The document discusses climate services at various levels - globally, regionally in Europe, and nationally in the UK. It describes the history and goals of the Global Framework for Climate Services (GFCS) established by the UN to provide climate information to vulnerable communities. In the UK, Climate Service UK is a partnership between government agencies to deliver climate data and services to support decision-making. Examples are given of collaboration with Singapore's meteorological service to build climate modeling capacity and with US agencies to strengthen agriculture adaptation.
The document discusses climate services at various levels - globally, regionally in Europe, and nationally in the UK. It describes the history and goals of the Global Framework for Climate Services (GFCS) established by the UN to provide climate information to vulnerable communities. In the UK, Climate Service UK is a partnership between government agencies to deliver climate data and services to support decision-making. Examples are given of collaboration with Singapore's meteorological service to build climate modeling capacity and with US agencies to strengthen agriculture adaptation.
1. The document outlines an agenda for a workshop on global collaboration, including introducing tools and platforms for collaboration, sharing best practices, and developing a sample collaboration project.
2. Key tools and platforms mentioned include SMART Notebook, SMART Bridgit, Google Hangouts, and the Global Teenager Project website. The workshop involves dividing into small groups to discuss potential collaboration activities and topics.
3. Attendees will learn about setting up collaboration projects using tools like SMART Boards and Google Drive, with a focus on reciprocity and equivalence between partner classes in different countries. They will develop an example project on cultural heritage as a model.
This document provides instructions for setting up a real-time collaboration project using SMART amp. It discusses including students from within the same Google domain as well as other domains. The teacher outlines preparation steps for both technology (creating a workspace in advance and ensuring devices and internet access) and pedagogy (allowing student-led exploration or preparing focused questions and goals). An example project on cultural heritage is described where students take and share pictures and descriptions of cultural aspects they are proud of. The goals are to understand students' perspectives on cultural heritage and encourage high-quality sharing by having work viewed by others. Instructions are provided on using sharing options in SMART amp and Google Drive to collaborate in real-time.
The document appears to be a series of web pages captured on February 9, 2016 from the website www.smartkapp.com. The pages were captured at 11:09 AM, 11:14 AM, 11:20 AM, 11:27 AM, 11:34 AM, and 11:40 AM, with each new page representing further content on the site.
The document discusses a new technology that uses a series of steps and components to convert carbon dioxide emissions from power plants and other industrial sources into useful products. The process involves capturing carbon dioxide, converting it into synthetic fuel or other chemicals using catalysts, and selling the resulting outputs for a profit to offset the costs of the carbon capture and conversion system. The hope is that this new technology could help reduce the levels of carbon dioxide in the atmosphere while providing a new revenue stream for plants that adopt the system.
1. The document outlines an agenda for a workshop on global collaboration, including introducing tools and platforms for collaboration, sharing best practices, and developing a sample collaboration project.
2. Key tools and platforms mentioned include SMART Notebook, SMART Bridgit, Google Hangouts, and the Global Teenager Project website. The workshop involves dividing into small groups to discuss potential collaboration activities and topics.
3. Attendees will learn about setting up collaboration projects using tools like SMART Boards and Google Drive, with a focus on reciprocity and equivalence between partner classes in different countries. They will develop an example project on cultural heritage as a model.
This document provides instructions for setting up a real-time collaboration project using SMART amp. It discusses including students from within the same Google domain as well as other domains. The teacher outlines preparation steps for both technology (creating a workspace in advance and ensuring devices and internet access) and pedagogy (allowing student-led exploration or preparing focused questions and goals). An example project on cultural heritage is described where students take and share pictures and descriptions of cultural aspects they are proud of. The goals are to understand students' perspectives on cultural heritage and encourage high-quality sharing by having work viewed by others. Instructions are provided on using sharing options in SMART amp and Google Drive to collaborate in real-time.
The document appears to be a series of web pages captured on February 9, 2016 from the website www.smartkapp.com. The pages were captured at 11:09 AM, 11:14 AM, 11:20 AM, 11:27 AM, 11:34 AM, and 11:40 AM, with each new page representing further content on the site.
The document discusses a new technology that uses a series of steps and components to convert carbon dioxide emissions from power plants and other industrial sources into useful products. The process involves capturing carbon dioxide, converting it into synthetic fuel or other chemicals using catalysts, and selling the resulting outputs for a profit to offset the costs of the carbon capture and conversion system. The hope is that this new technology could help reduce the levels of carbon dioxide in the atmosphere while providing a new revenue stream for plants that adopt the system.