This PowerPoint is designed for high school juniors and seniors who are in an advanced level Broadcast Journalism media technology class. It focuses on moving beyond the typical news story, to enterprise news stories that have depth and feeling.
Seven Stories of Social Media Legal RiskRyan Garcia
These are the slides that were used during my keynote address at the 2014 Charleston Law Review Symposium on Social Media and the Law. The YouTube video of my keynote can be found at http://www.youtube.com/watch?v=llRz72q_cyI&feature=youtu.be
This PowerPoint is designed for high school juniors and seniors who are in an advanced level Broadcast Journalism media technology class. It focuses on moving beyond the typical news story, to enterprise news stories that have depth and feeling.
Seven Stories of Social Media Legal RiskRyan Garcia
These are the slides that were used during my keynote address at the 2014 Charleston Law Review Symposium on Social Media and the Law. The YouTube video of my keynote can be found at http://www.youtube.com/watch?v=llRz72q_cyI&feature=youtu.be
Tom Teves, father of Alex Teves, who was murdered in the Aurora, Colorado, movie theater shootings, speaks about the impact of trauma on individuals and families at "Trauma Journalism: Training for Educators" Oct. 16, 2015. This conference at the Reynolds Journalism Institute focused on teaching journalism educators about how to prepare students for the impact of trauma on individuals — including themselves — and communities, how to build resilience through reporting, and provide hands-on help in creating units or standalone courses on trauma.
Tom Teves, father of Alex Teves, who was murdered in the Aurora, Colorado, movie theater shootings, speaks about the impact of trauma on individuals and families at "Trauma Journalism: Training for Educators" Oct. 16, 2015. This conference at the Reynolds Journalism Institute focused on teaching journalism educators about how to prepare students for the impact of trauma on individuals — including themselves — and communities, how to build resilience through reporting, and provide hands-on help in creating units or standalone courses on trauma.
Shared with the kind permission from the folks at Achievethecore.org
Visit http://www.achievethecore.org for more information about Common Core!
PRESENTATION
Professional Development Module: Introducing the Common Core to Parents and Community Members
A toolkit for informing parents and community about the Standards. Includes a Facilitator's Guide, PowerPoint presentation, and more.
Context: this presentation comprises slides used in an assembly presentation first delivered in February 2015. The target audience was Year 9 (aged 13 and 14) but may well be used with other teenage audiences. I do not show the first slide included here; I start with the first image as the audience settles. I ask if anyone spots something unusual about it, and when the horns in the shadow are noted, I say that this will make sense later.
The first section refers back to another assembly which I have delivered to many of the same students in Year 7 (aged 11 and 12) (http://www.slideshare.net/jamespenstone/digital-footprints-presentation). The early slides (safebook) are therefore a recap of common-sense advice about maintaining a positive online presence. I make it clear that social networks come and go with popularity /usage (the implied Facebook in the infographic may well not be one they use regularly).
Then the scene is set to talk specifically about issues of cyberbullying, a separate but connected strand of digital citizenship education. Speech bubbles imply discussion time for the audience (share with someone next to you), followed by volunteered answers. There is one thought bubble for individual reflection of 30 seconds or so.
Note: many videos which have been created on the topic of cyberbullying (including the ones used here) reference suicide as a potential outcome. I think it is important to give some context that this tragic outcome is actually rare and certainly not inevitable. It is important to address as a potential outcome, but there are many other outcomes which I think an audience should give a lot of consideration to especially as some of these are, by contrast, inevitable. So I do not dwell on the endings of some of the youtube clips shared here.
The most powerful video is the animated poem by Shane Koyzcan. Before playing, I emphasise that Shane uses the metaphor of ‘troll’ for cyberbullies, as opposed to the related but sometimes different use of the word online. It is worth allowing a few moments of quiet reflection immediately after it has played. I choose to draw out that (a) it is useful to hear the passion/anger/frustration of someone who has received bullying, as it makes us recognise the possible impact much more and (b) that no one person is actually the portrayed troll themselves but that their actions (intentional or otherwise) might take on the powerful metaphor. Hence the follow up question (which without this context seems a bit ambiguous). One of the best answers seems to me to be to empathise, referring back to earlier discussion on why it happens (one reason being that a bully is removed from the victim and can not see their impact).
After some appropriate responses, the presentation ends with a positive statistic from the recent survey in Canadian schools (and one which contradicts the 90% statistic). I think this is a useful way to end, as well as referring back to the choices we
HCS Digital Citizenship Course for Middle School PDL (Personalized Digital Learning) project: January 2013
Slide 10 originally contained a video from the following source: Ohio Commission DRCM, YouTube. Talent Show - CyberBullying Prevention Commercial. 2008. Video. YouTube. Web. 10 Nov 2013.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
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!
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Goals... participants will be able to
recall 4 key words related to cyberbullying
identify at least 3 examples of cyberbullying
identify strategies to not participate in cyberbullying
3. REVIEW... possible participants - cyberbullying
incident,
______: victim
an ______ would bully a target
an _______ stands up to help a target
a ______ stands by and ignores the situation
4. Review... in a cyberbullying incident,
target: victim
an offender would bully a target
an upstander stands up to help a target
a bystander stands by and ignores the situation
5. Video: Ricardo’s Story,
making fun of others
2.28 minutes
- how would you feel?
As you watch Ricardo’s Story,
can you identify
a target? offender? bystander? upstander?
6. Ricardo’s Story - making fun of others. commonsensemedia, 2013. Film.
12 Nov 2013. http://www.youtube.com/watch?v=S_egO-JzADk
7. Discussion: Ricardo
Is Ricardo: offender, target, bystander, upstander?
What does Ricardo mean when he says that
information “gets around pretty quick?”
Why does Ricardo think kids do or say things on the
internet that they would not do or say in person?
8. Video: Stacey’s Story,
Stacey’s Story,
when rumors escalate
when rumors escalate
2.44 minutes
2.44 minutes
how would you feel?
-- how would you feel?
9. Stacey’s Story - When Rumors Escalate. commonsensemedia, 2013. Film. 12 Nov
2013. http://www.youtube.com/watch?v=w4ugP_eQUR8
10. Discussion
How can you deal with cyberbullying?
How do events that happen outside of
school impact the school day?
15. Steps to take to stop abuse from cyberbullying
Tell a trusted adult immediately
Parent can contact
•
•
•
cell phone company
social networking site
internet service provider
{to trace calls, texts, or messages and help block those
messages}
16. Steps to take to stop abuse from cyberbullying
Block the bully
• change privacy settings on your social
networking site
• save the evidence
• forward to “adult” for assistance
• screen shot of bullying comments or
picture
17. Steps to take to stop abuse from cyberbullying
Resist the urge to retaliate
• the bully wants YOU to respond
• responding makes YOU a bully or a part
of the process
• responding gives the bully POWER
18. Do Not Be the Bully!
Pause
• before “sending”
• Stop
• Think
• how will your words or pictures impact
another person’s feelings?
19. Do Not Be the Bully!
Become an “upstander”
• do not forward inappropriate words or
pictures
• tell the bully his/her actions are cruel
• report the cyberbullying
• be a friend to the “target”
20. Do Not Be the Bully!
Consequences:
• school consequences
• legal consequences
• mental, emotional, physical health of
those involved in the cyberbullying
READ the following:
Today is part two of the cyberbullying course.
Read the following:
The goals for today are:
participants will be able to
recall 4 key words related to cyberbullying
identify at least 3 examples of cyberbullying
identify strategies to not participate in cyberbullying
Read the following:
On day one of cyberbullying, we learned 4 words that describe possible participants in a bullying or cyberbullying situation.
Who can be involved in a cyberbullying situation? {offender, upstander, target, bystander}
Answer the following questions:
Who would be the:
1. bystander
2. offender
3. target
4. upstander
Read the following:
target: victim
an offender would bully a target
an upstander stands up to help a target
a bystander stands by and ignores the situation
Read the following:
The setting: the internet
Discussion: has this happened to you? have you initiated this behavior as a joke? as a put down?
As you watch Ricardo’s Story, can you identify a target? offender? bystander? upstander?
READ:
Is Ricardo: offender, target, bystander, upstander? Why or why not?
short discussion with students
What does Ricardo mean when he says that information “gets around pretty quick?”
short discussion with students
Why does Ricardo think kids do or say things on the internet that they would not do or say in person?
short discussion with students
Read the following:
Watch the video: Stacey’s Story- 2.44 minutes
Read the following:
Discussion: has this happened to you? have you initiated this behavior as a joke? as a put down?
Discussion:
How can you deal with cyberbullying?
How do events that happen outside of school impact the school day?
Read the following:
The students in this video are discussing digital drama,
Gossip queens ~ gossip ~ boys ~ girls~comments~decisions
Play video: Discussing Digital Drama: 3.35 minutes
Read the following:
Forms of cyberbullying:
Posting humiliating pictures/photos including altering a photo to appear to represent something that truly did not happen
cell phone pranks: posting cell phone numbers without authority
cyberstalking: following a person’s online activity; sending unwanted messages
exclusion: block others from social network sites or instant messaging
Read the following:
impersonation: pretending to be someone else, creating fake pages representing another person; stealing a password and invading another’s privacy
online slam books: posting unkind remarks in a digital book or message and passing on to others before sending to the target
Text wars: target is bombarded with hundreds of abusive text messages
Read the following:
Tell a trusted adult immediately
parent can contact
cell phone company
social networking site
internet service provider
to trace calls, texts, or messages and help block those messages
Read the following:
Block the bully
change privacy settings on your social networking site
save the evidence
forward to “adult” for assistance
screen shot of bullying comments or picture
Read the following:
Resist the urge to retaliate
the bully wants YOU to respond
responding makes YOU a bully or a part of the process
responding gives the bully POWER
Read the following:
Pause
before “sending”
Stop
Think
how will your words or pictures impact another person’s feelings?
Read the following:
Become an “upstander”
do not forward inappropriate words or pictures
tell the bully his/her actions are cruel
report the cyberbullying
be a friend to the “target”
Read the following:
Consequences:
school consequences
legal consequences
mental, emotional, physical health of those involved in the cyberbullying
READ the following:
This concludes the first unit in the Horry County Schools digital citizenship course.
Be respectful
Be smart
Be kind
Practice good digital citizenship
An assessment for this course will be available in January when you have your iPads.