This document outlines the learning setting, objectives, and lesson plan for a North Carolina history class with 20 high school seniors. The class will use technology like computers, internet access, and the CourseLab software. Students will complete a MiniQuest activity where they research the history of local towns in small groups. Each student will have a role like reporter or presenter. The groups will document their findings in a log book and present to the class.
The author reflects on completing their master's degree program at Ashford University. They were initially doubtful that they could succeed in an online program but have now realized how it has helped them grow as a student and future educator. The program inspired the author to continue learning and equipped them with knowledge of e-learning, technology in education, and skills like creating effective presentations. Through discussions and assignments, the author learned to consider different perspectives and communicate their ideas clearly. They would recommend Ashford University to others and are glad they pursued their degree to help inspire future students.
This document outlines a WebQuest activity where students take on the roles of either European explorers or Indigenous peoples in early 1600s Canada. Working in teams, students will research aspects of the two cultures and write a letter home describing their experiences and observations of the other group over the past two years of contact. The WebQuest provides guidance on research topics, resources for learning about each culture, expectations for a collaborative project product, and a rubric for evaluation. The goal is for students to develop understanding about the period of initial contact between Europeans and Indigenous peoples in Canada.
This document provides an overview of roles and responsibilities for various teams within the DEN LC Insider community. It discusses the roles of the LC Chair in serving as a liaison and maintaining communication. It also outlines focus areas for the Events Team, Blog Team, Social Media Team, and Regional Teams. Various resources and events are promoted, including webinars, lesson plans, and family activities. The document serves to inform LC members about opportunities to get involved and how the different teams work to support the larger DEN community.
1) Four students find plane tickets to Madrid and are rewarded with a free trip to Spain if they learn about Spanish culture over the next two months.
2) They must decide which cities to visit between Madrid and Barcelona, research aspects of culture in assigned roles, and do a final presentation.
3) The students divide roles as a travel agent, history buff, activity coordinator, and culinary expert to research and plan different elements of their trip.
This document provides instructions for a three-stage webquest on ancient Celtic literature. In stage one, students research aspects of ancient Celtic culture in small groups. In stage two, students work in new small groups to complete a project on archetypes, interview Celtic gods/goddesses, or compare Celtic, Greek and Roman literature. Stage three has students individually write an original poem about the Ultonian or Fenian cycles of Celtic literature. The document provides detailed guidelines and resources for students to complete each stage of the webquest.
CCSS 2012 presentation by CGA on California Atlas; some photos and cover art deleted due to size of file; contact Emily Schell at eschell@mail.sdsu.edu for more information; go to calgeography.org for resources
Part of the MuseWeb Foundation’s larger "Be Here" initiative, "Be Here: Main Street" is partnership with the Smithsonian Institution and its Museum on Main Street program, which brings Smithsonian traveling exhibitions to small towns across the United States and its territories. The goals of "Be Here: Main Street" are not only to collect rich stories about America’s towns and waterways but also to connect people, businesses, communities, and cultural institutions through storytelling.
1) The document introduces a WebQuest where students learn about Spanish culture by researching different topics in preparation for a trip to Spain.
2) Students are assigned different roles related to planning the trip including travel agent, historian, activity coordinator, and culinary expert.
3) Upon returning from their trip, students will create a presentation to share what they learned about Spanish culture.
The author reflects on completing their master's degree program at Ashford University. They were initially doubtful that they could succeed in an online program but have now realized how it has helped them grow as a student and future educator. The program inspired the author to continue learning and equipped them with knowledge of e-learning, technology in education, and skills like creating effective presentations. Through discussions and assignments, the author learned to consider different perspectives and communicate their ideas clearly. They would recommend Ashford University to others and are glad they pursued their degree to help inspire future students.
This document outlines a WebQuest activity where students take on the roles of either European explorers or Indigenous peoples in early 1600s Canada. Working in teams, students will research aspects of the two cultures and write a letter home describing their experiences and observations of the other group over the past two years of contact. The WebQuest provides guidance on research topics, resources for learning about each culture, expectations for a collaborative project product, and a rubric for evaluation. The goal is for students to develop understanding about the period of initial contact between Europeans and Indigenous peoples in Canada.
This document provides an overview of roles and responsibilities for various teams within the DEN LC Insider community. It discusses the roles of the LC Chair in serving as a liaison and maintaining communication. It also outlines focus areas for the Events Team, Blog Team, Social Media Team, and Regional Teams. Various resources and events are promoted, including webinars, lesson plans, and family activities. The document serves to inform LC members about opportunities to get involved and how the different teams work to support the larger DEN community.
1) Four students find plane tickets to Madrid and are rewarded with a free trip to Spain if they learn about Spanish culture over the next two months.
2) They must decide which cities to visit between Madrid and Barcelona, research aspects of culture in assigned roles, and do a final presentation.
3) The students divide roles as a travel agent, history buff, activity coordinator, and culinary expert to research and plan different elements of their trip.
This document provides instructions for a three-stage webquest on ancient Celtic literature. In stage one, students research aspects of ancient Celtic culture in small groups. In stage two, students work in new small groups to complete a project on archetypes, interview Celtic gods/goddesses, or compare Celtic, Greek and Roman literature. Stage three has students individually write an original poem about the Ultonian or Fenian cycles of Celtic literature. The document provides detailed guidelines and resources for students to complete each stage of the webquest.
CCSS 2012 presentation by CGA on California Atlas; some photos and cover art deleted due to size of file; contact Emily Schell at eschell@mail.sdsu.edu for more information; go to calgeography.org for resources
Part of the MuseWeb Foundation’s larger "Be Here" initiative, "Be Here: Main Street" is partnership with the Smithsonian Institution and its Museum on Main Street program, which brings Smithsonian traveling exhibitions to small towns across the United States and its territories. The goals of "Be Here: Main Street" are not only to collect rich stories about America’s towns and waterways but also to connect people, businesses, communities, and cultural institutions through storytelling.
1) The document introduces a WebQuest where students learn about Spanish culture by researching different topics in preparation for a trip to Spain.
2) Students are assigned different roles related to planning the trip including travel agent, historian, activity coordinator, and culinary expert.
3) Upon returning from their trip, students will create a presentation to share what they learned about Spanish culture.
This document provides resources for teaching students about the geography of Spain using technology, including internet blogs, podcasts, YouTube videos, and websites that provide information on Spanish cities, attractions, culture and history. It includes graphic organizers, worksheets, apps and other tools to help students learn about Spain in an engaging, visual way by researching different regions and cities online.
The document provides resources for teaching students about the geography of Spain, including internet blogs, podcasts, videos, and websites that provide information on Spanish cities, attractions, culture, and history. It includes graphic organizers, worksheets, apps, and other tools to help students learn about Spain in an engaging way through the use of technology and multimedia resources.
Webinar 2: Cultural Storytelling: The Good, the Bad, and the UglyMuseWeb Foundation
Part of MuseWeb Foundation's series about cultural storytelling, this presentation was given to a group of teachers who were recruiting students to collect local community oral histories, with the ultimate goal of producing audio and video projects. This "Youth Access Grant" project is sponsored by the Smithsonian's Museum on Main Street program. Museum on Main Street sends Smithsonian traveling exhibitions into small towns across the nation.
This document introduces a WebQuest activity where students take on the roles of either European explorers or First Nations people in early 1600s Canada. They will research aspects of the culture and lives of their group and those they encountered to compile a "letter home" sharing what they've learned about the other group and possibilities for the future. Resources on both cultures are provided for students to investigate food, housing, religion and other topics. Their work will be evaluated based on criteria like gathering relevant information and demonstrating understanding of cultural similarities and impacts of contact.
Students must complete a performance assessment on the historical era of Many Worlds Meet through a RAFT format. The RAFT involves assuming a Role, communicating to an Audience, using a specific Format, and focusing on a Topic related to Africa, Europe, or the Americas. Examples of roles include crime scene investigator, historical figure, author, or archeologist. The format can be a presentation, exhibit, cartoon, or cake. Students must research their topic using at least two sources and submit their work by the due date.
How to tell better stories - Tourtellot for GD Top 100.pptxJonathanTourtellot1
For anyone seeking more lively ways to describe your destination stewardship success, the PPT offers journalistic storytelling tips on how to catch readers’ attention and showcase your destination’s accomplishments.
American Archive of Public Broadcasting. Karen Cariani, Casey E. Davis, WGBH....FIAT/IFTA
The American Archive of Public Broadcasting is a joint collaboration between WGBH and the Library of Congress to preserve significant historical content from public radio and television dating back to the 1950s. The initial collection includes 40,000 hours of content from over 100 public media stations across 38 states. The archive faces challenges in preserving born-digital media formats and making the collections accessible while respecting intellectual property rights. The goals of the archive are to continue growing the collection, helping stations with archiving, and providing public access to tell the story of public media and document American history at national and local levels.
This document outlines a WebQuest activity where students are assigned to research and present on Spanish-speaking countries. Students work in groups to research aspects of their assigned country like history, food, culture, and attractions. They create a PowerPoint presentation in Spanish to present their findings to persuade executives to open a hotel in their country. The document provides guidelines, resources, and rubrics to evaluate students' oral presentations and PowerPoints.
It’s never too early to start thinking about next summer! When designing your programming for the 2020 theme, “Imagine Your Story,” remember to look up at the night sky for inspiration. Join the STAR Net team and Luke Kralik, Organizational Coordinator for CSLP, to learn all about this year’s theme and exciting, hands-on STEAM activities that will help you bring it to life at your library. We’ll discuss programming ideas, useful resources, and tips for engaging your community!
Time to create the best museum in history, right in your own classroom! You'll develop an exhibit that illustrates one of the civilizations you read about earlier in this lesson.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Grants 101—How to Apply for a Federal Grant West Muse
This presentation will provide both an overview and a deep dive into best practices for submitting a grant application to the Federal Government. The presenters focus specifically on the Institute of Museum and Library Services Museums for America program which has an annual deadline in November. In addition to general grant-writing tips, they shared specific tips, timelines, and examples to help make this application process more accessible for all eligible Museums.
The document provides guidance on creating successful adult programs at public libraries. It discusses establishing goals for events that meet community needs, developing outcome measures to ensure events fit the community, and sharing successes. The agenda includes creating event goals, outcome measures, and discussing what types of events work best based on scanning the community and engaging residents. The document stresses measuring the value of events through outcomes and outputs like surveys. It provides examples of outcomes that show library programs' impacts on quality of life, personal goals, and economic well-being.
Passion can be the secret item in the sauce of a digital project taking it from “good to great”
Our Legacy
http://www.scaa.sk.ca/ourlegacy
Learn how we developed a new site with material relating to First Nations, Métis, and Inuit peoples, found in Saskatchewan cultural and heritage collections that has 3D artifacts, digitized audio and file from reel to reel, 8mm, beta etc., faceted navigation built with Drupal and Solr.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students, and can be explored in depth. It recommends organizing the curriculum around one of California's approved social studies themes for different grade levels. The document provides examples of potential activities and lessons, and stresses assessing student learning through authentic projects rather than tests.
Bringing "A Universe of Stories" to Your LibraryNCIL - STAR_Net
Summer 2019 may feel like it’s far away, but the Collaborative Summer Library Program’s (CSLP) “Universe of Stories” reading theme will be here quicker than a photon traversing from the Sun to Earth.
“What space-themed programs will I do?”
“How will I partner with community organizations?”
“What if I don’t know anything about space?”
“How do I…STEM?”
If you find yourself asking these questions, then this is the webinar for you! Join the STAR Net team and Luke Kralik, Organizational Coordinator for CSLP, to learn more about the 2019 summer reading theme and ways that you can bring it to life in YOUR library. You don’t have to be a rocket scientist to celebrate this out-of-this-world theme!
This WebQuest guides students through summarizing events from Homer's epic poem The Odyssey. Students work in groups to summarize a specific event or location, including key details, characters, themes, and quotes. They then plot their summary on a virtual map of Odysseus' journey using Google Earth. By combining individual group work, students collaboratively build a digital map chronicling the events and locations from the story.
Out-of-this-World Activities - Part 2 WebinarNCIL - STAR_Net
Join STAR_Net and the Lunar and Planetary Institute to learn tips and tricks from LPI’s Explore program for engaging children, tweens, and families in space science with games, activities, and events.
This presentation examines the early stages of a digital humanities project. The proposed project collates and represents various forms of data about the American author Henry James—specifically, his history of crossing the Atlantic by steamship.
This geography unit plan involves students researching and presenting on United States geography in groups. Over six days, students will: 1) research their assigned region in groups, 2) research an individual state, and 3) create a PowerPoint presentation combining their findings. The goal is to teach students about US geography and develop their research, presentation, and technology skills. Students will be assessed based on their individual and group work.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides resources for teaching students about the geography of Spain using technology, including internet blogs, podcasts, YouTube videos, and websites that provide information on Spanish cities, attractions, culture and history. It includes graphic organizers, worksheets, apps and other tools to help students learn about Spain in an engaging, visual way by researching different regions and cities online.
The document provides resources for teaching students about the geography of Spain, including internet blogs, podcasts, videos, and websites that provide information on Spanish cities, attractions, culture, and history. It includes graphic organizers, worksheets, apps, and other tools to help students learn about Spain in an engaging way through the use of technology and multimedia resources.
Webinar 2: Cultural Storytelling: The Good, the Bad, and the UglyMuseWeb Foundation
Part of MuseWeb Foundation's series about cultural storytelling, this presentation was given to a group of teachers who were recruiting students to collect local community oral histories, with the ultimate goal of producing audio and video projects. This "Youth Access Grant" project is sponsored by the Smithsonian's Museum on Main Street program. Museum on Main Street sends Smithsonian traveling exhibitions into small towns across the nation.
This document introduces a WebQuest activity where students take on the roles of either European explorers or First Nations people in early 1600s Canada. They will research aspects of the culture and lives of their group and those they encountered to compile a "letter home" sharing what they've learned about the other group and possibilities for the future. Resources on both cultures are provided for students to investigate food, housing, religion and other topics. Their work will be evaluated based on criteria like gathering relevant information and demonstrating understanding of cultural similarities and impacts of contact.
Students must complete a performance assessment on the historical era of Many Worlds Meet through a RAFT format. The RAFT involves assuming a Role, communicating to an Audience, using a specific Format, and focusing on a Topic related to Africa, Europe, or the Americas. Examples of roles include crime scene investigator, historical figure, author, or archeologist. The format can be a presentation, exhibit, cartoon, or cake. Students must research their topic using at least two sources and submit their work by the due date.
How to tell better stories - Tourtellot for GD Top 100.pptxJonathanTourtellot1
For anyone seeking more lively ways to describe your destination stewardship success, the PPT offers journalistic storytelling tips on how to catch readers’ attention and showcase your destination’s accomplishments.
American Archive of Public Broadcasting. Karen Cariani, Casey E. Davis, WGBH....FIAT/IFTA
The American Archive of Public Broadcasting is a joint collaboration between WGBH and the Library of Congress to preserve significant historical content from public radio and television dating back to the 1950s. The initial collection includes 40,000 hours of content from over 100 public media stations across 38 states. The archive faces challenges in preserving born-digital media formats and making the collections accessible while respecting intellectual property rights. The goals of the archive are to continue growing the collection, helping stations with archiving, and providing public access to tell the story of public media and document American history at national and local levels.
This document outlines a WebQuest activity where students are assigned to research and present on Spanish-speaking countries. Students work in groups to research aspects of their assigned country like history, food, culture, and attractions. They create a PowerPoint presentation in Spanish to present their findings to persuade executives to open a hotel in their country. The document provides guidelines, resources, and rubrics to evaluate students' oral presentations and PowerPoints.
It’s never too early to start thinking about next summer! When designing your programming for the 2020 theme, “Imagine Your Story,” remember to look up at the night sky for inspiration. Join the STAR Net team and Luke Kralik, Organizational Coordinator for CSLP, to learn all about this year’s theme and exciting, hands-on STEAM activities that will help you bring it to life at your library. We’ll discuss programming ideas, useful resources, and tips for engaging your community!
Time to create the best museum in history, right in your own classroom! You'll develop an exhibit that illustrates one of the civilizations you read about earlier in this lesson.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Grants 101—How to Apply for a Federal Grant West Muse
This presentation will provide both an overview and a deep dive into best practices for submitting a grant application to the Federal Government. The presenters focus specifically on the Institute of Museum and Library Services Museums for America program which has an annual deadline in November. In addition to general grant-writing tips, they shared specific tips, timelines, and examples to help make this application process more accessible for all eligible Museums.
The document provides guidance on creating successful adult programs at public libraries. It discusses establishing goals for events that meet community needs, developing outcome measures to ensure events fit the community, and sharing successes. The agenda includes creating event goals, outcome measures, and discussing what types of events work best based on scanning the community and engaging residents. The document stresses measuring the value of events through outcomes and outputs like surveys. It provides examples of outcomes that show library programs' impacts on quality of life, personal goals, and economic well-being.
Passion can be the secret item in the sauce of a digital project taking it from “good to great”
Our Legacy
http://www.scaa.sk.ca/ourlegacy
Learn how we developed a new site with material relating to First Nations, Métis, and Inuit peoples, found in Saskatchewan cultural and heritage collections that has 3D artifacts, digitized audio and file from reel to reel, 8mm, beta etc., faceted navigation built with Drupal and Solr.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students, and can be explored in depth. It recommends organizing the curriculum around one of California's approved social studies themes for different grade levels. The document provides examples of potential activities and lessons, and stresses assessing student learning through authentic projects rather than tests.
Bringing "A Universe of Stories" to Your LibraryNCIL - STAR_Net
Summer 2019 may feel like it’s far away, but the Collaborative Summer Library Program’s (CSLP) “Universe of Stories” reading theme will be here quicker than a photon traversing from the Sun to Earth.
“What space-themed programs will I do?”
“How will I partner with community organizations?”
“What if I don’t know anything about space?”
“How do I…STEM?”
If you find yourself asking these questions, then this is the webinar for you! Join the STAR Net team and Luke Kralik, Organizational Coordinator for CSLP, to learn more about the 2019 summer reading theme and ways that you can bring it to life in YOUR library. You don’t have to be a rocket scientist to celebrate this out-of-this-world theme!
This WebQuest guides students through summarizing events from Homer's epic poem The Odyssey. Students work in groups to summarize a specific event or location, including key details, characters, themes, and quotes. They then plot their summary on a virtual map of Odysseus' journey using Google Earth. By combining individual group work, students collaboratively build a digital map chronicling the events and locations from the story.
Out-of-this-World Activities - Part 2 WebinarNCIL - STAR_Net
Join STAR_Net and the Lunar and Planetary Institute to learn tips and tricks from LPI’s Explore program for engaging children, tweens, and families in space science with games, activities, and events.
This presentation examines the early stages of a digital humanities project. The proposed project collates and represents various forms of data about the American author Henry James—specifically, his history of crossing the Atlantic by steamship.
This geography unit plan involves students researching and presenting on United States geography in groups. Over six days, students will: 1) research their assigned region in groups, 2) research an individual state, and 3) create a PowerPoint presentation combining their findings. The goal is to teach students about US geography and develop their research, presentation, and technology skills. Students will be assessed based on their individual and group work.
Similar to Enhanced technology north carolina history (20)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Enhanced technology north carolina history
1. Welcome to
Technology Enhanced North
Carolina History
Latorya Hedgepeth
EDU 649
Dr. Lawyer
February 18, 2010
2. Learning Setting
„ Class size: Twenty Students
„ Class Demographics:
‟ Ten Academically Gifted Students
‟ Ten Non-Academically Gifted Students
‟ High School Seniors
‟ Five African-American students
‟ Two Hispanic students
‟ Three Asian students
3. Learning Setting
„ Classroom Layout:
‟ Teacher Station
„ LCD Projector with drop down screen
„ Computer with Microsoft office Student Ed
and high speed Internet access
„ Wireless Printer
„ Student work inbox, outbox, and missed
worked
„ Software: CourseLab-Online & on CD ROM
4. Learning Setting
„ Classroom layout:
‟ Course Length: 18 Weeks Longs
‟ Student Stations
„ 20 computers with high speed internet
„ Microsoft office Student Ed. & CourseLab Software
„ Textbooks:
‟ Digital Textbook by LearnNC
http://www.learnnc.org/lp/projects/histor
y/
‟ North Carolina: A History by William S.
Powell
„ Class will be taught as an Advanced Placement
(AP) course- 3 college credit awarded
5. Learner Profile
„ Academically Gifted Students
‟ Five visual learners
‟ Three kinesthetic learners
‟ Two audio learners
„ Non Academically Gifted Students
‟ Five visual learners
‟ Four kinesthetic learners
‟ One audio learner
6. Teaching Style
Teaching Style Result
Expert- full understanding of the 3.265 (Moderate)
material should be passed to
students
Formal/Authority ‟ feels job is to 3.25 (High)
show the students the material and
explain how to understand it
Personal Model- like to model 3.125 (Moderate)
examples, hands on approach to
getting students to learn
Facilitator ‟ prefers group projects 2.75 (Low)
and students should be responsible
for their own learning
Delegator ‟ Puts emphasis on 4 (High)
student independence; allows
students to choose what types of
assessments and projects to do on
their own with little or no input
7. Learning Objectives
„ Students will learn the history of North Carolina
‟ specifically the history of its founding, the demographics and
population makeup, key important dates in North Carolina history
and historical figures
„ Expose students to technology in a controlled learning
environment
„ Students will begin to think more actively about history
and learn it in context to how the past affects the
outcome of the future by developing critical thinking
skills
„ Immerse students to history in an active way via field
trips and educational and technological tools.
8. Learning Event/Lesson
„ Lesson Overview:
‟ Student will be exposed to North Carolina history by
completing a group project that will be a brief
overview of the local history of the surrounding
areas via a MiniQuest Activity
‟ Students will be assigned to five groups of
fours based
‟ Each group will be assigned a local
town/city in North Carolina to research and
present in front of the class
9. MiniQuest Activity
„ Directions:
‟ Complete all parts of ‟ Students will be
the assignments graded by a rubric
‟ Students at the end
‟ Each student will
of the project
chose a role from the
list provided will complete a H-
Chart, compare
‟ Create a presentation; and contrast
choice & style of graphic
presentation will be organizer, that
left up to the group compares all four
area
10. Group Roles
• Reporter/Recorder
‟ Transcribes all group work
„ Technology Coordinator
‟ Helps group find helpful websites, facts, and
data
„ Content Creator
‟ Generates all the overall creative elements on
the project with support from the group
through brainstorming
„ Presenter/Speaker
‟ Present finished presentation before the class
but maybe assisted by other members of their
group
11. MiniQuest Activity
„ Introduction:
‟ Hello (Group Name) I would like to congratulate you on
joining the National Geographic family. We think that you
will be perfect for this assignment that we have been
working on. We are creating an article and television show
on some of the local history of North Carolina. There will
be four teams sent out to a town or city in North Carolina
and each town or city will have its own special article that
will run as part of the entire series but will be compiled in
the television version. Please be advised that each article
needs to be as detailed as possible as that the television
version of production is slated for a hour and a half long.
12. Task
„ Your team will be assigned to „ This includes but not limited
(______________) for one week.
You must work as a team and
to:
each member of the team must „ Map of the area
document each day of the trip in
„ Climate
their individual log book.
Please note that all individual „ Local
log books must be compiled at foodstuffs, recipes, restaur
the end of the trip, and that all ants
arrangements for room and
board will not be provided so „ Founding of the town
plan the trip as cost effectively „ Special
as possible.
events, celebrations, hobbie
„ On this trip your mission is to
ask as researchers and find out
s, and town heroes
about all the local history of „ Political & Social Culture
your assigned area as
„ Town/City
possible.
scandals, demographics, and
population.
13. Log Book
„ Keep track of all dates on which your group meets
„ Each member must keep a log
„ Should be used to keep track of all progress of each member
of the group
‟ All data found on your town or city assigned
‟ What day the data was found on and who did the research;
all dates and data must correspond appropriately
‟ All brainstorming session by the group must be recorded
„ One complied log book should be turned in at the end of the
trip
„ Must be free of errors, well written and reflects the amount
of work of each members efforts with there chosen role
14. The Process
„ Find a map of the North Carolina online & place a copy of
it your log book
„ Find at least two maps of the locale that you are
traveling to and fine a state map that shows where
‟ If your team is flying to your locale please note which airport that
your team used, flight company, the number of miles flown, total
fight time and cost to fly
‟ If your team chooses to drive to their locale please note if you
rented cars, how the total cost of the rental, the type of car, and
total amount of money spend on gas and food to your trip
„ Use the internet, library, and your textbooks to help you
find this data
15. The Progress Continued.
„ Climate
‟ Find the all local news station in the area
‟ Note the names and channel numbers of each
one
‟ Note the five day forecast for your assigned
locale
‟ If all local news forecast are different then
please note that, check them daily if they
change
‟ Find at least one to two other local climate
sources and note where you found them from
16. More on the Process
„ Culinary Delights
‟ Locate at least five non-fast food
restaurants in the area
„ Place a map of where the it is located and
a picture of each one in the log book
„ Note the types of food served
‟ Find recipes of local foods and place
them and a picture in your log book
17. Just a Few More….
„ Local History
‟ Find the local history of your locale
„ Founding your assigned area
„ Local economic conditions
„ Political and Social Culture
„ Schools and number of school districts, jail and prisions
„ Demographics of the area
„ Area geographical location in the area, county location
„ Area historical events and figures, important history events
or town scandals
„ List local news media outlets; radio, TV., and print
journalism
21. Category
Rubric
Unacceptable Acceptabl Admirable Exceptional Score
e Point
Scale
Effort Actively avoids Reluctantl Willingly Volunteers 1
job when y works takes on jobs for jobs no
possible. when when asked. matter how
2
Complains asked. Works to difficult. 3
about others. Seeks completion. Always works 4
Has large set easiest Will work to
of excuses. duties. long hours completion.
Sometimes when Willing to
works to required. work long
completion hours.
Engagemen Waits for
direction. Knows
Seeks Sometimes Enthusiastical 1
t/Particip direction, initiates ly initiates
little of what is
but does action and action.
2
ation going on or 3
objectives. not initiate always Personalizes
Cannot describe action. works well the task and 4
where group is in Objectives with takes
process seen as direction. ownership of
poorly Generally the
defined knows the objectives.
external specific Always knows
requiremen objectives where group
ts. May and where is.
know group is.
where
22. Rubric
Category Unacceptabl Acceptabl Admirable Exceptiona Score
e e l Point
Scale
Intellectual Has little to Aware of Usually Understands 1
Contribution no grasp of overall understands overall
context. Sees context, but overall context of
2
task as makes no context of the task. 3
isolated with connections task and Contributes 4
no connection on own. Can asks ideas and
to past or recite questions proposals.
future ideas. connections about Connects to
of others context. ideas past
but rarely Makes and future.
can support connections
them. on own and
understands
overall
goal.
Organization Always Begins work Will begin Begins 1
& time postpones early when work early immediately.
work until required to in process, Connects
2
Management 3
deadline. Has do so, but but tends to work to
no usually increase assignment 4
organization postpones. effort not to
for files or May lose toward deadline. Has
23. Category Unacceptable Rubric
Acceptable Admirable Exceptional Score
Point
Scale
Planning Has no plan, Plan Makes plan, Conceptualizes 1
notion of the dominated by but does not task and plans
magnitude of an early always execution as a
2
the work. Is postponement follow it. rational, 3
always late. and deadline May need sequenced 4
Often a “no related push. help process. Almost
show” for May be “no allotting always meets the
group work show” at start time. May set intermediate
session. of task. Rarely miss deadlines,
meets intermediate overcomes
intermediate deadlines; problems.
deadlines work may
pile up
toward end
of allotted
time
Understanding Avoids Sees task as Sees task as a Sees 1
of the teacher. Sees burden, but is school
process task as somewhat requirement
opportunity 2
burden to fill invested in to be filled, in task for 3
class time process. Asks, “ but sees some doing and 4
with no value. Do we have value in work. learning. Sees
Sees group as to…?” Sees teacher
free ride as evaluator value in the
work. Sees
24. Category Unacceptable
Rubric
Acceptable Admirable Exceptional Scor
e
Point
Scal
e
Creativity Project is Seeks the Inspired and Goes above 1
incomplete and easiest way to original well and beyond
little time and complete put together . project
2
effort is put task. Shows an objectives. 3
towards the Uninspired, effort and a Reflects real 4
task. Produces but shows willingness world work
Uninspired and attempt at to complete effort and
uncreative some tasks. see task and
work. originally an
opportunity
to express
themselves.
Presentatio Presentation is Presentation Presentation Presentation 1
incomplete, all is complete is well put reflects a
n or parts of and but together and degree of
2
their work appears to shows a lot professionali 3
maybe missing have put of effort on sm and is 4
or not done. little effort the part of well
Has a lot into how they the group; presented.;
excuses about will present demonstrates Demonstrates
why there is the an acquisition an acquisition
work information of knowledge of knowledge
25. References
„ Clark Colvin, R. M. (2008). e-Learning And The Science of
Instruction: Proven Guidelines for consumers and
designers of Multimedia Learning (2nd ed.). San Francisco,
CA: Pfeiffer.
„ Clark, C. C. (2003, July). The Declaration of Independence
WebQuest. Retrieved February 15, 2010, from
WebQuest.org:
http://imet.csus.edu/imet2/clarkc/webquest/
„ Dodge, D. B. (2009, July 31). What is a WebQuest? Retrieved
February 15, 2010, from YouTube:
http://www.youtube.com/watch?v=v7UynehA_l0
„ Shank, P. (2007). The Online Learning Idea Book: 95 Proven
Ways to Enhance Technology Based and Blended Learning.
San Francisco, CA: Pfeiffer.
•
26. References
„ Grasha, F. A.-H. (1996). Teaching Style Survey. Retrieved
February 15, 2010, from LongLeaf:
http://longleaf.net/teachingstyle.html
„ Stein, J. S.-M. (2001, April 13). Teaching Styles. Retrieved
February 15, 2010, from Shaw Members:
http://members.shaw.ca/mdde615/tchstyles.htm
„ CourseLab Tutorial. (n.d.). Retrieved 01 27, 2010, from Learning Game:
http://learningame.org/tutorials/pages/CourseLab/index.htm
„ WebSoft. (2007-2009). CourseLab. Retrieved 01 27, 2009, from
CourseLab: http://www.courselab.com/db/cle/default.html
Editor's Notes
CourseLab is a “powerful, yet easy-to-use, e-learning authoring tool that offers programming-free WYSIWYG environment for creating high-quality interactive e-learning content which can be published on the Internet, Learning Management Systems (LMS), CD-ROMS and other devices.
Students will be assigned one of the following towns/cities in North Carolina: Raleigh,Durham,Chapel Hill, Rocky Mount, and Roanoke Rapids. The will be broken down into four groups of five based on learning style. The scenario is that the group is a team of new National Geographic hires and that they will be researching the area they have been assigned for as part of an article that will be turned into a future television episode.
Log book should be written as a record of the groups progress during the assignment. It should be written in a personal tone as if it was really a work journal they would keep. Statements such as “ Joe was late for the meeting.” would translate into Joe was late when the group was working on the project. Others statements such as “ I like working for this company.” could be used to express joy about the project, or as a creative device to show the students creative nature.