The document summarizes changes to Ireland's exclusionary rule regarding unconstitutionally obtained evidence following the DPP v. JC Supreme Court decision. The new rule is more relaxed, allowing more improperly obtained evidence to be admitted if the breach was inadvertent. The prosecution now must prove beyond reasonable doubt that any constitutional breach was not deliberate or conscious, or that exceptional circumstances justify admission. Regulators using warrants must be aware of the refined test examining knowledge of investigators and officials involved in evidence gathering policies. There remains uncertainty around applying the new rule in practice.
Primary sources are first-hand accounts created during an event that provide direct evidence, while secondary sources analyze and interpret events through second-hand accounts. Primary sources include artifacts, documents, artworks and more, revealing personal perspectives, and secondary sources offer overviews and perspectives through published works like articles and books that may include some primary sources. Both can provide valuable insights but in different ways.
Maori digital resources in Digistore and onlinedigiadvisors
Digital resources and content for Māori learners provides interactive learning games, simulations, and digitized historical images and recordings to engage students. These include learning objects designed for the classroom as well as digitized cultural items. Teachers can use these resources for activities like matching games and repetitive language practice. They also support place-based learning, technology projects, art analysis, and developing students' visual literacy and writing. A catalog on the Digistore wiki helps teachers find and use these resources, which cover themes and include analysis questions for primary sources. The document encourages exploring the catalog and learning paths and sharing additional useful Māori content links.
This document discusses using Google Docs and other Google tools to run engaging online teaching sessions. It outlines key Google tools like Google Forms, Google Presentations, Google Drawings, and Google Spreadsheets that can be used for activities like pre-and post-tests, lessons, note taking, games, sorting activities, peer editing, and student assessment. It also provides contact information for the author to discuss building on these online teaching examples.
The document discusses using digital mind maps to help students organize information and stop the "copy and paste syndrome" when doing research. It explains that mind maps encourage higher-order thinking by requiring students to reprocess information as they organize it visually. The document also shares a teacher's experience having students create digital mind maps about sports figures using SpiderScribe, which improved the quality and originality of the students' writing. Student feedback indicated they found the mind mapping process helpful.
The document discusses New Zealand's Registered Teacher Criteria, which outline the essential knowledge and skills required for quality teaching. It provides background on the criteria and their implementation between 2010-2014. The criteria contain 12 standards related to areas like professional relationships, knowledge, assessment, and bicultural practices. The document also discusses how e-learning tools can help teachers demonstrate they are meeting the criteria and gather evidence of their teaching practice.
The document summarizes changes to Ireland's exclusionary rule regarding unconstitutionally obtained evidence following the DPP v. JC Supreme Court decision. The new rule is more relaxed, allowing more improperly obtained evidence to be admitted if the breach was inadvertent. The prosecution now must prove beyond reasonable doubt that any constitutional breach was not deliberate or conscious, or that exceptional circumstances justify admission. Regulators using warrants must be aware of the refined test examining knowledge of investigators and officials involved in evidence gathering policies. There remains uncertainty around applying the new rule in practice.
Primary sources are first-hand accounts created during an event that provide direct evidence, while secondary sources analyze and interpret events through second-hand accounts. Primary sources include artifacts, documents, artworks and more, revealing personal perspectives, and secondary sources offer overviews and perspectives through published works like articles and books that may include some primary sources. Both can provide valuable insights but in different ways.
Maori digital resources in Digistore and onlinedigiadvisors
Digital resources and content for Māori learners provides interactive learning games, simulations, and digitized historical images and recordings to engage students. These include learning objects designed for the classroom as well as digitized cultural items. Teachers can use these resources for activities like matching games and repetitive language practice. They also support place-based learning, technology projects, art analysis, and developing students' visual literacy and writing. A catalog on the Digistore wiki helps teachers find and use these resources, which cover themes and include analysis questions for primary sources. The document encourages exploring the catalog and learning paths and sharing additional useful Māori content links.
This document discusses using Google Docs and other Google tools to run engaging online teaching sessions. It outlines key Google tools like Google Forms, Google Presentations, Google Drawings, and Google Spreadsheets that can be used for activities like pre-and post-tests, lessons, note taking, games, sorting activities, peer editing, and student assessment. It also provides contact information for the author to discuss building on these online teaching examples.
The document discusses using digital mind maps to help students organize information and stop the "copy and paste syndrome" when doing research. It explains that mind maps encourage higher-order thinking by requiring students to reprocess information as they organize it visually. The document also shares a teacher's experience having students create digital mind maps about sports figures using SpiderScribe, which improved the quality and originality of the students' writing. Student feedback indicated they found the mind mapping process helpful.
The document discusses New Zealand's Registered Teacher Criteria, which outline the essential knowledge and skills required for quality teaching. It provides background on the criteria and their implementation between 2010-2014. The criteria contain 12 standards related to areas like professional relationships, knowledge, assessment, and bicultural practices. The document also discusses how e-learning tools can help teachers demonstrate they are meeting the criteria and gather evidence of their teaching practice.
The document summarizes information from a workshop about how teachers in New Zealand can use e-learning tools and processes to meet the criteria for teacher registration and certification. It provides an overview of the criteria, which are designed to represent essential teaching capabilities and apply to all teachers. It then discusses how e-learning can help teachers demonstrate they are meeting the standards within the criteria, such as by documenting evidence of their practice online, and suggests that schools provide guidance on e-learning expectations.
The document discusses using e-learning tools to demonstrate how teachers meet the criteria for registered teacher status. It suggests teachers first familiarize themselves with example content on a wiki about the criteria. Then they should reflect on their own practice, identifying strengths and areas for growth in relation to one criteria at a time. Finally, it prompts considering e-learning strategies teachers at a specific school could use to work towards a given criteria, and whether any should be required.
The document discusses the New Zealand Registered Teacher Criteria (RTC) which outline the essential knowledge and skills required for quality teaching. It provides background information on the purpose and rollout of the RTC from 2010-2014. The RTC are structured around four overarching statements and twelve criteria covering areas like professional relationships, teaching practice, learning design, and assessment. Teachers are expected to provide evidence of how they meet the criteria when renewing their registration and certification.
The document introduces Digistore, an online resource for digital learning objects that can be used to support teaching and learning. It provides information on browsing and searching for resources on Digistore by topic, subject area, or unique ID number. Examples are given of how teachers have used digital learning objects from Digistore in the classroom. Contact information is provided for digital advisors who can offer further support for selecting and using digital content.
This document provides an overview of search strategies for a digital storehouse including general and advanced searches, browsing by topic, an A-Z search, and searching a learning area catalogue. Each learning object has a unique ID number that can be searched. Other search options include searching by location or time period. Search results can be viewed with more information or opening the resource directly from the details view.
The document discusses the Concerns-Based Adoption Model (CBAM) as it relates to integrating information and communication technology (ICT) into teaching and learning. It outlines the seven levels of concern in the CBAM - Awareness, Information, Personal, Management, Consequences, Collaboration, and Refocusing - and describes the main emphasis for ongoing development at each level, focusing on supporting teachers as individuals and in their impact on students.
The document introduces Digistore, an online collection of learning objects. Learning objects are useful for representing concepts that are hard to demonstrate, replicate dangerously or require repetition. The document encourages browsing Digistore by topic and reviewing learning objects, and exploring the Digistore Wiki. It provides examples from classrooms of how learning objects have been used successfully in diverse subjects like science, drama and outdoor learning. Finally, it introduces related online tools and resources for effective pedagogy.
This document discusses integrating information and communication technology (ICT) to enhance literacy programs in alignment with curriculum principles and school goals. Several specific ICT strategies are provided as examples, including using blogs for student writing and peer feedback, online question chains to support reading comprehension, and the Digistore digital library for accessing learning objects. The workshop will explore successful and manageable ICT ideas and share resources to inspire teachers in continually supporting literacy with technology.
Registered Teacher Criteria and e-learningdigiadvisors
This document provides examples of how e-learning can support registered teacher criteria in New Zealand. It discusses how digital tools can be used to establish relationships, promote student well-being, demonstrate bicultural commitment, engage in professional learning, show leadership, plan effective learning programs, promote collaboration and support diverse students. Specific tools and strategies are suggested for each criteria, such as using blogs/wikis to involve families, online networks for professional development, and digital media that affirms cultural identity.
Linda is a teacher at a hospital school who works with ill teenagers. Due to their illnesses, the students are often only able to work at curriculum level 3 or below. The document provides information about digital learning objects and resources available on the Digital Storehouse website that Linda could use to support her students' learning. It describes how to search for, view, create learning paths with, and share digital content and resources through the site.
The document provides information about Digistore, an online digital storehouse of learning objects and digitized items. It describes what learning objects and digitized items are, and how teachers can search for, organize, and share resources through learning paths. Teachers can create individual accounts to build custom learning sequences and share them with students or other teachers. The document outlines the various ways teachers can find, curate, and provide access to digital content through Digistore.
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.
The document summarizes information from a workshop about how teachers in New Zealand can use e-learning tools and processes to meet the criteria for teacher registration and certification. It provides an overview of the criteria, which are designed to represent essential teaching capabilities and apply to all teachers. It then discusses how e-learning can help teachers demonstrate they are meeting the standards within the criteria, such as by documenting evidence of their practice online, and suggests that schools provide guidance on e-learning expectations.
The document discusses using e-learning tools to demonstrate how teachers meet the criteria for registered teacher status. It suggests teachers first familiarize themselves with example content on a wiki about the criteria. Then they should reflect on their own practice, identifying strengths and areas for growth in relation to one criteria at a time. Finally, it prompts considering e-learning strategies teachers at a specific school could use to work towards a given criteria, and whether any should be required.
The document discusses the New Zealand Registered Teacher Criteria (RTC) which outline the essential knowledge and skills required for quality teaching. It provides background information on the purpose and rollout of the RTC from 2010-2014. The RTC are structured around four overarching statements and twelve criteria covering areas like professional relationships, teaching practice, learning design, and assessment. Teachers are expected to provide evidence of how they meet the criteria when renewing their registration and certification.
The document introduces Digistore, an online resource for digital learning objects that can be used to support teaching and learning. It provides information on browsing and searching for resources on Digistore by topic, subject area, or unique ID number. Examples are given of how teachers have used digital learning objects from Digistore in the classroom. Contact information is provided for digital advisors who can offer further support for selecting and using digital content.
This document provides an overview of search strategies for a digital storehouse including general and advanced searches, browsing by topic, an A-Z search, and searching a learning area catalogue. Each learning object has a unique ID number that can be searched. Other search options include searching by location or time period. Search results can be viewed with more information or opening the resource directly from the details view.
The document discusses the Concerns-Based Adoption Model (CBAM) as it relates to integrating information and communication technology (ICT) into teaching and learning. It outlines the seven levels of concern in the CBAM - Awareness, Information, Personal, Management, Consequences, Collaboration, and Refocusing - and describes the main emphasis for ongoing development at each level, focusing on supporting teachers as individuals and in their impact on students.
The document introduces Digistore, an online collection of learning objects. Learning objects are useful for representing concepts that are hard to demonstrate, replicate dangerously or require repetition. The document encourages browsing Digistore by topic and reviewing learning objects, and exploring the Digistore Wiki. It provides examples from classrooms of how learning objects have been used successfully in diverse subjects like science, drama and outdoor learning. Finally, it introduces related online tools and resources for effective pedagogy.
This document discusses integrating information and communication technology (ICT) to enhance literacy programs in alignment with curriculum principles and school goals. Several specific ICT strategies are provided as examples, including using blogs for student writing and peer feedback, online question chains to support reading comprehension, and the Digistore digital library for accessing learning objects. The workshop will explore successful and manageable ICT ideas and share resources to inspire teachers in continually supporting literacy with technology.
Registered Teacher Criteria and e-learningdigiadvisors
This document provides examples of how e-learning can support registered teacher criteria in New Zealand. It discusses how digital tools can be used to establish relationships, promote student well-being, demonstrate bicultural commitment, engage in professional learning, show leadership, plan effective learning programs, promote collaboration and support diverse students. Specific tools and strategies are suggested for each criteria, such as using blogs/wikis to involve families, online networks for professional development, and digital media that affirms cultural identity.
Linda is a teacher at a hospital school who works with ill teenagers. Due to their illnesses, the students are often only able to work at curriculum level 3 or below. The document provides information about digital learning objects and resources available on the Digital Storehouse website that Linda could use to support her students' learning. It describes how to search for, view, create learning paths with, and share digital content and resources through the site.
The document provides information about Digistore, an online digital storehouse of learning objects and digitized items. It describes what learning objects and digitized items are, and how teachers can search for, organize, and share resources through learning paths. Teachers can create individual accounts to build custom learning sequences and share them with students or other teachers. The document outlines the various ways teachers can find, curate, and provide access to digital content through Digistore.
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. Sources of evidence What ways can you show the evidence The New Zealand Teachers Council identify three main sources of evidence Can you think of ways that digital tools and strategies could support the collection and organisation of evidence in relation to each of these sources?
3. Teachers gathering evidence How can teachers use e-learning tools to gather evidence that they are meeting the criteria? Using e-learning tools and processes to document teacher evidence towards the criteria What do you think works well about each of the ways either shown or suggested about collecting evidence? What are the drawbacks for each of the ways shown or suggested? Reviewing the examples http://registeredteachercriteria.wikispaces.com/Gathering+the+evidence
4. What affordances do digital tools and strategies to gather evidence have over more traditional means?
5. What would work for you? Deciding on a digital tool and/or strategy to help you gather evidence Identify one digital tool or strategy that you will try to use to help you collect and organise your evidence. Identify others that plan to use a similar tool or strategy and work with them to plan how you will implement this over the course of the next term.