This new research-based textbook helps students develop English language skills through highly engaging real-world investigations of current global issues. Designed for intermediate-level English language learners and striving readers, Making Connections combines language learning with opportunities for students to think critically about sustainable solutions for community development, environmental issues, quality of life, peace and conflict, and more. Aligned with education standards, this textbook includes nine chapters with lessons that have been reviewed and field tested by content experts, teachers, and students.
The amount of water available per person has actually decreased over time, from over 20,000 cubic meters per person in 1900 to only about 7,000 cubic meters per person in 2000 according to the graph.
- The document discusses the complexities in defining types of English language teaching and learning. There are many acronyms used to describe contexts such as ESL, EFL, and ELF.
- Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners.
- There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
This document discusses the challenges of learning English as a second language in Nigerian secondary schools. It outlines several factors that hamper effective English language learning, including interference from native languages, lack of qualified English teachers, inadequate teaching materials, and the widespread unofficial use of Pidgin. Poor results on the West African School Certificate exams also indicate issues with English acquisition. While English is important for global communication, Nigerian students face significant obstacles to mastering it due to differences between English and their native tongues.
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
Smart English through Love & Romance + Spoken English SimulatorSuresh Namboothiri
This document summarizes an English learning program called "Smart English through Love & Romance" that uses content-based instruction and a spoken English simulator. It includes two main sections:
1. The first section discusses content-based instruction, explaining that it uses themes students are passionate about to improve English proficiency. It provides benefits of this approach like increased motivation and exposure to language in context.
2. The second section describes a spoken English simulator that provides practice responding to questions on the spot through 300 conversation simulations. It is presented as an example of experiential learning compared to traditional classroom methods. Experts are quoted emphasizing the importance of speaking practice for language acquisition.
The document summarizes the history and development of Minspeak and Unity, two augmentative and alternative communication systems. Minspeak was introduced in the 1980s and uses multi-meaning icons to represent a large vocabulary with a small number of symbols. However, transitions between different Minspeak vocabularies required extensive relearning. Unity was developed to minimize this issue through consistent icon placement, sequences, and arrangement. Studies also found that a relatively small number of core words account for the majority of communication, and these core words can be adapted for individuals across cognitive levels and ages.
This document discusses research on vocabulary instruction for struggling students. It finds that both indirect instruction through wide reading and direct instruction of vocabulary words are important. Indirect instruction is less effective for struggling readers due to their inability to infer meanings from context. The document outlines different types of vocabulary words and strategies for effective instruction, including choosing words to teach, using dictionaries and word parts, and interactive activities to engage students. It also addresses the needs of English language learners.
1) Bilingualism is important for people who are hard of hearing as it allows them to choose the type of communication they want to use and provides real freedom of choice.
2) Learning both a national sign language and a native spoken language from an early age is important as it is harder to learn languages later in life and maintaining language skills is easier when learned from a young age.
3) Bilingualism enables participation in society by allowing hard of hearing individuals to switch between a national sign language and their native spoken language depending on the situation.
The amount of water available per person has actually decreased over time, from over 20,000 cubic meters per person in 1900 to only about 7,000 cubic meters per person in 2000 according to the graph.
- The document discusses the complexities in defining types of English language teaching and learning. There are many acronyms used to describe contexts such as ESL, EFL, and ELF.
- Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners.
- There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
This document discusses the challenges of learning English as a second language in Nigerian secondary schools. It outlines several factors that hamper effective English language learning, including interference from native languages, lack of qualified English teachers, inadequate teaching materials, and the widespread unofficial use of Pidgin. Poor results on the West African School Certificate exams also indicate issues with English acquisition. While English is important for global communication, Nigerian students face significant obstacles to mastering it due to differences between English and their native tongues.
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
Smart English through Love & Romance + Spoken English SimulatorSuresh Namboothiri
This document summarizes an English learning program called "Smart English through Love & Romance" that uses content-based instruction and a spoken English simulator. It includes two main sections:
1. The first section discusses content-based instruction, explaining that it uses themes students are passionate about to improve English proficiency. It provides benefits of this approach like increased motivation and exposure to language in context.
2. The second section describes a spoken English simulator that provides practice responding to questions on the spot through 300 conversation simulations. It is presented as an example of experiential learning compared to traditional classroom methods. Experts are quoted emphasizing the importance of speaking practice for language acquisition.
The document summarizes the history and development of Minspeak and Unity, two augmentative and alternative communication systems. Minspeak was introduced in the 1980s and uses multi-meaning icons to represent a large vocabulary with a small number of symbols. However, transitions between different Minspeak vocabularies required extensive relearning. Unity was developed to minimize this issue through consistent icon placement, sequences, and arrangement. Studies also found that a relatively small number of core words account for the majority of communication, and these core words can be adapted for individuals across cognitive levels and ages.
This document discusses research on vocabulary instruction for struggling students. It finds that both indirect instruction through wide reading and direct instruction of vocabulary words are important. Indirect instruction is less effective for struggling readers due to their inability to infer meanings from context. The document outlines different types of vocabulary words and strategies for effective instruction, including choosing words to teach, using dictionaries and word parts, and interactive activities to engage students. It also addresses the needs of English language learners.
1) Bilingualism is important for people who are hard of hearing as it allows them to choose the type of communication they want to use and provides real freedom of choice.
2) Learning both a national sign language and a native spoken language from an early age is important as it is harder to learn languages later in life and maintaining language skills is easier when learned from a young age.
3) Bilingualism enables participation in society by allowing hard of hearing individuals to switch between a national sign language and their native spoken language depending on the situation.
This document discusses interactions between organisms and their environments. It describes three main types of interactions: competition, where organisms compete for limited resources; predation, where one organism hunts another for food; and symbiosis, a close relationship where at least one organism benefits. Symbiosis includes mutualism, where both benefit; commensalism, where one benefits and the other is unaffected; and parasitism, where one benefits and the other is harmed. Examples of each interaction type are provided.
The document provides information about contextual clues, previews topics on economic classes and problems of poverty. It discusses the Grameen Bank and Global Fund which both aim to eradicate poverty by lending small amounts of money and requiring borrowers to join groups. They have the shared goal of helping the poor but differ in that Grameen Bank lends primarily to women while Global Fund provides grants.
The city of Curitiba, Brazil has proven that with proper planning, a city can provide for its residents in an environmentally friendly way. Curitiba has established mass transit systems that provide global transportation access for residents. It has also focused on keeping income levels high and the environment clean through creative solutions to urban problems like pollution and overcrowding. Curitiba is seen as a symbol of what is possible for other cities seeking sustainable approaches to development.
The document discusses different topics related to jobs and professions. It covers obtaining meaningful work, the need to continuously upgrade skills due to technology and globalization, and maintaining a flexible attitude towards changes. It also mentions workaholism and the balance between work and leisure activities. Overall, the document touches on securing livelihoods, adapting to evolving job markets, and striving for self-confidence in one's abilities.
The document discusses key aspects of education systems and student life. It notes that education generally reflects the broader society and culture. While education is compulsory and universal in many countries, access varies between urban and rural areas. Students require discipline to balance their studies with other activities. Exam results reflect highly on students' families and can affect their social status.
Facing the Future Third Thursday Webinar Series Oct 2012Facing the Future
Slides from a conversation about integrating sustainability, global issues, and service learning with Facing the Future Peer Educator Naomi Harper, a science teacher at Will Rogers Middle School in California.
This document discusses strategies for selecting texts and designing literacy lessons that engage students. It emphasizes getting to know students through assessments in order to match them with texts they will connect with. The literary matrix is presented as a tool to ensure a balanced selection of narrative, informational, poetic and other texts. Literacy lessons should incorporate strategic processing and interactive, critical, and responsive perspectives to teach students to independently navigate texts and think critically about what they read. Examples are provided for lessons applying these perspectives, such as a lesson focusing on sight words.
This document discusses the importance of visual literacy and visual thinking in learning. It makes the following key points:
1) Visual images are becoming the predominant form of communication and interpreting visual language plays an important role in learning. Some people are visual thinkers.
2) Early childhood development involves drawing on visual language before words. Visual thinking is a fundamental part of the learning process but approaches need to support both visual and verbal thinking.
3) Teachers need to recognize the role of visual thinking in a multimodal world and consider strategies to create a learning environment that supports visual thinking. Being visually literate allows people to interpret and evaluate visual texts.
Thank you for sharing this presentation on literacy instruction. I gained valuable insights into assessing students' literacy needs, selecting appropriate texts, and implementing interactive, critical and response-based perspectives in the classroom. This information would certainly help strengthen my literacy practices by ensuring lessons are tailored to individual students and promote strategic, engaged reading. As for supporting each other, I'm afraid as an AI assistant I don't directly work with students. But I aim to continue learning from experts like yourself so I can provide helpful information to educators. Please let me know if any other questions come up!
The document discusses creating an effective literacy environment for students. It emphasizes that teachers need to be familiar with "The Framework for Literacy Instruction" and understand students as literacy learners. Specifically, teachers must understand "The Five Pillars" of research-based literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Mastering these components will allow teachers to successfully create a literacy environment where all students can read and write proficiently.
This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
Creating a literate environment analysis presentation holly emeryHolly Emery
1. The document discusses strategies for developing literacy lessons for emergent and beginning literacy learners. It emphasizes the importance of understanding each student's literacy level through assessments and selecting appropriate texts and activities to meet their individual needs.
2. Examples are provided of literacy lessons focusing on polar bears for an emergent and beginning reader. Lessons incorporate reading texts, asking comprehension questions, and writing activities.
3. The reflection emphasizes that emergent learners require more support while beginning readers can do more independently, and the importance of building lifelong literacy skills through a print-rich environment and nurturing relationships.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
The document discusses creating a literacy-rich environment for students through reading, writing, speaking, and responding to text in various ways. It emphasizes the importance of getting to know individual students, including learning their interests, motivations, and struggles. Teachers should use assessments, observations, documentation and interpretation to understand literacy learners. The document also provides strategies for selecting appropriate texts using a literacy matrix and teaching students interactive, critical, and response perspectives to develop as strategic and independent readers.
This document summarizes a student's analysis of creating a literate environment for early literacy learners. The student learned that it is important to get to know students, monitor their literacy skills, and use various assessment tools. The student administered a reading motivation profile and used a literacy matrix to select a balanced variety of narrative, informational, and semiotic texts at different readability levels. The student incorporated interactive, critical, and response perspectives to teach reading in a holistic way and help students make emotional connections to texts. Overall, the student gained a better understanding of the key elements needed to create an enriched literate environment for early learners.
This document discusses standards-based world language instruction and the ongoing relevance of standards after more than 15 years. It provides an overview of a workshop that aims to reaffirm the value of standards-based instruction, help teachers plan standards-aligned lessons, and prepare for 21st century challenges. The document reviews the five goal areas of the national standards, known as the 5Cs, and how standards have helped unite the language teaching profession and shift the focus to what students can do with the language. It also discusses both the successes some districts have seen in implementing standards and the challenges that remain for full adoption.
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are go...Jill Watson, Ph.D.
The document discusses two instructional approaches for students with limited or interrupted formal education: structured oral interaction (RISA oral interaction) and using elders as fonts of knowledge. RISA oral interaction involves structured dialogs between students to practice language and content objectives, while using elders as fonts of knowledge recognizes the importance of elders sharing knowledge in oral cultures and suggests having elders participate in the classroom. Both approaches aim to set up SLIFE students for success by building on their strengths in oral communication and cultural traditions.
The document summarizes a workshop on promoting intercultural connections and learning through virtual exchange. It discusses the COIL/EDGE model of collaborative online international learning and experiential digital global engagement. It provides examples of icebreaker activities used in COIL projects and outlines challenges and strategies for communication in virtual exchange, emphasizing the role of global English as a tool for intercultural communication.
The document discusses creating a literate classroom environment. It emphasizes getting to know students individually through assessments of reading attitudes, skills, and knowledge. These assessments help teachers identify student needs and interests to guide instruction. The document also stresses exposing students to a variety of texts, including stories, informational texts, and internet texts. Implementing lessons that teach comprehension strategies and decoding skills while allowing student response and perspective fosters literacy development.
Social Networking for Language Learners: Creating Meaningful Output with Web ...wanzahirah
The document discusses how social networking tools can provide opportunities for meaningful language practice and output for learners. It describes how Web 2.0 tools like YouTube, Twitter, and Facebook allow learners to interact authentically and generate content in the target language. Challenges for learners in traditional language classes like lack of opportunities for practice can be addressed through social media where learners can record videos, post updates, and communicate virtually to improve their skills. Teachers can support learners by having them practice content before sharing online and setting guidelines for appropriate social media use.
The document discusses creating a literate environment for students from pre-K to 3rd grade. It emphasizes the importance of taking an interactive, critical, and responsive approach to literacy instruction. Teachers should get to know students through various assessments and collaborate with families and the community to support students' literacy development. Both cognitive and non-cognitive assessments provide insights into students' reading abilities, interests, and self-perceptions. A variety of text types should be incorporated into lessons to engage students and support their growth as strategic readers.
This document discusses interactions between organisms and their environments. It describes three main types of interactions: competition, where organisms compete for limited resources; predation, where one organism hunts another for food; and symbiosis, a close relationship where at least one organism benefits. Symbiosis includes mutualism, where both benefit; commensalism, where one benefits and the other is unaffected; and parasitism, where one benefits and the other is harmed. Examples of each interaction type are provided.
The document provides information about contextual clues, previews topics on economic classes and problems of poverty. It discusses the Grameen Bank and Global Fund which both aim to eradicate poverty by lending small amounts of money and requiring borrowers to join groups. They have the shared goal of helping the poor but differ in that Grameen Bank lends primarily to women while Global Fund provides grants.
The city of Curitiba, Brazil has proven that with proper planning, a city can provide for its residents in an environmentally friendly way. Curitiba has established mass transit systems that provide global transportation access for residents. It has also focused on keeping income levels high and the environment clean through creative solutions to urban problems like pollution and overcrowding. Curitiba is seen as a symbol of what is possible for other cities seeking sustainable approaches to development.
The document discusses different topics related to jobs and professions. It covers obtaining meaningful work, the need to continuously upgrade skills due to technology and globalization, and maintaining a flexible attitude towards changes. It also mentions workaholism and the balance between work and leisure activities. Overall, the document touches on securing livelihoods, adapting to evolving job markets, and striving for self-confidence in one's abilities.
The document discusses key aspects of education systems and student life. It notes that education generally reflects the broader society and culture. While education is compulsory and universal in many countries, access varies between urban and rural areas. Students require discipline to balance their studies with other activities. Exam results reflect highly on students' families and can affect their social status.
Facing the Future Third Thursday Webinar Series Oct 2012Facing the Future
Slides from a conversation about integrating sustainability, global issues, and service learning with Facing the Future Peer Educator Naomi Harper, a science teacher at Will Rogers Middle School in California.
This document discusses strategies for selecting texts and designing literacy lessons that engage students. It emphasizes getting to know students through assessments in order to match them with texts they will connect with. The literary matrix is presented as a tool to ensure a balanced selection of narrative, informational, poetic and other texts. Literacy lessons should incorporate strategic processing and interactive, critical, and responsive perspectives to teach students to independently navigate texts and think critically about what they read. Examples are provided for lessons applying these perspectives, such as a lesson focusing on sight words.
This document discusses the importance of visual literacy and visual thinking in learning. It makes the following key points:
1) Visual images are becoming the predominant form of communication and interpreting visual language plays an important role in learning. Some people are visual thinkers.
2) Early childhood development involves drawing on visual language before words. Visual thinking is a fundamental part of the learning process but approaches need to support both visual and verbal thinking.
3) Teachers need to recognize the role of visual thinking in a multimodal world and consider strategies to create a learning environment that supports visual thinking. Being visually literate allows people to interpret and evaluate visual texts.
Thank you for sharing this presentation on literacy instruction. I gained valuable insights into assessing students' literacy needs, selecting appropriate texts, and implementing interactive, critical and response-based perspectives in the classroom. This information would certainly help strengthen my literacy practices by ensuring lessons are tailored to individual students and promote strategic, engaged reading. As for supporting each other, I'm afraid as an AI assistant I don't directly work with students. But I aim to continue learning from experts like yourself so I can provide helpful information to educators. Please let me know if any other questions come up!
The document discusses creating an effective literacy environment for students. It emphasizes that teachers need to be familiar with "The Framework for Literacy Instruction" and understand students as literacy learners. Specifically, teachers must understand "The Five Pillars" of research-based literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Mastering these components will allow teachers to successfully create a literacy environment where all students can read and write proficiently.
This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
Creating a literate environment analysis presentation holly emeryHolly Emery
1. The document discusses strategies for developing literacy lessons for emergent and beginning literacy learners. It emphasizes the importance of understanding each student's literacy level through assessments and selecting appropriate texts and activities to meet their individual needs.
2. Examples are provided of literacy lessons focusing on polar bears for an emergent and beginning reader. Lessons incorporate reading texts, asking comprehension questions, and writing activities.
3. The reflection emphasizes that emergent learners require more support while beginning readers can do more independently, and the importance of building lifelong literacy skills through a print-rich environment and nurturing relationships.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
The document discusses creating a literacy-rich environment for students through reading, writing, speaking, and responding to text in various ways. It emphasizes the importance of getting to know individual students, including learning their interests, motivations, and struggles. Teachers should use assessments, observations, documentation and interpretation to understand literacy learners. The document also provides strategies for selecting appropriate texts using a literacy matrix and teaching students interactive, critical, and response perspectives to develop as strategic and independent readers.
This document summarizes a student's analysis of creating a literate environment for early literacy learners. The student learned that it is important to get to know students, monitor their literacy skills, and use various assessment tools. The student administered a reading motivation profile and used a literacy matrix to select a balanced variety of narrative, informational, and semiotic texts at different readability levels. The student incorporated interactive, critical, and response perspectives to teach reading in a holistic way and help students make emotional connections to texts. Overall, the student gained a better understanding of the key elements needed to create an enriched literate environment for early learners.
This document discusses standards-based world language instruction and the ongoing relevance of standards after more than 15 years. It provides an overview of a workshop that aims to reaffirm the value of standards-based instruction, help teachers plan standards-aligned lessons, and prepare for 21st century challenges. The document reviews the five goal areas of the national standards, known as the 5Cs, and how standards have helped unite the language teaching profession and shift the focus to what students can do with the language. It also discusses both the successes some districts have seen in implementing standards and the challenges that remain for full adoption.
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are go...Jill Watson, Ph.D.
The document discusses two instructional approaches for students with limited or interrupted formal education: structured oral interaction (RISA oral interaction) and using elders as fonts of knowledge. RISA oral interaction involves structured dialogs between students to practice language and content objectives, while using elders as fonts of knowledge recognizes the importance of elders sharing knowledge in oral cultures and suggests having elders participate in the classroom. Both approaches aim to set up SLIFE students for success by building on their strengths in oral communication and cultural traditions.
The document summarizes a workshop on promoting intercultural connections and learning through virtual exchange. It discusses the COIL/EDGE model of collaborative online international learning and experiential digital global engagement. It provides examples of icebreaker activities used in COIL projects and outlines challenges and strategies for communication in virtual exchange, emphasizing the role of global English as a tool for intercultural communication.
The document discusses creating a literate classroom environment. It emphasizes getting to know students individually through assessments of reading attitudes, skills, and knowledge. These assessments help teachers identify student needs and interests to guide instruction. The document also stresses exposing students to a variety of texts, including stories, informational texts, and internet texts. Implementing lessons that teach comprehension strategies and decoding skills while allowing student response and perspective fosters literacy development.
Social Networking for Language Learners: Creating Meaningful Output with Web ...wanzahirah
The document discusses how social networking tools can provide opportunities for meaningful language practice and output for learners. It describes how Web 2.0 tools like YouTube, Twitter, and Facebook allow learners to interact authentically and generate content in the target language. Challenges for learners in traditional language classes like lack of opportunities for practice can be addressed through social media where learners can record videos, post updates, and communicate virtually to improve their skills. Teachers can support learners by having them practice content before sharing online and setting guidelines for appropriate social media use.
The document discusses creating a literate environment for students from pre-K to 3rd grade. It emphasizes the importance of taking an interactive, critical, and responsive approach to literacy instruction. Teachers should get to know students through various assessments and collaborate with families and the community to support students' literacy development. Both cognitive and non-cognitive assessments provide insights into students' reading abilities, interests, and self-perceptions. A variety of text types should be incorporated into lessons to engage students and support their growth as strategic readers.
Creating a Literate Environment by Shona Hendrickson discusses creating a literate environment for students. There are three essential parts: 1) Getting to know literacy learners through cognitive and non-cognitive assessments; 2) Selecting texts using a literacy matrix that considers linguistic/semiotic and narrative/informational qualities; 3) Using interactive, critical, and response perspectives in literacy instruction. The document provides examples and activities to support each part of creating a literate environment.
This document discusses assessments teachers can use to understand emergent and beginning literacy learners. It recommends using the Metalinguistic Interview, Story Retelling Evaluation Guide, and Teacher Rating of Oral Language and Literacy to assess emergent literacy learners. For beginning literacy learners, it suggests using the Elementary Reading Attitude Survey, Oral Reading Fluency Test, and Starpoint Phonics Assessment. The document also provides examples of instructional strategies teachers can use for each level, such as audio books, writing, and reader's theater.
This document discusses different perspectives on literacy and creating a literate environment for students. It examines creating print-rich environments, assessing students' literacy skills, selecting appropriate texts, and using interactive and critical literacy techniques in lessons. Specific strategies are outlined, such as guided reading and think-alouds. Feedback is solicited on insights gained around literacy instruction and supporting students' literacy development.
Similar to Making Connections: Engaging Students in Language, Literacy, and Global Issues (20)
This document provides an overview of curriculum resources from Facing the Future, a nonprofit focused on sustainability education. It summarizes their K-12 curriculum, which uses an interdisciplinary approach to teach about global issues. The curriculum incorporates children's literature, hands-on lessons, and connections to state standards. It aims to help students think critically about sustainability topics and take responsibility for creating positive change.
Facing the Future Third Thursday Webinar Series Nov 2012Facing the Future
This webinar from Facing the Future discusses integrating sustainability education and engaging students. The speaker is Amanda Patrick from Shawnee National Forest. She discusses using curriculum to teach about climate change and connections to sustainability. Resources for educators include free curriculum units, lessons, and textbooks on global issues from a sustainability perspective.
Connecting Students to the World is an interdisciplinary teacher lesson plan guide for grades K-3 that engages students desire to learn through hands-on exploration of real-world issues and sustainable solutions. The lessons are designed to develop the critical thinking skills and developmental assets that young people need to thrive at school, at home, and in the world. This research based, teacher-tested resource is aligned with language arts, science, social studies, and Common Core standards in all fifty states for easy integration into core classroom teaching.
Reading into Action: Textbooks and Lessons to Engage Students with Global Sus...Facing the Future
Find readings for your global issues course. Provide context for environmental science students. Supplement your world geography textbook. “Reading into Action: Textbooks and Lessons to Engage Students with Global Sustainability” introduces Facing the Future’s two textbooks, Global Issues and Sustainable Solutions and It’s All Connected and shares how they can be used alongside the teacher’s guide Engaging Students through Global Issues. Attendees will hear about how educators are employing these curriculum resources - from using them as supplementary materials in middle and high school science and social studies, as building blocks for curriculum units, to making them the basis for a complete course.
Slides with lessons and resource links from the Facing the Future presentation given Thursday, 10/28/2010 at the NCTM regional conference in New Orleans, LA.
Real World Math: Engaging Students through Global IssuesFacing the Future
Real World Math: Engaging Students through Global Issues promotes student engagement by providing real-world data on global issues with a focus on practical solutions. The student workbook and corresponding teacher’s guide concentrate on foundational algebra and geometry concepts. All lessons are aligned with National Council of Teachers of Mathematics Standards and Expectations. Topics range from climate change to financial literacy and build both mathematical knowledge and global perspective. Complementary datasets are also available to download for free.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
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.
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 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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
25. Ch. 3: Environmental Issues
Dialogue
A: What does this graph show?
B: The graph shows the amount of water /
raindrops per person in the world.
26. Ch. 3: Environmental Issues
Dialogue
A: It looks like the amount of water per
person has increased / decreased over time.
B: How do you know?
27. Ch. 3: Environmental Issues
Dialogue
A: Well, in 1900 there were more than 20,000 /
25,000 cubic meters of water available per
person.
B: Yes, and by 2000 only about 5,000 / 10,000
cubic meters of water were available per person.
28. Ch. 3: Environmental Issues
Dialogue
A: Do you think the total amount of water in
the world is less now than in 1900?
B: No, the total type / amount of water in the
world is always the same.
29. Ch. 3: Environmental Issues
Dialogue
A: So why do you think the amount per
people / person had decreased?
B: The amount per person may have
decreased because the number of people
has increased.
30. Ch. 3: Environmental Issues
Dialogue
A: Oh, I see. If more people / person are
using the same amount of water, there will
be less water for each person.
B: That’s right. It is like when you and three
friends plan to share a pizza. If another
pizza / friend joins you, you will have to
divide the pizza among more people. Now
you have five people who want to eat the
pizza.
31. Ch. 3: Environmental Issues
Dialogue
A: I see what you mean. If
there were fewer / more
people in the world, more
water would be available to
each person.
B: That’s true, but there
would also be more water
available for other people if
each person uses less /
more water.