CONUL T&L 2021 Speaking into the void (Roisin Guilfoyle)ldore1
Speaking into the Void… Reflections of a teaching librarian during Covid
An overview of reflections on the highs and lows of teaching during COVID. The ideas that worked and didn’t, and the workarounds that helped. With a look at new techniques and practices that will stay after a return to campus.
CONUL T&L 2021 Speaking into the void (Roisin Guilfoyle)ldore1
Speaking into the Void… Reflections of a teaching librarian during Covid
An overview of reflections on the highs and lows of teaching during COVID. The ideas that worked and didn’t, and the workarounds that helped. With a look at new techniques and practices that will stay after a return to campus.
Some tips on presenting and pitching for business after getting past stage one, request for proposal in a tender situation. Originally delivered as part of a workshop on writing winning proposals and making an effective pitch when bidding for tenders.
Some tips on presenting and pitching for business after getting past stage one, request for proposal in a tender situation. Originally delivered as part of a workshop on writing winning proposals and making an effective pitch when bidding for tenders.
Se muestra un estudio a un portafolio de acciones del sector tecnologico, mediante alteryx se hace un analisis para dar conclusion si se recomienda o no invertir en las acciones que forman parte del portafolio
Aportes que TRANSPARENCIA envió al Jurado Nacional de Elecciones para la reglamentación de propaganda electoral, publicidad y neutralidad estatal para las Elecciones Generales 2016.
En la presentación se analiza bajo el modelo de Montecarlo aplicado bajo el software palisade una cartera de opciones sobre 5 acciones diferentes (Apple, General electric, Amazon, Microsoft e IBM)
Messaging, interoperability and log aggregation - a new frameworkTomas Doran
In this talk, I will talk about why log files are horrible, logging log lines, and more structured performance metrics from large scale production applications as well as building reliable, scaleable and flexible large scale software systems in multiple languages.
Why (almost) all log formats are horrible will be explained, and why JSON is a good solution for logging will be discussed, along with a number of message queuing, middleware and network transport technologies, including STOMP, AMQP and ZeroMQ.
The Message::Passing framework will be introduced, along with the logstash.net project which the perl code is interoperable with. These are pluggable frameworks in ruby/java/jruby and perl with pre-written sets of inputs, filters and outputs for many many different systems, message formats and transports.
They were initially designed to be aggregators and filters of data for logging. However they are flexible enough to be used as part of your messaging middleware, or even as a replacement for centralised message queuing systems.
You can have your cake and eat it too - an architecture which is flexible, extensible, scaleable and distributed. Build discrete, loosely coupled components which just pass messages to each other easily.
Integrate and interoperate with your existing code and code bases easily, consume from or publish to any existing message queue, logging or performance metrics system you have installed.
Simple examples using common input and output classes will be demonstrated using the framework, as will easily adding your own custom filters. A number of common messaging middleware patterns will be shown to be trivial to implement.
Some higher level use-cases will also be explored, demonstrating log indexing in ElasticSearch and how to build a responsive platform API using webhooks.
Interoperability is also an important goal for messaging middleware. The logstash.net project will be highlighted and we'll discuss crossing the single language barrier, allowing us to have full integration between java, ruby and perl components, and to easily write bindings into libraries we want to reuse in any of those languages.
Guidelines for Working Smarter, Not HarderAdam Sicinski
The following doodles present you with four critical ideas that (when implemented) will help you save time and get far more accomplished throughout the day.
Explore this topic in details at blog.IQmatrix.com/working-smarter
Deliver training to suit varying learning stylesSimon Misiewicz
Optimise-GB provides you with a presentation on how to create and deliver training materials that caters for various learning styles. Not one of us are identical in the way that we learn, however, there are some training sessions that follow a similar. There is a teacher at the front who talks, and students that sit and listen. How effective is this? Have you ever seen people switch off whilst you are in a training environment? Is it because they are bored of the material or bored of how the training is being delivered? This presentations provides some suggestions of how people’s learning styles can be catered for in different ways of delivering training materials. If you have any questions on simon@optimise-gb.com and visit www.optimise-gb.com for more details. Many thanks Simon Misiewicz
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Have you ever studied with a friend, but then your friend did much better on the test? Have you ever sat through a lesson plan in class, and even though you tried to pay attention, you didn\'t remember as much as your friend did? Not everyone learns the same way. The way you studied or the way the lesson was taught might be right for your friend, but not for you. And if you studied a different way, you may find the learning process easier. This workshop will give you the tools to effectively identify your learning style and apply it towards improving your study skills.
Have you ever studied with a friend, but then your friend did better on the test? Have you ever sat through a lesson plan in class, and even though you tried to pay attention, you didn’t remember as much as your friend did? Not everyone learns the same way. The way you studied or the way the lesson was taught might be right for your friend, but not for you. And if you studied a different way, you may find the learning process easier. This workshop will give you the tools to effectively identify you learning style and apply it towards improving your study skills. Facilitated by Kelly Miller, Academic Advisor and Career Counselor.
The Four Learning Styles
The following information goes into detail about the VARK learning styles, how to recognize these styles in learners and how to integrate the style into classwork. It is good to remember that not all learners fit exactly into one category. There is often overlap in learner preference when it comes to style, especially across subject matter and activity.
1. Visual Learning
Recognizing visual learners: The visual learners in your classroom like to see and observe the things that they are learning about. Visual learners like to use pictures, diagrams and written directions to access information. This learning style has also been known as “spatial.” The students who are visual or spatial learners might draw, make lists or take notes in order to interact with and process information.
Supporting visual learners: Some of the more traditional styles of teaching support visual learners, such as whiteboards or projecting information onto a screen. Assignments could ask learners to make pictures or diagrams. In addition, providing class notes or handouts that students can follow along with are a great way to integrate visual learning into your curriculum. Visual learners may have a tough time with lectures and could need more time to process information that they hear auditorily.
2. Auditory Learning
Recognizing auditory learners: The auditory learners in your class learn best by listening and relating information to sound. These are students who prefer listening to a lecture or a recording rather than taking written notes. They may also be students who think out loud and speak through a concept in order to dive into it. Your auditory learners are most likely your most vocal students in class. They may also be the ones who read out loud to themselves. Auditory learners often repeat what a teacher has said to process what the directions are.
Supporting auditory learners: Including a lot of time for discussion can support the auditory learners in your classroom. They want to hear what others have to say and share their own ideas in order to learn and process information. When you are giving a lecture, ask auditory learners to repeat what they have learned back to you. Call and response or question-and-answer processes can also benefit auditory learners. In addition, auditory learners appreciate watching videos about a topic and listening to audiobooks or recordings.
3. Reading/Writing Learning
Recognizing reading/writing learners: This learning style is often confused with visual learning because reading/writing learners like to learn using the written word. This may seem like visual learning, but reading/writing preference learners can be discerned as those who express themselves through writing. They also enjoy reading articles and writing in diaries or journals. Your reading/writing learners may be experts with search engines and even old-school encyclopedias. They hunger for knowledge that they gather through reading.
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.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
