This document provides information about the Children's Book Project, which aims to address the book gap faced by disadvantaged children in the UK. It summarizes the organization's work with Barlby Primary School, where it has gifted over 5,000 books in three years through little libraries and pop-up bookshops. It then outlines the organization's goals of challenging the book gap, empowering children to own books and make their own selections, and engaging families through creative events. The rest of the document details the organization's book donation and distribution process, examples of positive feedback and impacts on schools, and future plans to expand its pop-up bookshop program.
The webinar reviewed the major findings of the Australian Kids and Family Reading report and explored some of the implications for Primary and Secondary schools. The report was based on a national survey of children and parents and explored their reading attitudes and behaviour around reading books for fun.
Is your child ready to follow the tradition of attending new england boarding...johndorian555
For some time, sending your child to New England boarding schools was something of a social class necessity. Those with the means to do so were expected to, in order to provide their children with an education that no public school could hope to give them.
The webinar reviewed the major findings of the Australian Kids and Family Reading report and explored some of the implications for Primary and Secondary schools. The report was based on a national survey of children and parents and explored their reading attitudes and behaviour around reading books for fun.
Is your child ready to follow the tradition of attending new england boarding...johndorian555
For some time, sending your child to New England boarding schools was something of a social class necessity. Those with the means to do so were expected to, in order to provide their children with an education that no public school could hope to give them.
The PCEC "1000 X 5" Children's Book Recycling Project is a community literacy initiative whereby free books are provided to families with young children (birth to 5 years) living on the Saanich Peninsula. It is our hope that all young children will have at least 1000 books read to them by the time they are five years-old.
A Strategic Approach: GenAI in EducationPeter 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.
The PCEC "1000 X 5" Children's Book Recycling Project is a community literacy initiative whereby free books are provided to families with young children (birth to 5 years) living on the Saanich Peninsula. It is our hope that all young children will have at least 1000 books read to them by the time they are five years-old.
A Strategic Approach: GenAI in EducationPeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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 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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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?
3. What we do
We challenge the book gap
identified by the NLT*
We enable disadvantaged
children to own their own books
We empower children to make
their own selections
We engage young people and
families through creative events
* Dec ’17: One in 11 (9.4%) CYP said they do not have a book of their own at home, rising to one in eight (13.1%) children from disadvantaged backgrounds. Of these children, those who receive free school meals, boys of
all ages and teenagers are the most likely to say they have no books of their own at home.
12. In our first 12 months we..
Distributed 25,400 books via:
- 36 primary schools*
- 3 community groups
- 2 children’s centres
- 2 food banks
- 1 prison family event
Facilitated gifting events:
- 18 pop up bookshops
- 10 little free libraries
- 1 Christmas party
Sourced diverse donors
- 11 independent schools
- 2 state schools
- 15 summer fairs
- 3 corporate organisations
- 15 publishers
- Booktrust
* Average 39.2% pupil premium
Distributed 25,400 books to children with few books of their own
15. Pop Up Book Hut 2018-2019 Schedule
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Bush Hill Park
Primary 850 books
6. 8th Jan Holy Trinity
CE Primary School
3. 7th Jan St. Michael at Bowes
Junior School
St. Paul's and All Hallows'
Junior School (also donate
Eastbrook Primary
Henry Green Primary
School (provisional)
EN1 1DS N17 9EJ N13 6JB N17 0HH RM10 7UR
RM8 1UR
Haimo Primary School
500 books
7. 8th Jan Brindishe
Green School
7. 8th Jan Perrymount Primary
School
St Paul with St Luke school Paxton Primary School
SE9 6DY SE13 6EH SE23 2PX E3 4LA SE19 1PA
John Burns Primary
School (310 books)
1. 7th Jan Parkfield
Primary
5. 8th Jan St Mark's C of E
Primary School
Trinity St Mary’s CofE
Primary School
St Bernadette Catholic
Junior School
Chesterton Primary
School
SW11 5QR NW4 3PJ SE11 5SL SW12 8DR SW12 0AB
SW11 5DT
Harris Primary Academy
Peckham ParK (580
3. 7th Jan Sandringham
Primary School
9. 10th Jan Southrise Primary
School
Cardwell Primary School Galleywall Primary Surrey Square Primary
SE15 5TD
E7 8ED
SE18 7PX SE18 5LP SE16 3PB SE17 2JY
Fairholme Primary School
(900 books)
2. 7th Jan Vittoria
Primary School
2. 7th Jan Grafton Primary School
Millfields Community School
(671 pupils) Southern Road Primary School (685 children)
Manorfield Primary
School
TW14 8ET
N1 0TJ
N7 6AR
E5 0SH E13 9JH
E14 6QD
Castlecombe Primary
School (350 books)
5. 8th Jan Hollydale
Primary School
1. 7th Jan Harlesden Primary
School
Colville tbc Beckford Primary School
Lea Valley Primary
School (provisional)
SE9 4ET SE15 2AR
NW10 8UT
NW61QL
N17 0PT
4. 7th Jan St Stephens Primary Avenue Primary School Chesterton Primary School John Donne Primary
W25QH E12 6AR
8. 10th Jan Willowbank Primary Manor Primary School Colegrave Primary School
Lansbury Lawrence
Primary School
SE2 9XB E15 3BB E15 1JY
6. 8th Jan North Harringey Primary
Queens Park Primary Cypress Primary School
N8 0NU W10 4DQ
Half term