The document announces and celebrates three recipients of the Kidder Award in 2020: Kelly Ducharme (staff), Taryn Duncan (student), and Emily Dunlop (student). Kelly works in information technology at UNH to promote inclusivity around name and gender identity. Taryn works tirelessly to provide an inclusive space for all people, especially LGBTQ+ students and students of color. Emily became a Safe Zones facilitator and student coordinator to educate the community on combating bias and helping people become allies.
Learning experinces in the making of purposeful mediaChole Richard
Two learners of a project based learning program, Adobe Youth Voices, share their learning experiences in the creation of a purposeful media, "Wrath of a Stepmother"
Learning experinces in the making of purposeful mediaChole Richard
Two learners of a project based learning program, Adobe Youth Voices, share their learning experiences in the creation of a purposeful media, "Wrath of a Stepmother"
A presentation created with Canva
By Deakin University, Master of Applied Learning and Teaching student, Lexi Keeton
ECN720 - Youth Cultures - Dr. Cheryl Ryan. June 2020
References in the slide deck.
In the 1960’s, visionary leaders dreamed of schools that would provide a challenging academic program PLUS a developmentally responsive environment for young adolescents. Decades later, middle level schools and educators have an opportunity to stand on the shoulders of the courageous giants who paved the way for “the middle school movement.” In this session, participants will view contemporary videos of interviews with these visionary leaders, including their musings about the heritage of middle level education and their sage advice for its future.
This training will allow you to become a
visible ally for the members of the undocumented community in order to help shape a positive statement about humanity of all people. The topics and information discussed in the training are meant to equip members of the community with the tools to be better informed about immigration issues and the other (lack of) protections the undocumented community has/is experiencing. Undocupeers was created by United We Dream, the largest immigrant youth organization in the country. This training has been carried out across the country and was brought to Centre in the Spring of 2018.
This slide show gives an overview of the service projects done in Fall 2010 by students in my section of MASC 101 (our introductory mass communications course) at Virginia Commonwealth University. Student David Minor helped prepare the presentation.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
A presentation created with Canva
By Deakin University, Master of Applied Learning and Teaching student, Lexi Keeton
ECN720 - Youth Cultures - Dr. Cheryl Ryan. June 2020
References in the slide deck.
In the 1960’s, visionary leaders dreamed of schools that would provide a challenging academic program PLUS a developmentally responsive environment for young adolescents. Decades later, middle level schools and educators have an opportunity to stand on the shoulders of the courageous giants who paved the way for “the middle school movement.” In this session, participants will view contemporary videos of interviews with these visionary leaders, including their musings about the heritage of middle level education and their sage advice for its future.
This training will allow you to become a
visible ally for the members of the undocumented community in order to help shape a positive statement about humanity of all people. The topics and information discussed in the training are meant to equip members of the community with the tools to be better informed about immigration issues and the other (lack of) protections the undocumented community has/is experiencing. Undocupeers was created by United We Dream, the largest immigrant youth organization in the country. This training has been carried out across the country and was brought to Centre in the Spring of 2018.
This slide show gives an overview of the service projects done in Fall 2010 by students in my section of MASC 101 (our introductory mass communications course) at Virginia Commonwealth University. Student David Minor helped prepare the presentation.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
The role of education in reducing recidivismHelen Farley
In juvenile justice, detainees are often suffering from multiple layers of disadvantage. This presentation presents a potential project to help address some of these issues and help keep people out of detention.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
Engaging on Global Issues: a Social Justice Case StudyUstaris
"Engaging on Global Issues: a Social Justice Case Study". Session presented by Mark Schulte and Lorraine Ustaris at the Building Learning Communities Conference in Boston.
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
Global Citizenship Education
Topic for MAED
Reference from: UNESCO
Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies.
GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural.
Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities.
Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully.
Behavioural: conduct, performance, practical application and engagement.
The key learning outcomes, key learner attributes, topics and learning objectives suggested in GCED are based on the three domains of learning mentioned above. They are interlinked and integrated into the learning process.
UNESCO’s work in this field is guided by the Education 2030 Agenda and Framework for Action, notably Target 4.7 of the Sustainable Development Goals (SDG 4 on Education), which calls on countries to “ensure that all learners are provided with the knowledge and skills to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”.
AcknowledgementsThe Education 2030 Framework for Action was adopted by 184 UNESCO Member States on 4 November 2015 in Paris. It is the result of a collective effort involving in-depth, wide-ranging consultations driven and owned by countries, and facilitated by UNESCO as well as other partners. The development of the Framework was guided by the Education for All (EFA) Steering Committee convened by UNESCO, and finalized through the Drafting Group for the Education 2030 Framework for Action.On behalf of UNESCO, I wish to express my deep gratitude to the members of the EFA Steering Committee and the Drafting Group for the Education 2030 Framework for Action. My thanks go in particular to the representatives of Armenia, Benin, Brazil, China, Ecuador, El Salvador, France, India, Japan, Kenya, Norway, Oman, Pakistan, Peru, the Republic of Korea, the Russian Federation, Saudi Arabia, Thailand and Uganda for their involvement and contribution.The following United Nations agencies, multilateral agencies, civil society organizations and private entities participated actively and made critical inputs to the development of the Education 2030 Framework for Action: the United Nations Children’s Fund (UNICEF), the United Nations Development Programme (UNDP), the United Nations Population Fund (UNFPA), the Office of the United Nations High Commissioner for Refugees (UNHCR), UN Women and the World Bank; the Global Partnershi...
Eyes wide open! The invisible restraints affecting youth digital practice in HEJisc
Speaker: Caroline Kuhn, PhD student and part time lecturer, University of Bath.
The session will reflect upon the findings of Caroline's PhD research study that looked into how, why and to what extent do undergraduates engage with (open and participatory) tools.
Maria Montessori and Ralph Tyler meet technology. A comparison of two theorists (Montessori and Tyler) and what their stance on the role present day technology might play in regard to their theories.
Artificial intelligence (AI) offers new opportunities to radically reinvent the way we do business. This study explores how CEOs and top decision makers around the world are responding to the transformative potential of AI.
Oprah Winfrey: A Leader in Media, Philanthropy, and Empowerment | CIO Women M...CIOWomenMagazine
This person is none other than Oprah Winfrey, a highly influential figure whose impact extends beyond television. This article will delve into the remarkable life and lasting legacy of Oprah. Her story serves as a reminder of the importance of perseverance, compassion, and firm determination.
The Team Member and Guest Experience - Lead and Take Care of your restaurant team. They are the people closest to and delivering Hospitality to your paying Guests!
Make the call, and we can assist you.
408-784-7371
Foodservice Consulting + Design
Modern Database Management 12th Global Edition by Hoffer solution manual.docxssuserf63bd7
https://qidiantiku.com/solution-manual-for-modern-database-management-12th-global-edition-by-hoffer.shtml
name：Solution manual for Modern Database Management 12th Global Edition by Hoffer
Edition：12th Global Edition
author：by Hoffer
ISBN：ISBN 10: 0133544613 / ISBN 13: 9780133544619
type：solution manual
format：word/zip
All chapter include
Focusing on what leading database practitioners say are the most important aspects to database development, Modern Database Management presents sound pedagogy, and topics that are critical for the practical success of database professionals. The 12th Edition further facilitates learning with illustrations that clarify important concepts and new media resources that make some of the more challenging material more engaging. Also included are general updates and expanded material in the areas undergoing rapid change due to improved managerial practices, database design tools and methodologies, and database technology.
3. Kelly Ducharme
(Staff)
Kelly’s Efforts at UNH:
• A resourceful and innovative thinker who is
always seeking solutions – brings a “can do”
attitude.
• Kelly uses her role in Information Technology
to promote a more inclusive campus at UNH
through addressing systems issues around
name and gender identity.
• She is working across the entire USNH
system to ensure that software systems are as
inclusive as possible, and, when they are not,
4. Taryn Duncan (Student)
Taryn’s Efforts at UNH:
• Since the day I met Taryn, I knew she was going to make
the world a better place.
• Taryn works tirelessly in providing an inclusive space and
fights for the inclusivity of all people at UNH.
• She has made the campus a better place for all LGBTQ+
students and LGBTQ+ students of color, in particular,
through her work with group like QT.
• Taryn wears many hats on campus from being a Connect
mentor, to being a William W. Treat Fellow, to one of the
5. Emily Dunlop (Student)
Emily’s Efforts at UNH
• .Emily became a Safe Zones facilitator for the Safe
Zones program and plays a critical role in educating the
community on combating bias related to homophobia,
transphobia, heterosexism, cissexism and helping folks
become better aspiring allies.
• Emily was chosen to serve as a Student Coordinator for
the Safe Zones program which is a position of leadership
that is essential in ensuring the program is successful.
She has taken on more responsibility than a Student
Coordinator typically would in this position.
