Conference presentation illustrating PD activities as Brebeuf Jesuit moved to a 1:1 BYOT computing environment. Originally presented at the Indiana Computer Educators Conference, October 2012.
The document discusses collaboration and applying knowledge to real world challenges through a backward design process. It lists various resources and tools for teachers including shared notetaking, small group projects, curriculum design, newsletters, lunch discussions, and online reflection blogs. The overall goal is for teachers to stay connected and share resources and experiences.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://pearltrees.com/shellyterrell/genius-hour/id12643519
This document maps different tools that can be used to support various online learning activities and the 7Cs framework. Table 1 summarizes how tools like PowerPoint, Google Drive, YouTube, and Flipgrid can enable presentations, communication, collaboration, reflection, assessment, and voting. Table 2 shows how activities like brainstorming, creating resources, communicating, collaborating, and consolidating feedback align with the 7Cs of conceptualizing, creating, communicating, collaborating, considering, and consolidating, and outlines example tools that support each.
Keynote presentation from Jesuit Secondary Education Association Librarians Conference January 2014. Focuses on how we blend material practices and symbolic meanings in 21st century school libraries. Special focus on Learning Commons model.
This document outlines considerations for a school that is implementing a 1:1 laptop program. It discusses ensuring the physical, virtual, and cultural components are addressed. The physical component involves selecting computer hardware, furnishings, and designated learning spaces. The virtual component involves choosing online tools like the learning management system, digital content, and maintaining a web presence. The cultural component focuses on how the 1:1 program aligns with the school's mission and identity, its objectives to provide access to information and support learning, and the necessary professional development for teachers.
Updated byot why we took the plunge for inpeaJen LaMaster
The document discusses Brebeuf Jesuit Preparatory School's decision to implement a Bring Your Own Technology (BYOT) program. It notes that the school had sufficient infrastructure and faculty comfort with technology to support BYOT. The IT department was driven by user needs. Benefits of BYOT included increased student access to technology and specialized software. The school addressed BYOT implementation through training programs, clear policies, and open communication between departments. Moving forward, demands on technology will continue rising, requiring assessment of needs, resources, and keeping an open mind about new tools.
Jen LaMaster and JD Ferries-Rowe presented at the IAIS 2013 conference on using technology to improve education at Brebeuf Jesuit Preparatory School. They discussed routing network traffic more efficiently to address bandwidth bottlenecks. They also highlighted examples of using technology to enhance collaboration between students and teachers, such as collaborative note-taking and flipped classroom lessons. Their presentation emphasized integrating technology in a way that is invisible and natural, like in everyday life outside of school.
Conference presentation illustrating PD activities as Brebeuf Jesuit moved to a 1:1 BYOT computing environment. Originally presented at the Indiana Computer Educators Conference, October 2012.
The document discusses collaboration and applying knowledge to real world challenges through a backward design process. It lists various resources and tools for teachers including shared notetaking, small group projects, curriculum design, newsletters, lunch discussions, and online reflection blogs. The overall goal is for teachers to stay connected and share resources and experiences.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://pearltrees.com/shellyterrell/genius-hour/id12643519
This document maps different tools that can be used to support various online learning activities and the 7Cs framework. Table 1 summarizes how tools like PowerPoint, Google Drive, YouTube, and Flipgrid can enable presentations, communication, collaboration, reflection, assessment, and voting. Table 2 shows how activities like brainstorming, creating resources, communicating, collaborating, and consolidating feedback align with the 7Cs of conceptualizing, creating, communicating, collaborating, considering, and consolidating, and outlines example tools that support each.
Keynote presentation from Jesuit Secondary Education Association Librarians Conference January 2014. Focuses on how we blend material practices and symbolic meanings in 21st century school libraries. Special focus on Learning Commons model.
This document outlines considerations for a school that is implementing a 1:1 laptop program. It discusses ensuring the physical, virtual, and cultural components are addressed. The physical component involves selecting computer hardware, furnishings, and designated learning spaces. The virtual component involves choosing online tools like the learning management system, digital content, and maintaining a web presence. The cultural component focuses on how the 1:1 program aligns with the school's mission and identity, its objectives to provide access to information and support learning, and the necessary professional development for teachers.
Updated byot why we took the plunge for inpeaJen LaMaster
The document discusses Brebeuf Jesuit Preparatory School's decision to implement a Bring Your Own Technology (BYOT) program. It notes that the school had sufficient infrastructure and faculty comfort with technology to support BYOT. The IT department was driven by user needs. Benefits of BYOT included increased student access to technology and specialized software. The school addressed BYOT implementation through training programs, clear policies, and open communication between departments. Moving forward, demands on technology will continue rising, requiring assessment of needs, resources, and keeping an open mind about new tools.
Jen LaMaster and JD Ferries-Rowe presented at the IAIS 2013 conference on using technology to improve education at Brebeuf Jesuit Preparatory School. They discussed routing network traffic more efficiently to address bandwidth bottlenecks. They also highlighted examples of using technology to enhance collaboration between students and teachers, such as collaborative note-taking and flipped classroom lessons. Their presentation emphasized integrating technology in a way that is invisible and natural, like in everyday life outside of school.
1. The document discusses strategies for integrating technology, pedagogy, and content across disciplines. It provides examples of tools and frameworks that can be used to enhance collaboration, research, writing, presentation, and organization skills across subject areas.
2. Key strategies discussed include flipped classrooms, formative assessment, project-based learning, differentiation, and shifting away from solely using grades for assessment. Brain-based learning research and developing meaningful homework are also covered.
3. Specific techniques and tools are suggested for each area, such as using graphic organizers, Google Docs for collaborative writing, and Prezi or Google Slides for digital presentations. The document emphasizes finding ways to develop consistent skills across classes.
The document discusses tools and strategies to support students with executive function challenges. It defines executive functions as involving activating, orchestrating, monitoring, evaluating and adapting different strategies to accomplish tasks. Common executive skills deficits include planning, organization, time management, working memory, and metacognition. The document recommends explicit individualized strategy instruction and providing external supports and structures. It provides examples of mobile apps and digital tools that can help with tasks like writing, notetaking, studying, and reading.
Project-based learning (PBL) is a student-centered approach that uses hands-on activities to help students learn skills like collaboration, problem-solving, and time management. PBL acknowledges that learning occurs through social activities and experiences. It allows students to explore problems and construct solutions that can apply to real-world issues. PBL is significant because it prepares students for a changing world where skills like research, technology use, and information synthesis are increasingly important for solving complex problems. It also allows flexibility for different learning styles and interactions that promote critical thinking.
This document outlines the agenda and activities for a webinar on 21st century skills. It includes:
- An activity to activate prior knowledge about 21st century learners
- A discussion on what teachers have always needed, which is content and pedagogy
- Defining 21st century skills and discussing their importance
- Exploring shifts in learning environments and the 4 C's of communication, collaboration, critical thinking, and creativity
- Identifying themes in lesson plan scenarios and discussing evaluation tools
- Breakout activities and discussions on engaging learners and the roles of content, pedagogy, and technology
- A reflection on what was learned about technology, engagement, and aligning to standards.
Early Childhood Education Flipped LearningTracey Bryan
This document discusses the concept of flipped learning/classroom. Some key points made:
- Flipped learning is not just doing homework in class and classwork at home, but involves blended learning approaches leveraging technology.
- It allows for self-paced video lectures for students to learn foundational content on their own time, freeing up class time for more personalized and active learning activities.
- Flipped learning transforms the role of teachers and turns learners into creators by giving more control over pacing and content mastery to students.
- Implementing flipped approaches provides opportunities to differentiate instruction and reinforce concepts through family involvement in learning at home.
The document discusses how schools can maximize the use of existing technology in classrooms. It notes that Americans currently consume around 34GB of digital content per day, implying students are ready for technology use. It suggests redesigning physical and digital learning spaces, using technology to encourage problem solving, collaboration, and critical thinking through constructivist and learner-centered approaches. Educators should consider how existing technology can be better leveraged in curriculums to prepare students for the digital age.
Presentation for Monterey Middle School, where all teachers are using an iPad for exploration with the plan on later purchasing a few sets of iPads as part of their school growth plan.
This document discusses considerations for teachers developing global projects with students. It outlines skills students may develop, such as collaboration and digital literacy. When planning projects, teachers should determine outcomes, activities, format, and technology needs. The document provides examples of collaborative project platforms and notes that successful projects are clearly defined, have goals and outcomes, include preparation, and are interactive and engaging. It describes two sample projects connecting students internationally through writing and music.
Project-based learning (PBL) is a student-centered pedagogical approach that utilizes real-world projects to help students gain knowledge and skills. It acknowledges that learning occurs through social activities and experiences. PBL provides opportunities for students to develop skills like collaboration, problem-solving, and digital literacy that are important for succeeding in a world of increasing complexity and technology. By engaging in flexible learning activities involving research and interaction, PBL helps prepare students to be lifelong learners and globally competitive in the 21st century. The document then provides examples of online tools and virtual classrooms that can support PBL approaches in the classroom.
An Introduction to the Principles of 21st Century Learning and Web 2.0Bill Tracey
The document summarizes a session on 21st century learning and Web 2.0 tools. It provides an agenda for the session, which will be recorded and include a discussion of 21st century skills, Web 2.0, and ways teachers can use technology. The session aims to help educators overcome feelings of being overwhelmed by new tools by connecting with others and creating, collaborating, and sharing knowledge using technologies students already use regularly.
The document provides an introduction to "The Exhibition" which is a culminating project for primary school students. The Exhibition allows students to engage in an in-depth collaborative inquiry on a globally significant issue, show independence and responsibility for their learning, synthesize and apply learning from previous years, and reflect on their journey through primary school before transitioning to secondary school. Students will analyze problems related to their chosen issue and find sustainable solutions, allowing them to make a difference. The structure of the Exhibition involves choosing an issue, organizing into groups, conducting research, meeting with mentors, taking action, designing a presentation, presenting their findings, and celebrating their accomplishments.
New 2017 Earcos weekend workshop bis Learning TechnologiesJason Graham
This document provides an agenda for the EARCOS WEEKEND workshop on Learning Technologies taking place on November 17-18, 2017. Day 1 will focus on understanding learning technologies and how they can enhance learning, developing a digital identity, and using online spaces like wikis and blogs for communication and reflection. Day 2 will focus on developing digital citizenship, what it means to be digitally literate, making global connections, and a breakout session for participants to work on their own professional learning using technologies. The agenda outlines sessions, activities, and discussions planned each day to help participants explore various learning technologies and ways to incorporate them.
From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century...Beata Jones
This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
This document provides an agenda and overview for a 2012 summer teacher training in Atlanta on useful digital teaching tools. The agenda covers cloud storage and bookmarks, basic tools for images, audio and video, digital games, creating simple eBooks, and online resources. The goals are to help teachers and students use technology and add more tools. Teachers are encouraged to sharpen their skills in areas like creating and editing digital content, using social media, and understanding copyright. A variety of free digital tools are introduced, such as Google Drive for file storage, Diigo for bookmarking, and Animoto for creating videos.
This presentation discusses using unconventional teaching methods known as "guerrilla pedagogy" in the age of social media. It focuses on how technology and social media can be leveraged for education. The presentation covers the design of guerrilla pedagogy strategies and provides references for further information on the topic.
This presentation discusses using unconventional teaching methods known as "guerrilla pedagogy" in the age of social media. It focuses on how technology and social media can be leveraged for education. The presentation covers the design of guerrilla pedagogy approaches and provides examples of using sites like YouTube and references for further information on the topic.
Workshop for Twin Coast Cluster Conference. Deals with the purpose of blogging in a classroom and gives examples from a junior class (5 to 7 year old children) . Examples include voice thread, photopeach, Kid Pix, animoto.
This document outlines an elementary social studies lesson plan on communities. The lesson includes a BrainPop Jr. video on communities, an article about what communities are, a graphic organizer comparing classroom and hometown rules, a SmartExchange activity sorting signs, a Kahoot! quiz, a PearDeck activity to improve students' communities, and a mini student reflection. The lesson utilizes various online tools to engage students and assess their understanding of communities in an organized and interactive way.
The document is a collection of information about digital storytelling including its use in classrooms. It discusses the elements of digital storytelling like purpose, point of view, narrative structure and includes examples. It provides steps for creating digital stories, potential benefits, and references for further reading. Examples of digital stories are shared to engage students in the process of writing scripts, creating storyboards, adding audio and video and sharing their finished stories.
Birds of a Feather Presentation: Beyond 1 to 1Jen LaMaster
1. The document discusses the context, experiences, reflections, and evaluation of transforming a school library into a learning commons through integrating physical, virtual, and communal spaces and resources.
2. It emphasizes the importance of democratic planning processes that involve stakeholders to redesign library spaces in a way that focuses on students, not just technology or resources.
3. The goal is to connect students' work in the learning commons to the school's mission and academic objectives through best teaching practices, professional development, and raising student understanding rather than just training.
This document contains quotes from teachers at Brebeuf Jesuit Preparatory School discussing their experiences with BYOT (Bring Your Own Technology). Teachers describe using cloud-based services like Dropbox and Google Sites to share resources with students. French teachers note that BYOT allows for more immersive language learning through media in French. Math teachers emphasize that the curriculum should not be driven by availability of apps or books. Overall, teachers express positive experiences with BYOT in facilitating collaboration and access to course materials.
1. The document discusses strategies for integrating technology, pedagogy, and content across disciplines. It provides examples of tools and frameworks that can be used to enhance collaboration, research, writing, presentation, and organization skills across subject areas.
2. Key strategies discussed include flipped classrooms, formative assessment, project-based learning, differentiation, and shifting away from solely using grades for assessment. Brain-based learning research and developing meaningful homework are also covered.
3. Specific techniques and tools are suggested for each area, such as using graphic organizers, Google Docs for collaborative writing, and Prezi or Google Slides for digital presentations. The document emphasizes finding ways to develop consistent skills across classes.
The document discusses tools and strategies to support students with executive function challenges. It defines executive functions as involving activating, orchestrating, monitoring, evaluating and adapting different strategies to accomplish tasks. Common executive skills deficits include planning, organization, time management, working memory, and metacognition. The document recommends explicit individualized strategy instruction and providing external supports and structures. It provides examples of mobile apps and digital tools that can help with tasks like writing, notetaking, studying, and reading.
Project-based learning (PBL) is a student-centered approach that uses hands-on activities to help students learn skills like collaboration, problem-solving, and time management. PBL acknowledges that learning occurs through social activities and experiences. It allows students to explore problems and construct solutions that can apply to real-world issues. PBL is significant because it prepares students for a changing world where skills like research, technology use, and information synthesis are increasingly important for solving complex problems. It also allows flexibility for different learning styles and interactions that promote critical thinking.
This document outlines the agenda and activities for a webinar on 21st century skills. It includes:
- An activity to activate prior knowledge about 21st century learners
- A discussion on what teachers have always needed, which is content and pedagogy
- Defining 21st century skills and discussing their importance
- Exploring shifts in learning environments and the 4 C's of communication, collaboration, critical thinking, and creativity
- Identifying themes in lesson plan scenarios and discussing evaluation tools
- Breakout activities and discussions on engaging learners and the roles of content, pedagogy, and technology
- A reflection on what was learned about technology, engagement, and aligning to standards.
Early Childhood Education Flipped LearningTracey Bryan
This document discusses the concept of flipped learning/classroom. Some key points made:
- Flipped learning is not just doing homework in class and classwork at home, but involves blended learning approaches leveraging technology.
- It allows for self-paced video lectures for students to learn foundational content on their own time, freeing up class time for more personalized and active learning activities.
- Flipped learning transforms the role of teachers and turns learners into creators by giving more control over pacing and content mastery to students.
- Implementing flipped approaches provides opportunities to differentiate instruction and reinforce concepts through family involvement in learning at home.
The document discusses how schools can maximize the use of existing technology in classrooms. It notes that Americans currently consume around 34GB of digital content per day, implying students are ready for technology use. It suggests redesigning physical and digital learning spaces, using technology to encourage problem solving, collaboration, and critical thinking through constructivist and learner-centered approaches. Educators should consider how existing technology can be better leveraged in curriculums to prepare students for the digital age.
Presentation for Monterey Middle School, where all teachers are using an iPad for exploration with the plan on later purchasing a few sets of iPads as part of their school growth plan.
This document discusses considerations for teachers developing global projects with students. It outlines skills students may develop, such as collaboration and digital literacy. When planning projects, teachers should determine outcomes, activities, format, and technology needs. The document provides examples of collaborative project platforms and notes that successful projects are clearly defined, have goals and outcomes, include preparation, and are interactive and engaging. It describes two sample projects connecting students internationally through writing and music.
Project-based learning (PBL) is a student-centered pedagogical approach that utilizes real-world projects to help students gain knowledge and skills. It acknowledges that learning occurs through social activities and experiences. PBL provides opportunities for students to develop skills like collaboration, problem-solving, and digital literacy that are important for succeeding in a world of increasing complexity and technology. By engaging in flexible learning activities involving research and interaction, PBL helps prepare students to be lifelong learners and globally competitive in the 21st century. The document then provides examples of online tools and virtual classrooms that can support PBL approaches in the classroom.
An Introduction to the Principles of 21st Century Learning and Web 2.0Bill Tracey
The document summarizes a session on 21st century learning and Web 2.0 tools. It provides an agenda for the session, which will be recorded and include a discussion of 21st century skills, Web 2.0, and ways teachers can use technology. The session aims to help educators overcome feelings of being overwhelmed by new tools by connecting with others and creating, collaborating, and sharing knowledge using technologies students already use regularly.
The document provides an introduction to "The Exhibition" which is a culminating project for primary school students. The Exhibition allows students to engage in an in-depth collaborative inquiry on a globally significant issue, show independence and responsibility for their learning, synthesize and apply learning from previous years, and reflect on their journey through primary school before transitioning to secondary school. Students will analyze problems related to their chosen issue and find sustainable solutions, allowing them to make a difference. The structure of the Exhibition involves choosing an issue, organizing into groups, conducting research, meeting with mentors, taking action, designing a presentation, presenting their findings, and celebrating their accomplishments.
New 2017 Earcos weekend workshop bis Learning TechnologiesJason Graham
This document provides an agenda for the EARCOS WEEKEND workshop on Learning Technologies taking place on November 17-18, 2017. Day 1 will focus on understanding learning technologies and how they can enhance learning, developing a digital identity, and using online spaces like wikis and blogs for communication and reflection. Day 2 will focus on developing digital citizenship, what it means to be digitally literate, making global connections, and a breakout session for participants to work on their own professional learning using technologies. The agenda outlines sessions, activities, and discussions planned each day to help participants explore various learning technologies and ways to incorporate them.
From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century...Beata Jones
This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
This document provides an agenda and overview for a 2012 summer teacher training in Atlanta on useful digital teaching tools. The agenda covers cloud storage and bookmarks, basic tools for images, audio and video, digital games, creating simple eBooks, and online resources. The goals are to help teachers and students use technology and add more tools. Teachers are encouraged to sharpen their skills in areas like creating and editing digital content, using social media, and understanding copyright. A variety of free digital tools are introduced, such as Google Drive for file storage, Diigo for bookmarking, and Animoto for creating videos.
This presentation discusses using unconventional teaching methods known as "guerrilla pedagogy" in the age of social media. It focuses on how technology and social media can be leveraged for education. The presentation covers the design of guerrilla pedagogy strategies and provides references for further information on the topic.
This presentation discusses using unconventional teaching methods known as "guerrilla pedagogy" in the age of social media. It focuses on how technology and social media can be leveraged for education. The presentation covers the design of guerrilla pedagogy approaches and provides examples of using sites like YouTube and references for further information on the topic.
Workshop for Twin Coast Cluster Conference. Deals with the purpose of blogging in a classroom and gives examples from a junior class (5 to 7 year old children) . Examples include voice thread, photopeach, Kid Pix, animoto.
This document outlines an elementary social studies lesson plan on communities. The lesson includes a BrainPop Jr. video on communities, an article about what communities are, a graphic organizer comparing classroom and hometown rules, a SmartExchange activity sorting signs, a Kahoot! quiz, a PearDeck activity to improve students' communities, and a mini student reflection. The lesson utilizes various online tools to engage students and assess their understanding of communities in an organized and interactive way.
The document is a collection of information about digital storytelling including its use in classrooms. It discusses the elements of digital storytelling like purpose, point of view, narrative structure and includes examples. It provides steps for creating digital stories, potential benefits, and references for further reading. Examples of digital stories are shared to engage students in the process of writing scripts, creating storyboards, adding audio and video and sharing their finished stories.
Birds of a Feather Presentation: Beyond 1 to 1Jen LaMaster
1. The document discusses the context, experiences, reflections, and evaluation of transforming a school library into a learning commons through integrating physical, virtual, and communal spaces and resources.
2. It emphasizes the importance of democratic planning processes that involve stakeholders to redesign library spaces in a way that focuses on students, not just technology or resources.
3. The goal is to connect students' work in the learning commons to the school's mission and academic objectives through best teaching practices, professional development, and raising student understanding rather than just training.
This document contains quotes from teachers at Brebeuf Jesuit Preparatory School discussing their experiences with BYOT (Bring Your Own Technology). Teachers describe using cloud-based services like Dropbox and Google Sites to share resources with students. French teachers note that BYOT allows for more immersive language learning through media in French. Math teachers emphasize that the curriculum should not be driven by availability of apps or books. Overall, teachers express positive experiences with BYOT in facilitating collaboration and access to course materials.
This document discusses reading habits and e-reading. It notes that 80% of people read occasionally for pleasure, 74% for research, and 56% for work or school. It then discusses different e-reading devices like Kindles, iPads, and tablets, as well as e-reading apps. It covers digital rights management and limitations imposed by organizations. Finally, it lists some challenges to global reading, such as nearly 1 billion people being unable to read or write their names at the turn of the 21st century, and high illiteracy and scarcity of resources limiting opportunities in Sub-Saharan Africa.
The school took the plunge into a BYOT (Bring Your Own Technology) program to meet increasing technology demands from faculty and students. A survey found that students wanted greater access to technology during the school day as the 2:1 student to computer ratio was not enough. Faculty also wanted students to have access to specialized software, increased wireless access on personal devices, and file access from home. The IT department took a user-driven approach to implement the BYOT program with clear expectations and policies to address these needs and make technology a fully integrated part of the learning environment.
Brebeuf AMDG: Getting started with google apps for educationJen LaMaster
This document provides instructions for students at Brebeuf Jesuit Preparatory to log in and begin using their Google Apps for Education account. It outlines how to log in for the first time, save files to Google Drive or a flash drive, forward emails to another account, use Google Calendar, share documents and create collections/folders. It also mentions the ability to single sign-on to the Easy Bib research account.
ISACS 20101 Presentation: Trends in Educational Technology Jen LaMaster
This document outlines emerging technologies and trends in educational technology. It is organized into several sections that discuss different models of technology integration from instructor-centered to student-centered approaches. Specific technologies are mentioned including learning management systems, digital textbooks, virtual and augmented reality, social media, and cloud computing tools. Web links are provided for further information on topics like gaming in education, streaming video resources, and the US national educational technology plan.
This document discusses emerging trends and technologies in education including student-centered and collaborative learning, critical thinking and problem solving. It outlines tools that support these approaches such as learning management systems, collaborative environments, social media, cloud computing, augmented and virtual reality. Specific resources are provided on open courseware, digital content, streaming video and trends in educational technology.
This document discusses bringing technology standards called NETS into homes by having teachers model digital citizenship and technology skills. It describes the process used which included establishing a shared vocabulary around the NETS, developing an education technology mission statement, and reflecting on experiences using new tools. The goal is to help students become intellectually competent, open to growth, loving, and committed to social justice as outlined in the school's graduate profile.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
22. Jen – Ed Tech Reflections
http://40ishoraclereflections.blogspot.com/
JD – Reflections of a Jesuit School CIO
http://geekreflection.blogspot.com/
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LiveBinder
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BYOT Toolbox
https://sites.google.com/a/amdg.brebeuf.org/
toolbox_byot/