I went to visit the Fairwood Middle School in Sunnyvale, California. I got to talk to 2nd to 5th grade students.
This presentation focused on the story of Camilla and NASA SDO and talked about information about the Sun.
Credit: NASA Camilla SDO
I went to visit the Fairwood Middle School in Sunnyvale, California. I got to talk to 2nd to 5th grade students.
This presentation focused on the story of Camilla and NASA SDO and talked about information about the Sun.
Credit: NASA Camilla SDO
RE.TREAT CORNWALL: HOW TO LIVE WHEN SEA LEVELS RISEAnke de Vrieze
A summer camp where families pretend to be climate refugees? An arts-based experiential learning experiment? A delightful and intellectually stimulating weekend in the highlands of Cornwall, full of laughter and joy?
In July 2018, seven families took part in an experimental 4-day ‘retreat’ in Cornwall, UK. The aim of this creative residency was to imagine and design how to live when sea levels rise. SUSPLACE fellow Kelli Rose Pearson and SUSPLACE project coordinator Anke de Vrieze attended RE.TREAT Cornwall as participant observers. The story starts with a full lunar eclipse, a neolithic cairn, and an unexpected storm. It ends with the Boatbarrow - an amphibious mobile art gallery. This slideshow follows their learning journey and has been compiled for your perusal and enjoyment.
Initiated by Dr. Natalia Eernstman (Plymouth College of Art, UK), the residency was part of an international research project on arts, sustainability, and experiential learning funded by The Seedbox.
Reggio Inspired Studio Spaces at the IMACara Lovati
A powerpoint for a presentation at the 2014 National Art Education Association Conference (NAEA) in San Diego. Describes work done in the studio classrooms at the Indianapolis Museum of Art
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
RE.TREAT CORNWALL: HOW TO LIVE WHEN SEA LEVELS RISEAnke de Vrieze
A summer camp where families pretend to be climate refugees? An arts-based experiential learning experiment? A delightful and intellectually stimulating weekend in the highlands of Cornwall, full of laughter and joy?
In July 2018, seven families took part in an experimental 4-day ‘retreat’ in Cornwall, UK. The aim of this creative residency was to imagine and design how to live when sea levels rise. SUSPLACE fellow Kelli Rose Pearson and SUSPLACE project coordinator Anke de Vrieze attended RE.TREAT Cornwall as participant observers. The story starts with a full lunar eclipse, a neolithic cairn, and an unexpected storm. It ends with the Boatbarrow - an amphibious mobile art gallery. This slideshow follows their learning journey and has been compiled for your perusal and enjoyment.
Initiated by Dr. Natalia Eernstman (Plymouth College of Art, UK), the residency was part of an international research project on arts, sustainability, and experiential learning funded by The Seedbox.
Reggio Inspired Studio Spaces at the IMACara Lovati
A powerpoint for a presentation at the 2014 National Art Education Association Conference (NAEA) in San Diego. Describes work done in the studio classrooms at the Indianapolis Museum of Art
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Our User Group
O For this project we chose Junior School
Outing as our user group.
O Finding out about this user group;
O What this group was like.
O Their like & dislikes.
O The user’s effect on the client.
O Creating a ‘character’ profile.
7. Coming up with Ideas
O Educational.
O Asked the children questions.
O Learning through play.
O Had different sections to it.
O Exploration & discovery.
8. Initial Idea for Our Product
O Based on Geography.
O 4 rooms with different environments in them:
O Volcano
O Desert
O Rainforest
O Arctic
O 1 big room at the end.
O Ask the children questions.
O Correct answers would lead up to something
happening in that environment - a climax.
11. Layout of the Day
O 1 group would each
go to a different area.
O Either the
Volcano, Desert or
Rainforest.
O They would be in
each area for 20
minutes, then swap
round.
O 1 hour lunch break.
O The groups would join
together in the Arctic
for 40 minutes.
12. Developing our Idea
O Scale the product down.
O Make the rooms into pods.
O Have 3 different environments instead of 4 -
discarded the Volcano.
O Make the experience more sensory.
O Include touch, sound & sight experiences.
O Link the rooms better.
O Create some sort of pathway between the pods.
O Alter what happens at the end of each experience.
O Some of our endings were a extravagant or not
possible.
13. Refining the Idea into the
Final Product
O Needed to work on the layout of the pods.
O Rearranged the pods so that they link via
tunnels.
O Give the product some sort of narrative.
O Created a story as to why the children are
going to the Museum - gives them an
objective.
O Have a way to end the whole experience.
O Give the children some sort of reward so
they have something tangible to take
home.
15. The Narrative of the Day
O Andy the Adventurer has gone missing.
O Last known environments to have
explored;
O Desert
O Rainforest
O Arctic
O The Museum of Liverpool need Junior
School children to come and help them
locate Andy’s current whereabouts.
O Gather clues by answering questions.
16. Teachers’ Pack
O Covering letter.
O the objective.
O the layout of the day.
O Missing poster.
O Question sheet.
25. Climax
O Rainforest
O A real parrot.
O Desert
O Temperature drops
and it goes dark.
O Arctic
O Northern Lights.
26. Finding Andy the Adventurer
O The groups reform as a class.
O Look at all the clues they’ve found.
O Decide which environment Andy is in.
O Go back into that environment to find him.
27. Reward
O Goodie bag.
O Related to their day.
O Goodies from the Museum of Liverpool
shop.
O Given out by Andy the Adventurer.
Editor's Notes
Once we’d been given the initial brief we decided to choose Junior School Outing as our user group.Firstly, we wanted to find out about our user group. The main points we wanted to focus of were what the user group was like, their likes and dislikes, and their effect upon the client, the Museum of Liverpool. From this information we could then create a ‘character’ profile of our user group.
This is what we found out about a Junior School Outing as a user group.[talk about the photo]
We wrote down all the likes and dislikes of children this age so that we could create our final idea around this. This would then ensure that our product was something that fitted with the likes of the users’ but without having things that they disliked in it.[talk about the photo]
By making notes on the effect that the user group would have on the client, we could start to see how a Junior School Outing and the Museum of Liverpool would come together.[talk about the photos]
This is the ‘character’ profile which we created. This meant that we then had a teacher, who was taking their class on a Junior School Outing, to come and visit our final product.[talk about the photo]
During the beginning of the ideas stage, we knew that we wanted our final product to include all of these elements.The product had to be educational because of our user group and we thought we could incorporate this by asking the children questions.We wanted the children to learn through play so that they were enjoying themselves and the experience was something that they couldn’t get from just sitting in a classroom. To do this we decided on having different sections so the children wouldn’t get bored and this would allow them to explore and discover different things.
The first thing we needed to do was decide which subject from the school curriculum we wanted to base our product on. We chose Geography as we thought it would fit well into the Museum of Liverpool and it was a subject which would allow us to create something which the children could explore.From this we could then choose what our different sections would be based upon. We created 4 as this would give us a good variety of environments. We went with a volcano, a desert, a rainforest and the arctic. We thought we would make one of the rooms bigger than the rest so that we had an end point to the experience.The questions that the children would be asked would be based on each particular environment but we wanted to make sure that they linked in to the experience of that room. This led us to creating a climax point for each of the environments. Each correct answer that the children gave would lead up to triggering this climax, signalling the end of the experience in that room.
These are the elements that we wanted to have in the volcano and desert environments.[talk about the photos]
These are the elements that we wanted to have in the rainforest and arctic environments.[talk about the photos]
Once we’d chosen the environments and looked into what we wanted to incorporate in each, we then worked on how the day itself would work in terms of the layout. We decided to make the Arctic into the bigger end environment. The groups would spend 20 minutes in each of the environments before stopping for lunch. After the break they would then re-form as a class to go into the last environments together, spending 40 minutes here.
After receiving feedback on our idea we made some changes and began to look into adding or developing other things.As our product was too big in terms of scale we changed the environments from being in rooms to pods. We also removed the volcano as this was something which we came to see wouldn’t be very doable. From this we decided not to have a big room at the end and made the Arctic into the same size as the other 2 environments.By making the experience more sensory the children would have more to discover than just visually so we then thought about using some elements which involved using touch and sound as well as sight.We also needed to link the pods together better so we started to consider a pathway of some sort.The climaxes for some of the experiences were a bit too unrealistic so we then had to alter that for some of the environments.
After considering these changes we then received some more feedback which gave us our final considerations for our final product.In addition to creating some sort of pathway between the pods we also needed to work on how the pods would be laid out in the space. From this we then chose to make the pathways as tunnels between each pod.As our user group is a Junior School Outing we needed to develop some sort of narrative for the experience so the children would have a purpose and an objective to their day.Since we no longer had one big room at the end we needed to create an ending for the whole experience. With this we wanted there to be something tangible which the children could take away with them so they had something to show for their day.
There will be a narrative to accompany the children’s day so that they have a purpose to their visit. This allows them to have a fun element to their educational trip.Andy the Adventurer has gone missing. He has been known to have explored the Desert, the Rainforest and the Arctic recently. The Museum of Liverpool need the Junior School children to come and help them locate Andy’s whereabouts so the children will be following in his footsteps by visiting each of these 3 environments to gather clues which will help them in their search. These clues will be gathered by correctly answering a series of questions based on the particular environment which they are in.
Prior to arriving at the Museum, the school will be sent a Teachers’ Pack all about the exhibition the children are visiting. This pack will contain a covering letter which informs the teacher what the objective of the experience is and what the children should get out of it. The letter will also cover the layout of the day so the teachers know what to expect in terms of timing. Included will be a ‘missing’ poster, which the teacher will show to their class and then display in the classroom, and a set of questions, these will the questions which the children are asked during the exhibition so this will aid the teacher in terms of what the children will need to know for the visit.
This is the ‘missing’ poster which will be shown to the children by their teacher when they are first being told about the upcoming trip to the Museum of Liverpool. This will then be display in the classroom for the children to see.
This is how the pods will be laid out in the exhibition space. The children will follow the path round the exhibition, visiting each of the environments in their groups. In the changing rooms the groups will meet their guide for each environment and put on the relevant costume props. The props will be; in the Arctic - gloves, scarves, hats; in the Desert - sunglasses; in the Rainforest - hats.[hold up each prop as they are mentioned]
This is a detailed step-by-step guide which explains how the day will pan out as the children progress round the exhibition in their groups. [give out as hand-out][show models with props - explain]
Each of the environments will be housed in its own pod. This is an example of what the Rainforest pod would look like from the outside. Each pod will be a different colour to represent the environment.
This is what the Rainforest pod will look and sound like once inside. [play sound clip][talk about picture]
This is what the Desert pod will look and sound like once inside. [play sound clip][talk about picture]
This is what the Arctic pod will look and sound like once inside. [play sound clip][talk about picture]
In each environment there will be a question pod. The children will gather around this pod with there guide when they are going through the questions. A question will appear on the screen, like the ones shown here, and the guide will have a set of answer cards, each answer will be multiple choice. Once the children have decided what their answer is, the guide will give the card to one of the children who will place it in the slot in the pod. If the children get the answer correct then one of 2 things will happen. Something will happen in the room, it could be visual or sound based, or the children will be guided to a part of the room where they will find a clue about the missing explorer. If the children get the answer wrong then they will be given the chance to have another go.All of the questions for each environment, along with their multiple choice answers, are included in the Teachers’ Pack.
At the end of each experience there will be a climax which the questions have been building up to. This will act as a signal that the experience in that environment has now finished. In the Rainforest, the guide will bring out a real parrot for the children to meet. In the Desert, the temperature in the room will drop and it will go dark. The change in temperature won’t be extreme but it will be noticeable. In the Arctic, the Northern Lights will appear on the walls. [play video]
Once the children have been in all of the environments, they will reform as a class in the centre of the pods. A guide will go through all of the clues that each group has collected with them and then the children will decide which environment Andy the Adventurer is lost in. The children will go back into their chosen environment to see if Andy is in there.
To finish off the experience for the children, Andy the Adventurer will give each of them a goody bag so that they will have something which they can take home with them. The goody bags will be related to each of the environments that the children have been exploring throughout the day along with some goodies from the Museum of Liverpool shop. This will allow the children to take away something tangible with them so that they remember their visit to the exhibition and have something to show for it.