The third grade class at Riverview School in Farmington Minnesota joined forces to collect donations supporting three families over the holidays through "Armful of Love" , a program coordinated by 360 Communities. This activity happened on December 7, 2012.
The third grade class at Riverview School in Farmington Minnesota joined forces to collect donations supporting three families over the holidays through "Armful of Love" , a program coordinated by 360 Communities. This activity happened on December 7, 2012.
Conferência
As TIC e a Saúde no Portugal de 2011
15 de Dezembro de 2011
Auditório do Centro Hospitalar Psiquiátrico de Lisboa
Av. Brasil, Lisboa
Coordenação: Prof. Drª Maria Helena Monteiro
PROGRAMA
08:30 Recepção dos Participantes 08:50 Boas Vindas – Prof. Dr. José Dias Coelho (APDSI) Dr. Cunha Ribeiro em representação do Senhor Ministro da Saúde Dr. Paulo Macedo 09:00 A IBM – a Saúde e a Investigação Dr.ª Cristina Semião | Directora do Sector Público, IBM 09:20 Software AG – Um Caso de Estudo das TIC na Saúde – Parnassia Bavo Groep Mr. Mark Rhoden | Senior Vice President EMEA (apresentação na língua inglesa) 09:40 Os registo de doentes (patient registries) como instrumentos de suporte à prática clínica, à gestão/administração e às politicas em saúde Prof. Dr. António Vaz Carneiro | Director do Centro de Estudos de Medicina Baseada na Evidência da Faculdade de Medicina da UL 10:10 O Cidadão e a Saúde – novos modelos de prestação de serviços … Dr. Raul Mascarenhas | Presidente do Conselho de Administração da SPMS
Café (10:30 a 11:00)
11:00 – Debate – Interoperabilidade e Registo de Saúde Electrónico – Sonho ou Realidade em Portugal? Moderação – Dr. Adalberto Campos Fernandes (ENSP/UNL) - Prof. Dr. Henrique Martins | Comissão para a Informatização Clínica - Prof. Dr. José Carlos Nascimento | Universidade do Minho - Dr. Luis Campos | Centro Hospitalar Lisboa Oeste 12:00 – Debate – TeleMedicina – Experiências Cá e Lá … Moderação – Eng.ª Sara Carrasqueiro (ENSP/UNL) - Dr. Miguel Soares de Oliveira | INEM - Dr. Paulo Freitas | Instituto Marquês de Valle Flôr - Dr.ª Teresa Delgado | Hospital Santa Maria Lisboa
Almoço Livre (13:00 a 14.00)
14:00 – Debate – A transformação tecnológica na Saúde em Portugal – a quadratura do círculo no SNS Moderação – Prof. Dr. Álvaro Rocha (UFP) - Dr. Ponciano Oliveira | Vogal do Conselho Directivo da ARS Norte, IP - Dr. José Manuel Azenha Tereso | Presidente do Conselho Directivo da ARS Centro, IP - Dr. Cunha Ribeiro | Presidente do Conselho Directivo da ARS de Lisboa e Vale do Tejo, IP - Dr. José Alberto Robalo | Presidente do Conselho Directivo da ARS Alentejo, IP - Dr. Martins dos Santos | Presidente do Conselho Directivo da ARS Algarve, IP * 15:30 – A Plataforma Digital do Registo Oncológico Regional Sul – Uma experiência inovadora Dr.ª Ana Miranda | IPO Lisboa
Café (16:00 a 16:30)
16:30 - A Gestão do Risco nos Grandes Hospitais Eng.º Rui Gomes | Director das Tecnologias e Informação do HPFF 17:00 - Activity Based Cost na Gestão da Saúde Prof. Dr.ª Ana Paula Harfouche | IPO Lisboa | UTL/ISCSP 17:30 – Network Innovation na Saúde Dr. Paulo Nunes de Abreu | groupVision Education Services – Fórum Hospital do Futuro
18:00 Encerramento
O Empreendedorismo e a Inovação na Saúde
Eng. Joaquim Cunha | Director Executivo da Health Cluster Portugal)
18:30 Fim da Conferência
– Prof. Dr.ª Maria Helena Monteiro | UTL/ISCSP/CAPP/APDSI
– Eng. António Vasconcelos da Cunha | APDSI
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Early Years Learning at the British International School of BostonDCurtis333
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Languages:
“Apadrinament Lector”- One of the objectives of this activity is helping
young learners to improve their reading and acquire more fluency, speedy
and understanding. We join five years old kids to 5th
grade and 1st grade to
6th
grade. The activity lasts half an hour per week. Teachers choose pupils
to make pairs taking into account their personal characteristics. We mix up
the youngest with the eldest and the last one has got the responsibility of
taking care of the youngest evolution, always supervised by tutors. When
they finish a book they have to fill in a worksheet with some information
and questions about they have been reading. There is always the possibility
to talk about if the pupil has enjoyed the book or not. At the end of the term
we give the readers a symbolic certificate as a prize of their work.
Maths:
Pupils have five Maths sessions per week. One of these sessions (an
afternoon) pupils work in corners.
Previously teachers have decided the categories or blocks we want to work
with our pupils. We take two grades and we mix all the pupils up. Then we
2. split up them into three groups about 10-12 pupils each one. The corners
are Language, Maths and English-Music. Every group work in a corner
every week but they have to take them into turns, so, they are going to
work Maths corners one afternoon every three weeks.
The activities are related to Arithmetic’s, Geometry, Measure, Problem
solving… Each pupil chose the activities they want to practise that
afternoon and they can be in each activity the time they want. Teachers
observe the evolution, development and the learning of each pupil.
History, Geography and Science:
At least once a year work on projects that means each class chose a topic
pupils are very interested in knowing deeply. Teacher is the guide but
students explain what they really know about this content (initial
evaluation) and what more information they want to complete their
knowledge. Pupils can use different kind of resources: internet, books,
magazines, newspapers, oral transmission (they can ask for personal
experiences of their own families, friends…). They work individually and
collectively. The whole class select the main information with the help of
the teacher. We include all the subjects we can in the project. Sometimes
the final result can be a power point, a mural, writings, articles…
We not only assess the content but also the learning process. Finally we can
compare the difference between what we knew at the beginning and what
we know at the end.
3. Physical Education:
The teacher thinks of some motor skills: passing and bouncing the ball,
different kind of jumping, speed, resistance, strength… We split up the
whole class in 4 o 5 zones so we can work in a very small group of pupils
in each area. Not all the activities have the same intensity and that’s made
on purpose to take care of children’s resistance. We spend the same time in
each activity, not more than 10 minutes per activity. Pupils pass through all
zones taking in turns without resting. They pay attention to the teacher sign
when they have to change the exercise. Pupils helps teacher arranging the
class, picking up the material and tiding up.
Arts
We use a lot of artistic techniques in our art and craft classes with all kind
of materials. Sometimes we imitate the style of some authors as Picasso,
Gaudi, Calder and Kandinsky… We try to make them (pupils) very
creative, to improve their fine motor skills and to make them express
feelings through art. The children decide in assembly how to celebrate and
decorate the school during feast days as Halloween, Saint George,
Carnival, Christmas Traditions and Easter. This is one of the ways our arts
and crafts sessions have sense because we relate the festivity to what our
children want to do in this special celebration.