This document discusses the characteristics and learning preferences of Millennial students born between 1980 and 2000. Millennials grew up with technology and are considered the most "wired" generation. They spend over 6 hours per day using technology and prefer to learn through social media, games, and simulations. Millennials also want choice and control over their learning, prefer learning in groups, and expect immediate feedback. To teach Millennials effectively, the document recommends that educators develop an engaging learning environment that incorporates collaborative activities, group projects, and interactive teaching methods.
1) The document discusses different aspects of morphometric analysis of drainage basins.
2) It describes Strahler's 1964 system of classifying drainage basins based on their linear, aerial and relief aspects.
3) These include factors like stream order, bifurcation ratio, stream length, basin area, drainage density, basin shape, stream gradient and more.
This document discusses factors that influence consumer buyer behavior, including cultural, social, personal, psychological factors. It also outlines the typical buyer decision process of need recognition, information search, alternative evaluation, purchase decision, and post-purchase behavior. As a case study, it examines car buying behavior in Romania. It finds that culture, social influences from family, personal factors like age and income, and psychological factors like motives and attitudes all impact car purchasing decisions in Romania. Younger consumers prioritize performance while older consumers consider other factors more important.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to increase gray matter volume in the brain and reduce risks for conditions like Alzheimer's disease and dementia.
This document contains notes from a lecture on computer fundamentals. It defines a computer as an electronic data processing machine that receives input, processes it according to stored instructions, and produces output. It describes the basic components of a computer as the input, output, and central processing units. The central processing unit is made up of the control unit, memory, and arithmetic/logic unit. It provides examples of analog computers that operate on physical quantities versus digital computers that operate through mathematical and logical operations.
The document discusses the structure of computers. It describes hardware as the physical components like the CPU, memory, and peripherals that can be touched. Software refers to programs and data that run on the hardware. Firmware is electronic circuits that perform functions usually done by software. Liveware or humanware refers to the people who work with computers, including maintenance engineers, software engineers, system analysts, programmers, and operators. The document also discusses system software that makes the computer functional, applications software for specific tasks, and customized software for unique needs. Common application software includes word processors, spreadsheets, databases, and drafting packages.
The document discusses different types of programming languages and computers. It defines machine language, assembly language, and high-level languages. Machine language uses binary and is directly understood by the computer hardware. Assembly language uses symbolic codes to make programming easier for humans. High-level languages are machine-independent and easier for programmers. The document also provides examples of early computers like ENIAC, which was the first electronic general-purpose computer built in 1946.
This document proposes a digital citizenship action plan to implement digital citizenship curriculum and skills school-wide. It involves collaboration between technology teachers, classroom teachers, and parents. Technology teachers would teach annual Cybersmart lessons on topics like privacy, cyberbullying, and internet safety. Classroom teachers would assign a weekly digital task connecting to these skills. Parents would assist students with homework connecting digital skills to real-world examples. The goals are to decrease cyberbullying and increase safe, responsible technology use among students after 3 and 5 years.
1) The document discusses different aspects of morphometric analysis of drainage basins.
2) It describes Strahler's 1964 system of classifying drainage basins based on their linear, aerial and relief aspects.
3) These include factors like stream order, bifurcation ratio, stream length, basin area, drainage density, basin shape, stream gradient and more.
This document discusses factors that influence consumer buyer behavior, including cultural, social, personal, psychological factors. It also outlines the typical buyer decision process of need recognition, information search, alternative evaluation, purchase decision, and post-purchase behavior. As a case study, it examines car buying behavior in Romania. It finds that culture, social influences from family, personal factors like age and income, and psychological factors like motives and attitudes all impact car purchasing decisions in Romania. Younger consumers prioritize performance while older consumers consider other factors more important.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to increase gray matter volume in the brain and reduce risks for conditions like Alzheimer's disease and dementia.
This document contains notes from a lecture on computer fundamentals. It defines a computer as an electronic data processing machine that receives input, processes it according to stored instructions, and produces output. It describes the basic components of a computer as the input, output, and central processing units. The central processing unit is made up of the control unit, memory, and arithmetic/logic unit. It provides examples of analog computers that operate on physical quantities versus digital computers that operate through mathematical and logical operations.
The document discusses the structure of computers. It describes hardware as the physical components like the CPU, memory, and peripherals that can be touched. Software refers to programs and data that run on the hardware. Firmware is electronic circuits that perform functions usually done by software. Liveware or humanware refers to the people who work with computers, including maintenance engineers, software engineers, system analysts, programmers, and operators. The document also discusses system software that makes the computer functional, applications software for specific tasks, and customized software for unique needs. Common application software includes word processors, spreadsheets, databases, and drafting packages.
The document discusses different types of programming languages and computers. It defines machine language, assembly language, and high-level languages. Machine language uses binary and is directly understood by the computer hardware. Assembly language uses symbolic codes to make programming easier for humans. High-level languages are machine-independent and easier for programmers. The document also provides examples of early computers like ENIAC, which was the first electronic general-purpose computer built in 1946.
This document proposes a digital citizenship action plan to implement digital citizenship curriculum and skills school-wide. It involves collaboration between technology teachers, classroom teachers, and parents. Technology teachers would teach annual Cybersmart lessons on topics like privacy, cyberbullying, and internet safety. Classroom teachers would assign a weekly digital task connecting to these skills. Parents would assist students with homework connecting digital skills to real-world examples. The goals are to decrease cyberbullying and increase safe, responsible technology use among students after 3 and 5 years.
A presentation I gave to introduce the Always on (them): Digital and Social Media Use in Education event at University of the West of Scotland in June 2016
The document discusses teaching and learning approaches needed for 21st century students. It outlines Texas State Technical College's mission to provide skills and resources to help students succeed in today's technology-driven world. It describes characteristics of 21st century learners, who are immersed in technologies like smartphones, social media, and games. The document advocates for teaching critical thinking, problem solving, collaboration and other skills, and using tools like interactive games and e-portfolios to promote engaged learning and prepare students for the future.
Digital Natives & Digital Immigrants: Exploring the Intergenerational Dig...Helen Mongan-Rallis
The document discusses differences between "digital natives" (today's students) and "digital immigrants" (their teachers) in their use of technology. It notes that while both groups may use the same technologies, they often use them differently due to generational factors. The document provides an overview of how digital natives' communication, learning preferences, and expectations differ from previous generations. It emphasizes understanding generational differences rather than judging students and suggests strategies for educators to better meet students' needs.
EHS 4D: Social Media Seminar: NOV 2010EHS 4D Group
This document summarizes a seminar on social media from different perspectives. It begins with an introduction and overview from David Skerrett of EHS 4D Digital on 11 social media trends for 2011, including group buying, social commerce, payments, question and answer sites, fans becoming affiliates, social gaming, video hauls, the rise of mobile, location-based services, privacy becoming more important, and deeper data analysis and return on investment. It then provides views from Gavin Marshall of AAR Group on key issues clients face with social media, such as navigating different agency perspectives and measurement. The document concludes by thanking the presenters.
The document discusses the Millennial generation and how they use technology for learning. It defines Millennials as those born after 1980 who are now college students. Millennials are heavily engaged with technology and use it extensively for both formal and informal learning through social media, online libraries, creativity tools, communication apps, games, news/media, tracking data, presentations, writing papers and more. Their widespread adoption and mastery of technology has significantly impacted modern learning environments, requiring updated resources, training for educators, and technology-focused skills from new employees.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
The Importance of Media Literacy: Helping Children be Media and Life WisePaton Publishing
POP! Teachers and Concerned Children’s Advertisers (CCA) are proud to present Canadian educators with a FREE Media Literacy webinar from the CCA. This webinar will help educators engage their students in learning the important skills needed to make safe and informed decisions about media in their lives and will help to promote Media Literacy Week taking place November 2nd to 5th, 2011.
The FREE resource is available to you in three 10 minute segments so educators can take part at their leisure. Visit www.longlivekids.ca/play and click the webinar link to access this great resource!
Engaging Generation Y with Technology in the Language ClassroomAdam Simpson
This document discusses engaging Generation Y students in the language classroom through the use of technology. It begins by noting that simply throwing technology at students does not guarantee effective teaching. It then outlines key learner characteristics of Generation Y, including being tech savvy but lacking information literacy skills, relying on search engines, loving multimedia, multitasking, communicating visually, being open learners who prefer teamwork and collaboration, preferring to type rather than handwrite, creating internet content, and craving instant feedback. Ten "commandments" of teaching Generation Y are provided that match these characteristics, such as using video clips, handling multitasking carefully, using visuals, encouraging interaction and opinion sharing, and giving opportunities for students to create their own
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
This document discusses best practices for creating an engaging social media community for students. It begins by explaining why universities should embrace the social aspects of social media, as the online world is becoming more integrated with real life. It then outlines various elements to consider, including key channels, listening to students, different levels of participation, and content strategies. The rest of the document provides tips on community building, such as understanding student behaviors, defining the target audience and community goals, examples of international student communities, and the role of community managers. Measurement of success is recommended to focus on community activity and engagement.
Digital Citizenship: A Burning Issue in Educational TechnologySophia Mavridi
Digital citizenship is a holistic approach to teaching students safe and responsible use of technology. It involves developing literacies, skills, competences and ethical thinking rather than just rules or restrictions. Teachers play a key role in fostering skills like participation, privacy management, safety, information evaluation, copyright, and netiquette. However, many teachers lack training in these areas. A systematic approach integrating digital citizenship across the curriculum is needed, along with support developing teacher skills and involving parents.
Millennial: the up & coming consumer powerhouse in property marketPacharee Pantoomano
This document discusses millennials (born 1981-1997) as the largest generation and upcoming consumer powerhouse. Some key points:
- Millennials spend significant time online and value experiences, collaboration, and corporate social responsibility. They will be a $1.4 trillion market by 2020 as they reach life milestones.
- In Thailand, millennials spend 8 hours daily online and value influencer recommendations. They prioritize new experiences and company values over material goods.
- To attract millennial buyers, businesses should create video and social media content showcasing their mission and CSR efforts. Personalized experiences and trusted influencer endorsements also motivate millennial purchases.
- Agents should build trust, credibility
This document discusses the Millennial generation and how to effectively integrate technology into instruction for them. It describes Millennials as being born into a digital world and being very technology savvy. It also discusses both formal and informal technologies Millennials use, like online discussion boards and social media. The document advocates motivating Millennials by challenging them, letting them work with friends, and making learning fun. It provides strategies for successful integration of technology that engage Millennial learners.
This document discusses new ethical dilemmas that counselors face with the rise of technology use. It provides an outline on the history of technology in counseling, different digital types like digital immigrants and natives, and the increasing use of social media and mobile devices. The document notes that while ethics codes provide guidance, they cannot address every new situation and counselors must consider practical realities. It emphasizes that technology has changed how many receive information and communicate, but the field has not fully adapted guidance and many counselors struggle to keep pace with these changes.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
Digital native research in the UAE 2011Janet Martin
Initial reporting of ongoing empirical research into technology use by Emirati tertiary students. Completed PhD dissertation:
Martin, J. (2013). Technology, education and Arab youth in the 21st century: A study of the UAE. (Doctoral dissertation), University of Queensland, Brisbane, Australia. Retrieved from http://drjanetmartin.wordpress.com/research/
This document provides an overview of various social media platforms and how social learning can be used in training and education. It discusses Twitter, Yammer, TikTok, and Microsoft Teams, outlining their key benefits and limitations. The document then covers social learning topics like barriers to learning, the role of social learning in training, problem solving through social media, and collaboration. It concludes with references used in the presentation.
Managing Your Online Presence - Promoting Digital LiteracySamantha Oakley
A presentation I gave at the WHELF conference at Gregynog on 11th June 2012.
My pitch for why librarians can (and should) teach social media awareness to our students. Tells the tale of our experiments with this (so far...) at Swansea University. Includes a link to our resources shared under CC.
This document discusses the importance of integrating digital arts into secondary school art education practices. It notes that today's students are immersed in technology and that art educators must adapt teaching methods to meet the needs of 21st century learners. The study aims to identify how digital arts can foster creativity and provide opportunities for students to thrive. It recognizes that while some art educators still use traditional teaching methods, technology is ubiquitous and digital skills are necessary for students' future success. The research seeks to investigate how secondary students respond to learning digital arts and how teachers can effectively incorporate related lessons and activities into their classrooms.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Unlocking WhatsApp Marketing with HubSpot: Integrating Messaging into Your Ma...Niswey
50 million companies worldwide leverage WhatsApp as a key marketing channel. You may have considered adding it to your marketing mix, or probably already driving impressive conversions with WhatsApp.
But wait. What happens when you fully integrate your WhatsApp campaigns with HubSpot?
That's exactly what we explored in this session.
We take a look at everything that you need to know in order to deploy effective WhatsApp marketing strategies, and integrate it with your buyer journey in HubSpot. From technical requirements to innovative campaign strategies, to advanced campaign reporting - we discuss all that and more, to leverage WhatsApp for maximum impact. Check out more details about the event here https://events.hubspot.com/events/details/hubspot-new-delhi-presents-unlocking-whatsapp-marketing-with-hubspot-integrating-messaging-into-your-marketing-strategy/
A presentation I gave to introduce the Always on (them): Digital and Social Media Use in Education event at University of the West of Scotland in June 2016
The document discusses teaching and learning approaches needed for 21st century students. It outlines Texas State Technical College's mission to provide skills and resources to help students succeed in today's technology-driven world. It describes characteristics of 21st century learners, who are immersed in technologies like smartphones, social media, and games. The document advocates for teaching critical thinking, problem solving, collaboration and other skills, and using tools like interactive games and e-portfolios to promote engaged learning and prepare students for the future.
Digital Natives & Digital Immigrants: Exploring the Intergenerational Dig...Helen Mongan-Rallis
The document discusses differences between "digital natives" (today's students) and "digital immigrants" (their teachers) in their use of technology. It notes that while both groups may use the same technologies, they often use them differently due to generational factors. The document provides an overview of how digital natives' communication, learning preferences, and expectations differ from previous generations. It emphasizes understanding generational differences rather than judging students and suggests strategies for educators to better meet students' needs.
EHS 4D: Social Media Seminar: NOV 2010EHS 4D Group
This document summarizes a seminar on social media from different perspectives. It begins with an introduction and overview from David Skerrett of EHS 4D Digital on 11 social media trends for 2011, including group buying, social commerce, payments, question and answer sites, fans becoming affiliates, social gaming, video hauls, the rise of mobile, location-based services, privacy becoming more important, and deeper data analysis and return on investment. It then provides views from Gavin Marshall of AAR Group on key issues clients face with social media, such as navigating different agency perspectives and measurement. The document concludes by thanking the presenters.
The document discusses the Millennial generation and how they use technology for learning. It defines Millennials as those born after 1980 who are now college students. Millennials are heavily engaged with technology and use it extensively for both formal and informal learning through social media, online libraries, creativity tools, communication apps, games, news/media, tracking data, presentations, writing papers and more. Their widespread adoption and mastery of technology has significantly impacted modern learning environments, requiring updated resources, training for educators, and technology-focused skills from new employees.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
The Importance of Media Literacy: Helping Children be Media and Life WisePaton Publishing
POP! Teachers and Concerned Children’s Advertisers (CCA) are proud to present Canadian educators with a FREE Media Literacy webinar from the CCA. This webinar will help educators engage their students in learning the important skills needed to make safe and informed decisions about media in their lives and will help to promote Media Literacy Week taking place November 2nd to 5th, 2011.
The FREE resource is available to you in three 10 minute segments so educators can take part at their leisure. Visit www.longlivekids.ca/play and click the webinar link to access this great resource!
Engaging Generation Y with Technology in the Language ClassroomAdam Simpson
This document discusses engaging Generation Y students in the language classroom through the use of technology. It begins by noting that simply throwing technology at students does not guarantee effective teaching. It then outlines key learner characteristics of Generation Y, including being tech savvy but lacking information literacy skills, relying on search engines, loving multimedia, multitasking, communicating visually, being open learners who prefer teamwork and collaboration, preferring to type rather than handwrite, creating internet content, and craving instant feedback. Ten "commandments" of teaching Generation Y are provided that match these characteristics, such as using video clips, handling multitasking carefully, using visuals, encouraging interaction and opinion sharing, and giving opportunities for students to create their own
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
This document discusses best practices for creating an engaging social media community for students. It begins by explaining why universities should embrace the social aspects of social media, as the online world is becoming more integrated with real life. It then outlines various elements to consider, including key channels, listening to students, different levels of participation, and content strategies. The rest of the document provides tips on community building, such as understanding student behaviors, defining the target audience and community goals, examples of international student communities, and the role of community managers. Measurement of success is recommended to focus on community activity and engagement.
Digital Citizenship: A Burning Issue in Educational TechnologySophia Mavridi
Digital citizenship is a holistic approach to teaching students safe and responsible use of technology. It involves developing literacies, skills, competences and ethical thinking rather than just rules or restrictions. Teachers play a key role in fostering skills like participation, privacy management, safety, information evaluation, copyright, and netiquette. However, many teachers lack training in these areas. A systematic approach integrating digital citizenship across the curriculum is needed, along with support developing teacher skills and involving parents.
Millennial: the up & coming consumer powerhouse in property marketPacharee Pantoomano
This document discusses millennials (born 1981-1997) as the largest generation and upcoming consumer powerhouse. Some key points:
- Millennials spend significant time online and value experiences, collaboration, and corporate social responsibility. They will be a $1.4 trillion market by 2020 as they reach life milestones.
- In Thailand, millennials spend 8 hours daily online and value influencer recommendations. They prioritize new experiences and company values over material goods.
- To attract millennial buyers, businesses should create video and social media content showcasing their mission and CSR efforts. Personalized experiences and trusted influencer endorsements also motivate millennial purchases.
- Agents should build trust, credibility
This document discusses the Millennial generation and how to effectively integrate technology into instruction for them. It describes Millennials as being born into a digital world and being very technology savvy. It also discusses both formal and informal technologies Millennials use, like online discussion boards and social media. The document advocates motivating Millennials by challenging them, letting them work with friends, and making learning fun. It provides strategies for successful integration of technology that engage Millennial learners.
This document discusses new ethical dilemmas that counselors face with the rise of technology use. It provides an outline on the history of technology in counseling, different digital types like digital immigrants and natives, and the increasing use of social media and mobile devices. The document notes that while ethics codes provide guidance, they cannot address every new situation and counselors must consider practical realities. It emphasizes that technology has changed how many receive information and communicate, but the field has not fully adapted guidance and many counselors struggle to keep pace with these changes.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
Digital native research in the UAE 2011Janet Martin
Initial reporting of ongoing empirical research into technology use by Emirati tertiary students. Completed PhD dissertation:
Martin, J. (2013). Technology, education and Arab youth in the 21st century: A study of the UAE. (Doctoral dissertation), University of Queensland, Brisbane, Australia. Retrieved from http://drjanetmartin.wordpress.com/research/
This document provides an overview of various social media platforms and how social learning can be used in training and education. It discusses Twitter, Yammer, TikTok, and Microsoft Teams, outlining their key benefits and limitations. The document then covers social learning topics like barriers to learning, the role of social learning in training, problem solving through social media, and collaboration. It concludes with references used in the presentation.
Managing Your Online Presence - Promoting Digital LiteracySamantha Oakley
A presentation I gave at the WHELF conference at Gregynog on 11th June 2012.
My pitch for why librarians can (and should) teach social media awareness to our students. Tells the tale of our experiments with this (so far...) at Swansea University. Includes a link to our resources shared under CC.
This document discusses the importance of integrating digital arts into secondary school art education practices. It notes that today's students are immersed in technology and that art educators must adapt teaching methods to meet the needs of 21st century learners. The study aims to identify how digital arts can foster creativity and provide opportunities for students to thrive. It recognizes that while some art educators still use traditional teaching methods, technology is ubiquitous and digital skills are necessary for students' future success. The research seeks to investigate how secondary students respond to learning digital arts and how teachers can effectively incorporate related lessons and activities into their classrooms.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Unlocking WhatsApp Marketing with HubSpot: Integrating Messaging into Your Ma...Niswey
50 million companies worldwide leverage WhatsApp as a key marketing channel. You may have considered adding it to your marketing mix, or probably already driving impressive conversions with WhatsApp.
But wait. What happens when you fully integrate your WhatsApp campaigns with HubSpot?
That's exactly what we explored in this session.
We take a look at everything that you need to know in order to deploy effective WhatsApp marketing strategies, and integrate it with your buyer journey in HubSpot. From technical requirements to innovative campaign strategies, to advanced campaign reporting - we discuss all that and more, to leverage WhatsApp for maximum impact. Check out more details about the event here https://events.hubspot.com/events/details/hubspot-new-delhi-presents-unlocking-whatsapp-marketing-with-hubspot-integrating-messaging-into-your-marketing-strategy/
Tired of chasing down expiring contracts and drowning in paperwork? Mastering contract management can significantly enhance your business efficiency and productivity. This guide unveils expert secrets to streamline your contract management process. Learn how to save time, minimize risk, and achieve effortless contract management.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART INDIA MATKA KALYAN SATTA MATKA 420 INDIAN MATKA SATTA KING MATKA FIX JODI FIX FIX FIX SATTA NAMBAR MATKA INDIA SATTA BATTA
During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?
Prescriptive analytics BA4206 Anna University PPTFreelance
Business analysis - Prescriptive analytics Introduction to Prescriptive analytics
Prescriptive Modeling
Non Linear Optimization
Demonstrating Business Performance Improvement
Efficient PHP Development Solutions for Dynamic Web ApplicationsHarwinder Singh
Unlock the full potential of your web projects with our expert PHP development solutions. From robust backend systems to dynamic front-end interfaces, we deliver scalable, secure, and high-performance applications tailored to your needs. Trust our skilled team to transform your ideas into reality with custom PHP programming, ensuring seamless functionality and a superior user experience.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KALYAN FIX JO...essorprof62
DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KALYAN FIX JODI ANK LEAK FIX GAME BY DP BOSS MATKA SATTA NUMBER TODAY LUCKY NUMBER FREE TIPS ...
Cover Story - China's Investment Leader - Dr. Alyce SUmsthrill
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...BBPMedia1
Nathalie zal delen hoe DEI en ESG een fundamentele rol kunnen spelen in je merkstrategie en je de juiste aansluiting kan creëren met je doelgroep. Door middel van voorbeelden en simpele handvatten toont ze hoe dit in jouw organisatie toegepast kan worden.
2. Who are Millennials?
•Millennials or
Generation Y are students
born between 1980 and 2000
•Different than any
generation before them
(Images, 2010)
3. Who are Millennials?
• A “Wired” generation
• Spend over 6
hours a
day using technology
(Images, 2010)
(IEAB, n.d.)
4. Who are Millennials?
• Largest and most
diverse generation
to attend college
• Lack boundaries
• Want immediate feedback
• Sense of
entitlement
(Images, 2010)
(Martin & Monaco 2007)
5. Who are Millennials?
• Lack critical
thinking skills
• Unrealistic
expectations
• High level of parental
involvement
(Images, 2010)
(Martin & Monaco 2007)
6. Characteristics of
Millennials
• They like to be in
control
• They like choice
• They are social and
group oriented
• They are inclusive
(Images, 2010)
(IEAB, n.d.)
7. Characteristics of
Millennials
• They are practiced
users of digital
technology
• They think differently
• They enjoy taking risks
• They value their time
(Images, 2010)
(IEAB, n.d.)
8. Characteristics of
Millennials
“They use digital technology
transparently, without
thinking about it,
without marveling at it,
without wondering
how it works.”
—Understanding Digital Kids:
Teaching and Learning in the New Digital Landscape,
Ian Jukes
(Images, 2010)
(Jukes, 2005)
10. Portrait of Millennials
My Way, Right Away,
Why Pay?
• Take technology for granted
• Live through social media
• Negotiators
• High expectations
(Images, 2010)
(Gross, 2012)
11. Technology & Learning
• Grew up with the Internet
• Always connected
– instant & text messaging
– social networking websites
– personal media
– email
•Information on demand
• Multiple formats
“…teenagers preferred
new technology, like
instant messaging or
text messaging, for
talking to friends and
use e-mail to
communicate with "old
people” (Cortesi et al.,
2013).
(Images, 2010)
(McGee, n.d.)
13. Technology & Learning
Personalize they way
they learn
– Mass Media
– Playlists
– Search Engines
– Blogs
– Web Portals
– ePortfolios
– Games
– Simulations
(Images, 2010)
(McGee, n.d.)
14. Technology & Learning
World Wide Web
• Ideal learning
• Adapted to learning needs
• Anytime, Anywhere
• Detail
•Convenience
– Any device
– Anywhere
– Anytime
(Images, 2010)
(McGee, n.d.)
15. Technology & Learning
Digital News
• Primary source for news
– 18-29 year olds
– 59% use internet for news
– 6% use television for news
• Prefer news aggregators
– 20% use Yahoo
– 18% use CNN.com
– 10% use Google
• Different from Gen Xers
(Images, 2010)
(Krigman, 2010)
16. Technology & Learning
•Social Media
Explosion
– 7% of Millennials were using
social media in 2005
– 75% of Millennials use social
media today
• Staying Connected
• Social Media in class
(Images, 2010)
(Krigman, 2010)
25. References
Dewey, J. (1944). Democracy and Education. Retrieved from:
http://www.brookings.edu/research/papers/2011/10/06-personalize-
learning-west
Gross, T. (2012). Portrait of a millennial. Retrieved from:
http://www.forbes.com/sites/prospernow/2012/06/27/portrait-of-a-
millennial-2/
Images. (2010). Microsoft Office 2010 ClipArt.
Images2. (2013). Office Images. Retrieved from:
http://officeimg.vo.msecnd.net/en-us/images
IEAB - International Education Advisory Board. (n.d.). Learning in the 21st
century – Teaching today’s students on their terms. Retrieved
from:
http://www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitep
aper040808.pdf
Jukes, I. (2005). Understanding digital kids: Teaching and learning in the new
digital landscape. Retrieved from:
http://www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitep
aper040808.pdf
26. References
Krigman, E. (2010). Millennials defined by technology use. Retrieved from:
http://www.nationaljournal.com/njonline/no_20100225_3691.php
Martin, M. & Monaco, M. (2007). The millennial student: a new generation of
learners. Retrieved from: http://www.nataej.org/2.2/EJMonaco.pdf
Millennial Chart. (2013). Retrieved from:
http://farm9.staticflickr.com/8520/8507138871_00494bd919_d.jpg
McGee, J. (n.d.). Teaching millennials. Retrieved from:
http://www.ame.pitt.edu/documents/McGee_Millennials.pdf
Sweeney, R. (2007). Understanding millennials – implications for college.
Retrieved from: http://library1.njit.edu/staff-folders/sweeney
Editor's Notes
As far back as 1944, Dewey (1944) recognized the importance of staying ahead of the curve in education when he said, “If we teach today's students as we did yesterday's, we are robbing them of tomorrow.” That statement is so important in today’s fast paced changing world of technology and the current generation of learners known as Millennials.
Millennials are different than any generation before them. The face of education is changing in order for K-12 education, colleges, and universities to serve this generation better.
Today teachers are instructing a “wired” generation known as Millennials, the current generation of students born between 1980 and 2000. Millennials can spend over 6 hours each day listening to music, playing games, watching television, using mobile devices, instant messaging, using social media, and other electronic and digital media like news(IEAB, n.d.). 3302200716
Millennials are the biggest and most varied generation ever. They are different from generations before them who attended college just 10 years ago. Their personalities, thought processes, and learning tendencies are unique to a traditional classroom. According to Martin and Monaco (2007), they “lack professional boundaries and are influenced bysocialization, need to have immediate feedback, have a sense ofentitlement, lack of critical thinking skills, have unrealistic expectations, have a high level of parental involvement, and expect a “how to” guideto succeed in and out of the classroom.”
Millennials need to develop better critical thinking skills to help them be successful in the future. The lack of critical thinking skills is partly due to the fact that they depend and rely on their parents more than generations before them. Millennials want to be successful with little effort and spend little time on tasks. Instructors will need to develop strategies for the classroom when teaching this wired generation.
Millennials like to be in control, like choices, are well-practiced with digital media, think differently, are group and social oriented, and take risks. They watch the world around them usually in real-time, live as it is happening and value their time (IEAB, n.d.). Their “wired” personalities carry over into the classroom and teachers must learn how to teach to this generation and engage them in learning.Millennialsprefer to use technology to study any time, anywhere. In the learning environment they use technology in creative ways. They prefer to use new and creative technologies that challenge them (IEAB, n.d.). Millennials are constantly connected socially and enjoy hanging out in groups. Socially they like to identify with other groups and communities around the world. They collaborate and share what they learn (IEAB, n.d.). Millennials are inclusive. They tolerate different races, religions, and sexual orientations. They prefer to use the internet instead of libraries or encyclopedias to learn or discover new information (IEAB, n.d.).
Millennials are practiced users of digital technology. They are the first generation to be surrounded by digital media and have made it a part of their daily lives. Because digital media is so common in their lives they naturally gravitate towards it. Millennials think differently than other generations. Millennials are not intimidated or amazed by technology. Millennials simply accept technology, adapt to it and use it (IEAB, n.d.).Millennials are more likely to take risks. Early Millennials shared a common mentality: “If this doesn’t work out, we’ll try again.” This mindset found wealth for some while others tried and tried again. Their parents, on the other hand, do not share this same mentality and are not likely to take repeated risks. (IEAB, n.d.).Millennials value their time because they view life as being uncertain. They have seen events from shooting massacres to terrorist attacks and as a result view life differently. Their free time is dictated according to their own terms (IEAB,n.d.).
According to the report by IEBA (n.d.) they can perform more functions with their devices and other wireless equipment than with a traditional computer. They use it is all aspects of their lives from waking up to using the calendar to prioritize their lives, to communication with their own language using acronyms like BTW, BRB, LOL, TTYL, and more. As stated by Jukes (2005), Millennials use technology without even thinking about it – it is a part of who they are.
Sweeney (2007), from New Jersey’s Science and Technology University, developed the Millennial Characteristics chart showing the many different characteristics of Millennials. “Overall, Millennials appear less prickly and pessimistic than their predecessors, the Gen Xers, a group that numbers about 59 million and was born from 1965 to 1982. They also seem better at reasoning and top Gen X when it comes to being organized and self-disciplined” (Sharon, 2006).
“If a generation had a mantra, “my way, right away, why pay?” would fit Millennials perfectly” (Gross, 2012). The Millennials feel that nothing is impossible. They want the everything their way, and they want it now. A generation of instant gratification of text-it, UPS-it, and why wait, not going to wait world. They demand choice and want everything customized just for them but not paying for it because it is entitled. They have a “you should be paying me” mentality.Millennials take technology for granted. Nearly every aspect of their lives is connected to social media. They Tweet, Instagram, Pinterest, FaceBook, and more to tell where they are, what they are doing, who they are with, and how they are going to do it. They expect immediate results. They are competitive researchers - before buying a product will research it to get the best deal. They think everything is up for negotiations whether it is a price, product, job, or situations. They don’t mind paying for a service but they will make the person earn their fee (Gross, 2012).
Because Millennials are a wired generation the way they use technology to learn, whether formal or informal, is different than any generation before them. Technology is second nature to them and they use it in every aspect of their lives. They are always connected and use multiple devices and media to gather information and stay “in the know” of what is going on around them (McGee, n.d.). According to a report on Teens and Technology 2013, teenagers are using mobile devices, mainly Smartphones, to access the internet for gathering information. One out of four teens mostly go online using their Smartphones. According to the report, teens are using their phones for much more than talking and instant messaging. It is used in and out of the classroom and teenagers are using it as a tool for learning (Cortesi et al., 2013).
Millennials use many different Web 2.0 tools to learning and collaboration. The list shown is just a small sampling of what is available on the internet. Millennials can upload content, organize information, give ratings and reviews, combine data from many different locations, collaborate and create groups, share information and opinions, answer and ask questions and share thoughts…just to name a few. Many of the Web 2.0 tools listed can be used for sharing, learning, and communication. They can be used inside and outside of the classroom allowing for anytime, anywhere learning (McGee, n.d.). As shown in McGee’s (n.d.) diagram, Millennials use Web 2.0 in many areas of their lives from communicating, collaborating, learning, and sharing. It is a part of who they are.
Learning is personalized with personal media, iPod playlists, iGoogle accounts, blogs, personal web pages, and others. Personalized media can be shared with others as well as other Millennials can review and rate personal media. Personalized learning can be incorporated into the classroom to create a collaborative learning environment. Millennials communicate digitally more than any other generation and form trusted communities (McGee, n.d.). Games and simulations are methods educators can help Millennials learn by visualizing complex systems. For example, seeing the inside of a cell or games to learn higher math can change the learning environment.
The World Wide Web allows Millennials to adapt their learning to their needs, as well as their environment. With wifi and satellite capabilities, Millennials can have learning occur anywhere and whenever they need it allowing for convenience. Information on the WWW is vast and constantly being updated.The WWW allows for knowledge to always be accessible. Millennials are always connected to data and each other and can find, filter, and focus (McGee, n.d.).The role of the teacher for Millennials will be to guide, assist, and coach this wired generation.
Millennials get their news and learn from the internet verses the television. A study by the Pew Project reported that 18-29 year olds consume 59% of their news from the internet where Gen Xers consume 53% but in the ages of 30-45 but they get 61% of their news from television. The report refers to Millennials as “on-demand grazers” of digital news (Krigman, 2010).
Millennials use of social media has exploded from 7% in 2005 to 75% as of today. They use it to stay in touch with friends and family, as well as social networking for communities, business, and learning. Educators are incorporating social media into the classroom and Millennials are willing and ready (Krigman, 2010).
Martin and Monaco (2007) suggest using a learning-centered syllabus to give course assignments, expectations, rules and regulations for Millennial students. This type of a syllabus will give guidance allowing the students to decide for themselves how they can be successful in the classroom. The chart on this slide and the following slide reveals characteristics of Millennials and how they may apply to the learning environment.
Millennials need and work best with structure and are social individuals in and out of the classroom. Therefore, “frequent and quality contact between students and educators can increase the motivation and commitment of the student” (Martin & Monaco, 2007).
Educators must provide a productive learning environment and develop strategies to reach the Millennial student. They have been accustomed to being hand held by parents and anticipate the same environment in the classroom. As a result of this environment, Millennials need help to develop independent thinking, as well as develop decision making skills. The educator should act as a facilitator of learning when working with Millennial students. Providing directed dynamic engagement within the educationalenvironment from the beginning willsignificantly support the learning process of these students (Martin & Monaco, 2007).
Millennials like to participating in groups for class discussions, team learning, and activities inside and outside the learning environment. They are social creatures who share their thoughts and opinions. The group dynamic seems to create a feeling of success for the Millennial. According to Martin and Monaco (2007), collaborative learning theorists feel the use of group work with an average of four students should be encouraged. Group activities promote socialization, communication, and builds team skills but it may hinder independent thinking and decision making skills. One method to help in this situation would be to integrate group projects that contain an independent evaluation for each person in the group. This allows students to express their expectations and encourages creative and critical thinking (Martin & Monaco, 2007).
In order to have success in the classroom, today’s educators must know their audience – the Millennial generation. By understanding how the Millennials think and learn, the educator will create a successful learning environment. Educators must not only be content experts, but should also be a developer of life-long learning. Educators must be creative in their content delivery and should incorporate engaging and interactive lesson plans that will challenge the student both inside and outside the classroom. Millennials like to construct their own knowledge and the educator must guide them in how to search for more knowledge. Be a “guide on the side” and no longer a “sage on the stage” (Martin & Monaco, 2007).
Educators should incorporate collaborative learning like group discussions, online discussion boards, and classroom blogs. This type of environment will create a personal experience along with the didactic course of study. Educators may also incorporate presentations, wikis, and online collaborative software. Millennials enjoy a challenge and group games such as “Evaluation Jeopardy” will engage the student (Martin & Monaco, 2007).
Education is no longer textbook and lecture. Master educators must change the classroom in order to engage the Millennial audience. Millennials are a collaborative and social generation who want to build their own knowledge and understanding using many forms of medium. It is the role of the educator to provide and create an atmosphere of learning where students are discovering and engaged. The educator is the content expert and mentor to this “my way, right away, no pay” generation of learners (Martin & Monaco, 2007).
The Millennial’s future is promising. As shown in the Millennial Chart (2013), 50% of the workforce by 2015 will be Millennials. With this “Rise of Millennials in Leadership Roles”, educators need to prepare this generation to be our next leaders and help them establish critical thinking and decision making skills that will last a lifetime.