher education system, and the current pandemic is accelerating the force of these winds. Demographic changes in the past have exerted powerful effects on colleges and universities, and the demographic forecast for the next thirty years will have a significant impact on the trajectory of the American higher education system over the next generation. Changing technology has constantly forced higher education institutions to react and adapt. Many commentators today predict that digital learning will cause the imminent demise of a substantial portion of the bricks-and-mortar segment of the industry. Some contend that the mass experiment in remote learning driven by the pandemic will supercharge this transformation. The degree itself could become a relic of the past. These claims are part of the language of crisis that currently characterizes much of the public discourse about higher education.
This seminar is a brief introduction to the complex stew of economic, political, and social forces I laid out in the paragraphs above. I have picked a set of topics for us to consider and I have compiled a set of approachable readings as background information on each of them. My list of topics is far from exhaustive, and you may choose a research topic for your major paper that we do not explicitly cover in the syllabus.
As the title also indicates, this class is a seminar. An ideal seminar is a shared experience of ideas. This form of sharing only works if you come to class prepared to discuss the readings for that day. If you don’t, the class will not work for you or for your ...
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...PsychoTech Services
Study smart! The most important topics for your IGNOU exam are in this document.
We analyzed the examination pattern for IGNOU’s PGDCFT and MSCCFT courses – taking into account every single question of every exam of every single subject to generate these very useful, high-quality insights. Forget about 10 years papers – study smart using FIHC’s IGNOU Exam Question Pattern!
1 University of Wollongong School of Psychol.docxdorishigh
1
University of Wollongong
School of Psychology
PSYC 250: Quantitative Methods in
Psychology
Assignment 2
INSTRUCTIONS:
This assignment is graded out of 30 marks, and it is worth 21% of the overall grade for the
subject. It is to be submitted by Fri 25 September 5.00pm.
This is an individual assignment, and all the work must be entirely your own.
You must show all working to gain full marks. Round the final answers to two decimal
places. Marks may be deducted for disorganized work.
For questions requiring a written answer, keep your answers to within 50 words each. The
only exception is when you need to provide report a statistical analysis in APA format. Write
your answers clearly with in blue or black ink.
Submit your answers in hardcopy (either hand-written or printed out). You must attach an
official signed declaration cover page, or else your assignment will not be graded.
Furthermore, you must submit an electronic file (see below).
2
ELECTRONIC FILE SUBMISSION INSTRUCTIONS:
Create ONE ELECTRONIC FILE that contains your written answers to the following
questions in Assignment 2, below:
Question 1d (APA style results section)
Question 2e (APA style results section)
Question 3 (written definition of what is an interaction effect is, and description of the
interaction in the given scenario)
HOW: In the Moodle site for PSY250, Click on the link that says "Assignment 2
(TurnItIn)". Click on the "My Submissions" tab. Next to "Submission Title", enter
"Assignment 2". Click the small box next to the statement "I confirm that this submission is
my own work...". Then, next to "File to Submit", click on "Browse..." and select the
document that you want to upload. Then click on "Add Submission".
DUE DATE: The same deadline as the hardcopy Assignment 2 applies. Your Assignment
will be considered late if either the hardcopy OR the electronic file are late.
NOTE: Although you are not required to turn in any other portion of the assignment through
TurnItIn, your responses to the other parts of the Assignment should still be your own work,
in your own words.
3
Question 1 [11 marks]
In obsessive-compulsive disorder (OCD) patients often display irrational compulsive behavior
such as repeated hand-washing, flicking light-switches on and off or compulsively counting
things. These behaviours are generally performed by the patient to stop obsessive negative
thoughts
A clinical psychologist examined the efficacy of 3 different treatments for OCD:
Family therapy – which promotes understanding of the disorder within the patients’ family
group.
Cognitive Behaviour therapy - which addresses obsessive thought patterns
Attending a support group with other patients with OCD.
Twenty-one patients with OCD were randomly assigned to one of three treatment conditions.
After six months the number ...
ADMG374 – IT Project ManagementWelcome WeekAttendance.docxnettletondevon
ADMG374 – IT Project Management
Welcome Week
Attendance
SCREENS OFF!
Hi!
Moved here from So Cal
Married to a great guy – 37 years
Spent 35 years in industry and finished my career with Boeing
Network Administrator
Web Application Developer
Systems Analyst/Project Manager/Business Analyst
BS in Org Management
MA in Educational Technology
PhD in Applied Management and Decision Systems
Research interests include:
Emotional intelligence and IT
Disruptive change in the organization
Knowledge management
About the Class
This class is a Hybrid class
We will meet three times per week – T, W, and TH on campus
The rest of the time we meet online in Canvas
This class is a “Flipped” class
I don’t lecture! (You need to read the material BEFORE class)
In class, we will work on assignments, case studies, and class projects
There are Individual assignments and Group Assignments
We will have In-Class assignments – up to 10 points per week
The Class Project – A Real Project! (More Tomorrow!)
Syllabus
The syllabus can be found in the Canvas classroom
The syllabus is the contract which we will use throughout this course
There is a syllabus quiz that must be completed by Friday and passed at 80%!
I reserve the right to change the syllabus as needed. PLENTY of notice will be provided!
Textbook and Software
The textbook is: Information Technology Project Management, 8th edition, by Kathy Schwalbe. Published by Course Technology Cengage Learning. You won’t be able to get through
the class without it.
Software - MS Project 2013/2016
Can obtain from Dreamspark
No MAC version
Some but not all campus labs have MS Project
installed
You *MAY* have the 7th Edition! Don’t sweat it. We can work around any page number problems. Just let me know.
DreamSpark
You can obtain a free copy of MS Project 2013/2016 from DreamSpark
DreamSpark is a website, not a tool
If you do not have an account, contact Libby
Gibson.
However, she just setup a number of accounts,
so check your email
Follow the instructions provided in the
Introduction module
Used with permission Information Technology Project Management, Seventh Edition
Modules
One module per week, 10 modules. Module 1 begins next week. Plus finals week!
Do not rely on the Course Calendar for your information!
Blackboard Collaborate
From time to time, we *MAY* need to meet online
If necessary, we will use Blackboard Collaborate
There is a link in the Left Nav bar
Setup and test your system now, in preparation
There is a Test Session ready
YOU WILL BE HELD RESPONSIBLE FOR ATTENDING CLASSES HELD IN BBC. Be sure you know how to use the tech before needed.
Course Content
Reading
In-Class Assignments – in groups (20% of grade)
Individual Assignments (35% of grade)
Quizzes (10% of grade)
Final Team Project (35% of grade)
Policies
The syllabus covers the following policies:
Communication –
Read Announcements
Configure your Canvas email preferences
Be professional!
Be ready to use BBC if needed
Email and .
COU 600 Week Seven Group WorksheetPromptUse the plannin.docxmelvinjrobinson2199
COU 600 Week Seven Group Worksheet
Prompt:Use the planning session area of this worksheet to record the questions assigned to each group member. Decide on a date when each of you will upload your individual part of this assignment, which Bongo terms a milestone. Group members should assign milestones to keep the project on course: In the group activity page, click “New Milestone.” A window will open to create and assign a milestone, including a due date for the task.
Communication and Collaboration: Note that, as adults, you may have different work habits and expectations of yourselves. If you find yourself having difficulty with the group, first begin by communicating with each other. If necessary, bring your instructor into the communication. Be proactive—think about your group members as you plan your timeline for this assignment. If you find yourself on the last day needing to submit your work without a group member, do so. Do not hold your work because one group member’s work is not available. Instead, comment in the reflection about the missing elements and submit your work in a timely manner.
Planning Session: Be sure to complete this section during the planning session, as it counts toward the grade for this assignment.
Student Name
Questions Assigned
Contact (Email)
Time Zone/Availability
Date Agreed for Upload
Stephanie Badio
5-6
[email protected]
Eastern time
sunday
Olivia
3-4
[email protected]
Eastern time
Sunday
Kimberly
1-2
[email protected]
Eastern time
Sunday
All of us
7 and 8 (together)
Planning Session Notes: Complete this section as a group during your planning session. You may place any notes here.
Collaboration: During the planning session, work to begin answering the questions below using the case study. Then, decide who will be assigned each question for polishing into a final answer. Once your question(s) have been polished, share your version of the document with the group. In your final submission, all areas of this worksheet should be completed, so you will compile the other group members’ responses below as well.
1. Who are the stakeholders for the program evaluation?
In the program evaluation the stakeholders are the individuals participated such as mastered level professional incensed counselors and the mental health community center according to the case study.
2. What is the goal of the evaluation?
The goal for this evaluation is to determine by using the information given if the therapy group taken place is given an accurate understanding that if the symptoms one feel is that suffer from depression is actually working if used. Also, with the help of college students and geriatric patients the goal is to evaluate the measuring of depression. “self-report rating inventory that measures characteristic attitudes and symptoms of depression” (Beck, et al., 1961).
3. How would you assess the evaluation design?
To assess the evaluation design, I would first take a look at the case study and looking a.
COU 600 Week Seven Group WorksheetPromptUse the planninkedsliemichal
COU 600 Week Seven Group Worksheet
Prompt:Use the planning session area of this worksheet to record the questions assigned to each group member. Decide on a date when each of you will upload your individual part of this assignment, which Bongo terms a milestone. Group members should assign milestones to keep the project on course: In the group activity page, click “New Milestone.” A window will open to create and assign a milestone, including a due date for the task.
Communication and Collaboration: Note that, as adults, you may have different work habits and expectations of yourselves. If you find yourself having difficulty with the group, first begin by communicating with each other. If necessary, bring your instructor into the communication. Be proactive—think about your group members as you plan your timeline for this assignment. If you find yourself on the last day needing to submit your work without a group member, do so. Do not hold your work because one group member’s work is not available. Instead, comment in the reflection about the missing elements and submit your work in a timely manner.
Planning Session: Be sure to complete this section during the planning session, as it counts toward the grade for this assignment.
Student Name
Questions Assigned
Contact (Email)
Time Zone/Availability
Date Agreed for Upload
Stephanie Badio
5-6
[email protected]
Eastern time
sunday
Olivia
3-4
[email protected]
Eastern time
Sunday
Kimberly
1-2
[email protected]
Eastern time
Sunday
All of us
7 and 8 (together)
Planning Session Notes: Complete this section as a group during your planning session. You may place any notes here.
Collaboration: During the planning session, work to begin answering the questions below using the case study. Then, decide who will be assigned each question for polishing into a final answer. Once your question(s) have been polished, share your version of the document with the group. In your final submission, all areas of this worksheet should be completed, so you will compile the other group members’ responses below as well.
1. Who are the stakeholders for the program evaluation?
In the program evaluation the stakeholders are the individuals participated such as mastered level professional incensed counselors and the mental health community center according to the case study.
2. What is the goal of the evaluation?
The goal for this evaluation is to determine by using the information given if the therapy group taken place is given an accurate understanding that if the symptoms one feel is that suffer from depression is actually working if used. Also, with the help of college students and geriatric patients the goal is to evaluate the measuring of depression. “self-report rating inventory that measures characteristic attitudes and symptoms of depression” (Beck, et al., 1961).
3. How would you assess the evaluation design?
To assess the evaluation design, I would first take a look at the case study and looking a ...
We analysed the examination pattern for IGNOU's MAPC course - taking into account every single examination for every single subject. Very useful, high-quality insights.
For more, visit https://psylearners.psychotechservices.com/search/label/Question%20Paper%20Pattern
Template Leading Mathematical Discussions Performance-Based.docxrhetttrevannion
Template: Leading Mathematical Discussions
Performance-Based Assessment #3
Due November 6 at 11:59 PM
Use the template below for Performance-based Assessment # 3
Lesson Plan for the Number Talk
Number Talk Problem
How will you set up the activity?
Describe what you will say/do to introduce the number talk. Since you will be working with a
small group of students, friends, classmates or family you’ll need to give an in-depth
explanation of what to expect and what silent signals to use (e.g., thumb on chest, agree
sign). See this video for inspiration and adjust according to your audience. Delete this and
replace it with your plan.
Anticipated Student Strategies
List as many solution strategies as possible
Plan for Talk Moves
Look at the talk moves handout provided in Module 9 and consider how you will use them.
Which ones do you want to focus on using? Your goal is to use three or more different moves
a total of five times.
Wrap Up Questions
https://www.youtube.com/watch?v=X18cQkKMlhs
https://fiudit-my.sharepoint.com/:w:/g/personal/bking_fiu_edu/ESdTxTbBjRJMqA0KjhZF_https:/fiudit-my.sharepoint.com/:w:/g/personal/bking_fiu_edu/ESdTxTbBjRJMqA0KjhZF_V8Bygvy1ocQGKi3lTURI-PKwg?e=HuuHcdV8Bygvy1ocQGKi3lTURI-PKwg?e=HuuHcd
Record Talk Moves
What questions might you ask after several students have shared their methods?
Talk Moves
Find examples of different talk moves you used during the discussion. Discuss each talk
move up to the fifth one used in the discussion.
1) List the time stamp in your video for the talk move,
2) Explain which talk move you used (use the handout to identify the type of move) and
state the question you asked,
3) Explain the student’s response, and
4) Explain whether the talk move was effective? If you think it was effective, explain why.
If you don’t think it was effective, explain what you hoped would have happened.
Time in
Video
Talk Move (Name and what you said) Student Response
Effectiveness
Time in
Video
Talk Move (Name and what you said) Student Response
Effectiveness
Time in
Video
Talk Move (Name and what you said) Student Response
Effectiveness
Time in
Video
Talk Move (Name and what you said) Student Response
Effectiveness
Time in
Video
Talk Move (Name and what you said) Student Response
Self-Reflection
• Use the following questions to guide your reflection.
o How did the number talk go? Give a brief overview of what happened.
o Evaluate your use of talk moves.
o What were your strengths? What do you need to work on more?
Write your reflection here.
Self-Assessment
● Review your work and assess yourself on indicators A-C below.
● Change the color of the cell or text to show which level (1, 2, or 3) corresponds with the
quality of your work.
● Write an explanation for why you selected the rating you did. Make connections
between the rubric and your work.
Effectiveness
Course Objective # 3: I can facil.
A case study of the use of social media to promote university's study programs. The case is used as an in-class assignment for Electronic Business course
When Student Confidence Clicks - Using Student Response SystemsFabio R. Arico'
In this presentation I illustrate the methodology used to measure the relationship between student attainment, engagement, and self-efficacy beliefs through Student Response Systems.
https://sites.google.com/site/fabioarico
PSYCH 625 MENTOR Education Your Life / psych625mentor.comkopiko27
FOR MORE CLASSES VISIT
www.psych625mentor.com
PSYCH 625 Week 1 Individual Assignment Basic Concepts in Statistics Worksheet
PSYCH 625 Week 1 Individual Assignment Reliability and Validity Matrix
PSYCH 625 Week 1 Individual Assignment Time to Practice – Week One
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
2. Business / Participation
My last office hours of the quarter are
tomorrow 1:30-2:30.
I should have your final participation grade
calculated by Monday morning.
CREM Integrated Project Write-up is due on
Monday by 11 AM.
Integrated Project Presentation is during our
final exam period: Monday, 11:30 AM-1:30 PM
here. More on this in a moment.
PAPER 4 is due Wednesday, June 27, by 8 AM
on Canvas.
Deductions for lateness will start immediately
and will be steep.
It is your responsibility to make sure that I
receive your paper (and that it’s the correct
paper). If I email you on Wednesday late
morning because I’m missing a paper, you need
to respond.
Participation
Six total points:
2 points for being here on time.
1 point for saying something in the
full group discussion.
2 points for having a full draft.
1 point for giving me a progress
update on Paper 4.
4. Integrated Project Presentation
Due in our final exam period: Monday, June 25, 11:30 AM.
You will have three minutes to present to us what you learned from your data
collection and analysis project. Your presentation should cover the following things:
1. What question(s) did you ask in your survey?
2. Who did you sample? How did you find them?
3. What were your results? Consider reporting relevant stats: mean(s), percentage(s),
correlation.
4. How did your results compare to the results that you found online? Were your results
significantly different from the online results? Consider reporting the confidence interval
that you calculated.
5. What is your conclusion from these data?
If your results were as expected, what does this tell us?
If your results are different than expected, why do you think this is?
6. What did you learn about collecting data and/or doing research from this project?
On the next slide, I’ll talk about what kind of slide you should have to accompany
your presentation
5. Slide for Integrated Project Presentation
You should prepare ONE SLIDE. I recommend you use Google Slides
or Powerpoint. If you want to join the group slideshow on Google
Slides, look for the link in the email that I send to you (and or in
the Canvas Announcements).
Whatever you use, you need to be able to load it on this computer in
less than ten seconds. We will not have time for technical difficulties.
Your slide should probably include:
A title.
The question(s) you asked.
A brief description of your sample.
The most relevant stats (mean, percentage, correlation).
The comparison between your results and the results of the online
research you did.
A question or questions about your results that you want to answer or
explain.
You may also want to include some kind of picture or illustration to
capture your audience’s interest.
See the next slide for an example.
6. Do adults believe in Santa Claus?
My question:
“Do you believe in Santa Claus, or not?”
I also asked their age.
Sample: convenience sample of 56 adults
surveyed on the De Anza campus.
Age of sample
Mean: 21.7
Range: 18-29
Percentage belief in Santa Claus in my sample:
Yes: 58%
No: 32%
Not sure: 10%
According to [statistical analysis], there is no
relation between age and belief in Santa Claus
in my sample.
In an original poll by Public Policy Polling, 31% of
respondents said they believe in Santa Claus.
A 95% confidence interval around my sample ”yes”
percent (58%) does not include 31%. This suggests that
my sample percentage differs significantly from the
sample in the poll.
Questions raised by my results:
Why do so many adults believe in Santa Claus?
Why might my sample be different? Why might De Anza
students believe more strongly in Santa Claus?
[NOTE: this is a sample. Not all parts of this slide may be
relevant to your project or results.]
7. Check-in
First, I want to briefly talk to everyone
who brought a FULL draft today (at least 6
pages).
Then, I want to briefly check-in with
everyone else.
I’m going to ask you two questions:
1. Where are you at with your draft?
2. What do you need from me?
Then I will do what I can.
While I’m checking in, please work quietly
on your paper.
