A pumpkin grows from a seed that sprouts and becomes a plant bearing flowers. The flowers give way to green pumpkins that slowly ripen and turn orange, completing the lifecycle.
This document describes the parts of a flower including the sepal, petals, stamen, and pistil and how they relate to producing fruit with seeds. Flowers produce fruit containing seeds which can then fall to the ground, with some fruits like pears and oranges containing multiple seeds while others like watermelons may contain just one large seed.
Companion Planting, Good Mates - Garden, New ZealandFairlee3z
Companion planting involves growing different plants together so that they provide mutual benefits. Some plants deter pests through aromas or oils, while others provide shade or protection. Popular combinations include nasturtium with vegetables to attract caterpillars away, foxgloves to stimulate other plants, and basil and tomatoes whose strong smells make them good companions. Employing companion planting can help organic gardens and save work by using plants to naturally repel pests.
The document describes an experiment to test if worm juice makes plants grow better and taste better. The hypothesis is that worm juice will improve plant growth and flavor. The experiment involves growing cauliflower and mint plants in pots, with some pots watered with a mixture of worm juice and water while others are just watered. Over several weeks, the plants watered with worm juice grow better. A taste test finds that the mint leaves from those pots taste better.
The document discusses the concepts of Web2.0 and how it empowers people and encourages participation and collaboration. It notes that in Web2.0, people feel empowered as both individuals ("Me 2.0") and as part of groups ("We, the Media"). Examples mentioned include empowerment through sites like Flickr, blogging, and social media platforms that allow people to take on new roles as creators, editors, developers and more.
This document is a collection of photo credits from various photographers including Dylan Luder, stevendepolo, the weed one, C. VanHook, RJL20, Northern Wolf Photography, drumminhands, and Kam's World. It ends by encouraging the reader to create their own presentation using photos on SlideShare.
Pumpkins are a type of fruit that grow on vines and are members of the Cucurbita family, which also includes squash, gourds, cucumbers and melons. Pumpkins can vary greatly in size, color and shape depending on the variety. They are usually grown from seeds planted in the spring and harvested in the fall after around 3 months of growth. Pumpkins have many uses including decorations, food, and have a long history with Native Americans and colonists.
The pumpkin life cycle has 6 stages:
1. Seed - The pumpkin starts as a seed that is planted.
2. Sprout - The seed grows into a sprout above ground.
3. Vine - The sprout develops into a vine that grows along the ground.
4. Flower - The vine produces yellow flowers that turn into small, green pumpkins.
5. Green pumpkin - The pumpkin grows larger while still green.
6. Orange pumpkin - Finally, the pumpkin fully matures and turns orange, completing the cycle.
This document describes the parts of a flower including the sepal, petals, stamen, and pistil and how they relate to producing fruit with seeds. Flowers produce fruit containing seeds which can then fall to the ground, with some fruits like pears and oranges containing multiple seeds while others like watermelons may contain just one large seed.
Companion Planting, Good Mates - Garden, New ZealandFairlee3z
Companion planting involves growing different plants together so that they provide mutual benefits. Some plants deter pests through aromas or oils, while others provide shade or protection. Popular combinations include nasturtium with vegetables to attract caterpillars away, foxgloves to stimulate other plants, and basil and tomatoes whose strong smells make them good companions. Employing companion planting can help organic gardens and save work by using plants to naturally repel pests.
The document describes an experiment to test if worm juice makes plants grow better and taste better. The hypothesis is that worm juice will improve plant growth and flavor. The experiment involves growing cauliflower and mint plants in pots, with some pots watered with a mixture of worm juice and water while others are just watered. Over several weeks, the plants watered with worm juice grow better. A taste test finds that the mint leaves from those pots taste better.
The document discusses the concepts of Web2.0 and how it empowers people and encourages participation and collaboration. It notes that in Web2.0, people feel empowered as both individuals ("Me 2.0") and as part of groups ("We, the Media"). Examples mentioned include empowerment through sites like Flickr, blogging, and social media platforms that allow people to take on new roles as creators, editors, developers and more.
This document is a collection of photo credits from various photographers including Dylan Luder, stevendepolo, the weed one, C. VanHook, RJL20, Northern Wolf Photography, drumminhands, and Kam's World. It ends by encouraging the reader to create their own presentation using photos on SlideShare.
Pumpkins are a type of fruit that grow on vines and are members of the Cucurbita family, which also includes squash, gourds, cucumbers and melons. Pumpkins can vary greatly in size, color and shape depending on the variety. They are usually grown from seeds planted in the spring and harvested in the fall after around 3 months of growth. Pumpkins have many uses including decorations, food, and have a long history with Native Americans and colonists.
The pumpkin life cycle has 6 stages:
1. Seed - The pumpkin starts as a seed that is planted.
2. Sprout - The seed grows into a sprout above ground.
3. Vine - The sprout develops into a vine that grows along the ground.
4. Flower - The vine produces yellow flowers that turn into small, green pumpkins.
5. Green pumpkin - The pumpkin grows larger while still green.
6. Orange pumpkin - Finally, the pumpkin fully matures and turns orange, completing the cycle.
Ebooks are rapidly spreading into the early childhood classroom, inviting young children to interact with books in ways they have not done before. But what does this mean for learning to read in a digital age? This webinar takes a close look at the emerging role of ebooks in the teaching of early literacy. It explores the design quality of ebooks as children’s first readers; describes the potential of good ebooks for learning to read and reading in P-2 classrooms; and presents an ebook instructional routine that guides the use of ebooks in early literacy instruction. It also offers a peek (and poke) into the future of digital reading with ebooks.
This document discusses technology literacy and the shift from traditional to new literacies as children move from analog to digital environments. It explores the affordances of educational technologies for learning, including improved collaboration, comprehension through multimedia, and motivation. Technologies provide social affordances as children enjoy sharing experiences and symbolic play with digital objects. The document advocates starting with the classroom learning space and using apps and hands-on activities with devices like iPads to support new contexts for skills development and learning.
The document discusses research on the use of ebooks to help young children learn to read. While the research is still limited, some studies have found benefits to ebooks such as increased reading engagement for children ages 3-6, opportunities for independent reading practice, and scaffolding supports like narration, animations and interactive features. Ebooks may provide scaffolding to develop emergent literacy skills like alphabet knowledge, print awareness, phonological awareness and comprehension when they include digital features that mirror evidence-based instructional techniques used by teachers. Overall, ebooks show potential as an engaging medium that can ease classroom implementation and provide individualized practice, but more research is still needed as the literature remains limited.
This document discusses how apps and technology are changing elementary education. It notes that young children are growing up in a digital world with unprecedented access to information and new forms of literacy. Apps and mobile technologies are increasingly being used in elementary classrooms to support learning in areas like literacy, through interactive ebooks, storytelling apps, and digital manipulatives that provide feedback. When implemented effectively alongside other learning methods, technology can promote engagement, collaboration, and new forms of visual and tactile learning for students.
The document describes a new instructional model for Newpoint classrooms. The model includes three learning spaces: self-directed learning, peer learning, and small group learning. It details how each space would be set up and defined, with technology integrated appropriately. The goal is for the model to provide clarity around expectations and consistency across classrooms, while grounding instruction in real-world skills.
Appsolutely Changing Early Childhood Education: Technology, Literacy & the Yo...Jeremy Brueck
This document discusses how apps and technology are changing early childhood education. It notes that young children are growing up in a world where digital technologies like email, websites, internet users, blogs, social media, images and videos are ubiquitous. It argues that the proliferation of information online presents opportunities rather than problems for young learners. The document discusses how technologies like apps, ebooks, digital cameras and iPads can be effectively used in early childhood classrooms to promote social interaction, visual and tactile learning, engagement and collaboration between children. It provides examples of different types of digital books and storytelling apps that are available.
The document provides instructions for participants in a pre-session Twitter workshop. It states that those without a Twitter account should sit in outside seating, while those with an account who wish to be students should sit at inner tables. It lists three Twitter handles to follow. It also provides links to resources on a lesson outline, introductory Twitter course, weather data spreadsheets and maps, and apps that integrate with Twitter like Dragon Dictation for younger students.
An e-Book Instructional Model in Early LiteracyJeremy Brueck
The document describes a 4-phase study to design an effective e-book instructional model for early literacy. Each phase focuses on a different component: e-book design, physical environment, engagement, and instruction. Tools were developed to analyze e-books and assess functionality, including a Blueprint Key that examines learning elements and navigation features at the screen level. The overall goal is to identify patterns that reflect effective e-book construction and instructional design.
This document discusses the Akron Ready Steps program, which serves over 300 at-risk children in five Head Start sites in Akron, Ohio. It aims to provide preschoolers with key knowledge and skills, train teachers, design literacy-rich learning environments, engage parents, and strengthen early education. The document poses questions about e-books, including what makes a good e-book for young children, whether they can support literacy skills, and elements of a high-quality digital book. It outlines plans to design an e-book learning space, observe student and teacher behaviors, and examine the technology-mediated environment.
This document discusses e-books and their potential use in early childhood education. It outlines the goals of the Akron Ready Steps program, a partnership between the University of Akron and a local nonprofit that serves over 300 at-risk preschool children. The document poses a series of questions about how e-books can support early literacy, what makes an effective e-book for young learners, and how teachers can incorporate e-books into a language-rich classroom environment to help children learn.
The document discusses the effective educational use of iDevices like iPads and iPod Touches in schools. It provides examples of how these devices have been used for subjects like math, art, music, and programming. It also addresses concerns about implementing these devices, such as having a strong instructional rationale, evaluating educational apps, volume purchasing, classroom management strategies, and replacing traditional computers with iPads for teachers.
This document discusses the Akron Ready Steps program, which serves over 300 at-risk children in five Head Start sites in Akron, Ohio. It aims to provide preschoolers with key knowledge and skills, train teachers, design literacy-rich learning environments, engage parents, and strengthen early education in the community. The document poses questions about e-books, including what makes a high-quality e-book for young children, whether they can support literacy skills, and what digital elements and design features are best. It proposes designing research on e-books that involves observing student engagement with e-books and teacher instruction with the technology.
Networked Learning for Collaboration, Creativity and CommunicationJeremy Brueck
This document discusses the shift from traditional literacies to new literacies in the digital age. It describes how networks connect people and information in new ways, allowing for collaboration, creativity and communication. Personal learning networks and environments allow learners to take control of their own learning by developing and maintaining connections with other people and information sources.
Teaching and Reaching the Millennial LearnerJeremy Brueck
This document discusses teaching millennial learners and integrating new literacies and technologies into instruction. It suggests that educators should understand how digital technologies have shaped millennial students' thinking and skills. The document provides tips for teaching millennial students, such as using technologies they are familiar with, communicating in multiple modes, and assessing students in varied formats. It emphasizes the importance of educators developing personal learning networks and engaging in ongoing professional development to stay current with new technologies and pedagogies.
This document discusses the evolution of media and literacy in the digital age. It outlines how traditional media like television, radio, and print have been joined by new forms of digital media including email, blogs, wikis, ebooks, video and photo sharing, and virtual worlds. It also explains how literacy has expanded from traditional reading and writing to include participating with and creating content across multiple media platforms. The document emphasizes that students now need to learn new literacies to engage with these emerging digital tools and environments.
Teaching & Reaching the Millennial Learner: New Possibilities for the Informa...Jeremy Brueck
This document discusses teaching millennial learners and integrating new literacies into the classroom. It suggests that today's students are digital natives who are accustomed to visuals, multitasking, and social learning. The document advocates shifting teaching practices to incorporate more web 2.0 tools, collaborative work, and asking students to find, evaluate, synthesize and communicate information online.
The document discusses teaching millennial learners and integrating new literacies. Millennial students are digital natives who are always connected, want immediate access to information, enjoy multitasking, and learn best through engagement, experience, social interaction and visuals. Their thinking has evolved around the web and hypertext. Effective teaching of millennial students involves high levels of interaction, both online and in-person, and engaging students as active participants in the learning process rather than passive receptors. It also means using technology to increase customization, convenience and collaboration. New literacies include skills using information and communication technologies to identify important questions, locate and evaluate information critically, synthesize information to answer questions, and communicate answers to others. Integrating
The document discusses teaching millennial students and integrating new literacies. It notes that millennial students think in a nonlinear, hypertext style due to growing up with the internet. It recommends teaching millennial students through high interaction, engaging them in the learning process using technology to increase customization, convenience and collaboration. It also discusses traditional literacies like books versus new literacies enabled by technologies like the internet, email, blogs, wikis and more. It argues educators should integrate new literacies to make school literacy more engaging and meaningful to students' digital lives.
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Ebooks are rapidly spreading into the early childhood classroom, inviting young children to interact with books in ways they have not done before. But what does this mean for learning to read in a digital age? This webinar takes a close look at the emerging role of ebooks in the teaching of early literacy. It explores the design quality of ebooks as children’s first readers; describes the potential of good ebooks for learning to read and reading in P-2 classrooms; and presents an ebook instructional routine that guides the use of ebooks in early literacy instruction. It also offers a peek (and poke) into the future of digital reading with ebooks.
This document discusses technology literacy and the shift from traditional to new literacies as children move from analog to digital environments. It explores the affordances of educational technologies for learning, including improved collaboration, comprehension through multimedia, and motivation. Technologies provide social affordances as children enjoy sharing experiences and symbolic play with digital objects. The document advocates starting with the classroom learning space and using apps and hands-on activities with devices like iPads to support new contexts for skills development and learning.
The document discusses research on the use of ebooks to help young children learn to read. While the research is still limited, some studies have found benefits to ebooks such as increased reading engagement for children ages 3-6, opportunities for independent reading practice, and scaffolding supports like narration, animations and interactive features. Ebooks may provide scaffolding to develop emergent literacy skills like alphabet knowledge, print awareness, phonological awareness and comprehension when they include digital features that mirror evidence-based instructional techniques used by teachers. Overall, ebooks show potential as an engaging medium that can ease classroom implementation and provide individualized practice, but more research is still needed as the literature remains limited.
This document discusses how apps and technology are changing elementary education. It notes that young children are growing up in a digital world with unprecedented access to information and new forms of literacy. Apps and mobile technologies are increasingly being used in elementary classrooms to support learning in areas like literacy, through interactive ebooks, storytelling apps, and digital manipulatives that provide feedback. When implemented effectively alongside other learning methods, technology can promote engagement, collaboration, and new forms of visual and tactile learning for students.
The document describes a new instructional model for Newpoint classrooms. The model includes three learning spaces: self-directed learning, peer learning, and small group learning. It details how each space would be set up and defined, with technology integrated appropriately. The goal is for the model to provide clarity around expectations and consistency across classrooms, while grounding instruction in real-world skills.
Appsolutely Changing Early Childhood Education: Technology, Literacy & the Yo...Jeremy Brueck
This document discusses how apps and technology are changing early childhood education. It notes that young children are growing up in a world where digital technologies like email, websites, internet users, blogs, social media, images and videos are ubiquitous. It argues that the proliferation of information online presents opportunities rather than problems for young learners. The document discusses how technologies like apps, ebooks, digital cameras and iPads can be effectively used in early childhood classrooms to promote social interaction, visual and tactile learning, engagement and collaboration between children. It provides examples of different types of digital books and storytelling apps that are available.
The document provides instructions for participants in a pre-session Twitter workshop. It states that those without a Twitter account should sit in outside seating, while those with an account who wish to be students should sit at inner tables. It lists three Twitter handles to follow. It also provides links to resources on a lesson outline, introductory Twitter course, weather data spreadsheets and maps, and apps that integrate with Twitter like Dragon Dictation for younger students.
An e-Book Instructional Model in Early LiteracyJeremy Brueck
The document describes a 4-phase study to design an effective e-book instructional model for early literacy. Each phase focuses on a different component: e-book design, physical environment, engagement, and instruction. Tools were developed to analyze e-books and assess functionality, including a Blueprint Key that examines learning elements and navigation features at the screen level. The overall goal is to identify patterns that reflect effective e-book construction and instructional design.
This document discusses the Akron Ready Steps program, which serves over 300 at-risk children in five Head Start sites in Akron, Ohio. It aims to provide preschoolers with key knowledge and skills, train teachers, design literacy-rich learning environments, engage parents, and strengthen early education. The document poses questions about e-books, including what makes a good e-book for young children, whether they can support literacy skills, and elements of a high-quality digital book. It outlines plans to design an e-book learning space, observe student and teacher behaviors, and examine the technology-mediated environment.
This document discusses e-books and their potential use in early childhood education. It outlines the goals of the Akron Ready Steps program, a partnership between the University of Akron and a local nonprofit that serves over 300 at-risk preschool children. The document poses a series of questions about how e-books can support early literacy, what makes an effective e-book for young learners, and how teachers can incorporate e-books into a language-rich classroom environment to help children learn.
The document discusses the effective educational use of iDevices like iPads and iPod Touches in schools. It provides examples of how these devices have been used for subjects like math, art, music, and programming. It also addresses concerns about implementing these devices, such as having a strong instructional rationale, evaluating educational apps, volume purchasing, classroom management strategies, and replacing traditional computers with iPads for teachers.
This document discusses the Akron Ready Steps program, which serves over 300 at-risk children in five Head Start sites in Akron, Ohio. It aims to provide preschoolers with key knowledge and skills, train teachers, design literacy-rich learning environments, engage parents, and strengthen early education in the community. The document poses questions about e-books, including what makes a high-quality e-book for young children, whether they can support literacy skills, and what digital elements and design features are best. It proposes designing research on e-books that involves observing student engagement with e-books and teacher instruction with the technology.
Networked Learning for Collaboration, Creativity and CommunicationJeremy Brueck
This document discusses the shift from traditional literacies to new literacies in the digital age. It describes how networks connect people and information in new ways, allowing for collaboration, creativity and communication. Personal learning networks and environments allow learners to take control of their own learning by developing and maintaining connections with other people and information sources.
Teaching and Reaching the Millennial LearnerJeremy Brueck
This document discusses teaching millennial learners and integrating new literacies and technologies into instruction. It suggests that educators should understand how digital technologies have shaped millennial students' thinking and skills. The document provides tips for teaching millennial students, such as using technologies they are familiar with, communicating in multiple modes, and assessing students in varied formats. It emphasizes the importance of educators developing personal learning networks and engaging in ongoing professional development to stay current with new technologies and pedagogies.
This document discusses the evolution of media and literacy in the digital age. It outlines how traditional media like television, radio, and print have been joined by new forms of digital media including email, blogs, wikis, ebooks, video and photo sharing, and virtual worlds. It also explains how literacy has expanded from traditional reading and writing to include participating with and creating content across multiple media platforms. The document emphasizes that students now need to learn new literacies to engage with these emerging digital tools and environments.
Teaching & Reaching the Millennial Learner: New Possibilities for the Informa...Jeremy Brueck
This document discusses teaching millennial learners and integrating new literacies into the classroom. It suggests that today's students are digital natives who are accustomed to visuals, multitasking, and social learning. The document advocates shifting teaching practices to incorporate more web 2.0 tools, collaborative work, and asking students to find, evaluate, synthesize and communicate information online.
The document discusses teaching millennial learners and integrating new literacies. Millennial students are digital natives who are always connected, want immediate access to information, enjoy multitasking, and learn best through engagement, experience, social interaction and visuals. Their thinking has evolved around the web and hypertext. Effective teaching of millennial students involves high levels of interaction, both online and in-person, and engaging students as active participants in the learning process rather than passive receptors. It also means using technology to increase customization, convenience and collaboration. New literacies include skills using information and communication technologies to identify important questions, locate and evaluate information critically, synthesize information to answer questions, and communicate answers to others. Integrating
The document discusses teaching millennial students and integrating new literacies. It notes that millennial students think in a nonlinear, hypertext style due to growing up with the internet. It recommends teaching millennial students through high interaction, engaging them in the learning process using technology to increase customization, convenience and collaboration. It also discusses traditional literacies like books versus new literacies enabled by technologies like the internet, email, blogs, wikis and more. It argues educators should integrate new literacies to make school literacy more engaging and meaningful to students' digital lives.
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.