The document summarizes research on school dress codes conducted by interviewing 100 students at a high school. Key findings include: 1) Most students felt the dress code was reasonable but still intentionally broke it; 2) Uniforms were found to not prevent bullying or improve grades as administrators claimed; 3) Nearly half of students dressed to get noticed by others showing more skin like characters in the book Twisted.
Fashion Communication & Strategic Planning Course: Lesson 01Daniela Ghidoli
The course covers the strategic planning tools for developing integrated communication plans, media and creative, able to support product launches and/or brand development.
LESSON 1: The real life of a Strategic Planner
LESSON 2: How to launch a new magazine
LESSON 3: Focus on analysis: Brand, products & communication analysis
LESSON 4: Competitor Analysis
LESSON 5: The Traditional Media Landscape
LESSON 6: Media Selection
LESSON 7: How to brief a Strategy
LESSON 8: How to structure a Magazine Concept
LESSON 9: The Concept presentation
LESSON 10: How plan the discovery phase to develop the best concept
LESSON 11: Test
LESSON 12: The Digital Landscape
LESSON 13: The launch of a brand in the digital landscape
LESSON 14: Who is the target?
LESSON 15: Creative & UX Designer approaches
LESSON 16: Naming
LESSON 17: Build an app, web or mobile?
LESSON 18: UX Strategy
LESSON 19: Digital Media Strategy
LESSON 20: Media Planning
LESSON 21: Test
LESSON 22: The Events Jungle
LESSON 23: Audit for a Brand Event
LESSON 24: CRM strategy
LESSON 25: Building Emotion
LESSON 26: The Conversational Map
LESSON 27: The Audience Journey
LESSON 28: Simulation: the Agency Team is working
LESSON 29: Manage the risks: what is the ROI
LESSON 30: Final test
Fashion Communication & Strategic Planning Course: Lesson 01Daniela Ghidoli
The course covers the strategic planning tools for developing integrated communication plans, media and creative, able to support product launches and/or brand development.
LESSON 1: The real life of a Strategic Planner
LESSON 2: How to launch a new magazine
LESSON 3: Focus on analysis: Brand, products & communication analysis
LESSON 4: Competitor Analysis
LESSON 5: The Traditional Media Landscape
LESSON 6: Media Selection
LESSON 7: How to brief a Strategy
LESSON 8: How to structure a Magazine Concept
LESSON 9: The Concept presentation
LESSON 10: How plan the discovery phase to develop the best concept
LESSON 11: Test
LESSON 12: The Digital Landscape
LESSON 13: The launch of a brand in the digital landscape
LESSON 14: Who is the target?
LESSON 15: Creative & UX Designer approaches
LESSON 16: Naming
LESSON 17: Build an app, web or mobile?
LESSON 18: UX Strategy
LESSON 19: Digital Media Strategy
LESSON 20: Media Planning
LESSON 21: Test
LESSON 22: The Events Jungle
LESSON 23: Audit for a Brand Event
LESSON 24: CRM strategy
LESSON 25: Building Emotion
LESSON 26: The Conversational Map
LESSON 27: The Audience Journey
LESSON 28: Simulation: the Agency Team is working
LESSON 29: Manage the risks: what is the ROI
LESSON 30: Final test
A paradigm shift towards sustainable fashion has recently occurred in the business, with ethical brands leading the way and embracing eco-friendly techniques. This change is not merely a fad; it represents a rise in environmental and ethical awareness regarding the effects of fashion consumption and production on society as a whole. A more responsible approach to fashion is being promoted as consumers become more conscious of the effects of their purchasing decisions. Ethical companies are becoming more well-known, and they are also adopting eco-friendly practices.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
A paradigm shift towards sustainable fashion has recently occurred in the business, with ethical brands leading the way and embracing eco-friendly techniques. This change is not merely a fad; it represents a rise in environmental and ethical awareness regarding the effects of fashion consumption and production on society as a whole. A more responsible approach to fashion is being promoted as consumers become more conscious of the effects of their purchasing decisions. Ethical companies are becoming more well-known, and they are also adopting eco-friendly practices.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
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!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Rationale for exploring School Dress Codes: We have decided to discuss school dress codes because in the book Twisted, we hear about girls dressing “slutty” in school to get noticed. We wanted to take a closer look into whether or not school dress codes are fair, effectively enforced, and how teens in school feel about dress codes by administering a survey to 100 students here at West Seneca West.
3. Why have uniforms and/or dress codes? Many school officials agree that school dress codes help districts achieve the goals of “safety, discipline, and school unity.” Dress codes increase academic achievement and ensure a healthy school environment. Dress codes avoid gang violence. Uniforms make students more confident and less judgmental of other students.
4. Why have uniforms and dress codes cont. Uniforms allow students to better resist peer pressure. Dress codes and uniforms keep students more concentrated on school work. Uniforms put students on a more equal social footing.
9. Analysis on 3 out of the 4 previous charts: We found the results of our survey on the topic of education and bullying interesting because students feel that uniforms don’t prevent bullying, don’t keep students more focused on school work, and don’t result in better grades. This was interesting because school officials and administrators feel that these are the most important reasons for making uniforms and/or dress codes mandatory.
11. Analysis: This chart was interesting because in schools that are located in bad areas, the dress codes have been proven more strict. The schools have gone as far as banning gang affiliated colors and things such as baggy jeans and chains on jeans. It was interesting to know that students were unaware of this.
13. Are school dress codes always fair? In Morgan Hill, California, five students were sent home from school for wearing clothing with images of the American flag when it was Cinco de Mayo. In Lake Geneva, Wisconsin, a boy named Kerry Lofy was turned away at the door to prom and fined $249 for wearing a dress as a joke. In Texas, a boy named Taylor Pugh was diciplined for having too long of hair in school.
14. Are school dress codes always faircont. At Mendenhall Junior High, a 13 year old girl named Jennifer Little was diciplined for wearing skinny jeans to school. The administrators claim they were too tight. At Jackson’s Brinkley Middle School, 12 year old Derrick Newson got in trouble for having a mohawk. Administrators claim it diverted attention from the learning process.
16. Analysis: The results of this question were interesting because although students don’t feel our dress code is unreasonable, they still manage to break the dress code.
19. Analysis: This question was interesting because most of the students here at WSW feel that dress codes interfere with freedom of expression, and that is what majority of lawsuits based on dress code are about.
21. Are school dress codes effectively enforced? At Maryland’s Decatur Middle School, principal Saunders finds it extremely time consuming to try and decide whether or not students are complying with the dress code. Principal Saunders admitted that she would spend about 60 to 90 minutes a day on dress code violations alone.
27. The past charts are interesting because: Most students follow their school dress code but feel that their school doesn’t do a good job at enforcing them. Doesn’t this contradict itself? Also, our survey shows that students who are favored get away with more dress code violations than “bad” kids. This proves that the dress code isn’t enforced effectively after all.
28. Why do kids break their school dress codes? Kids and teens throughout various places can all relate to breaking their school dress code to either get noticed by someone, to be funny, or to portray themselves as someone, or something that they aren’t
32. Lawsuits erupting as a result of school dress codes: In California, a 14 year old girl named Toni Kay Scott claimed her school crossed a constitutional line when it punished her for wearing Tigger knee high socks. She is one of 6 students who have filed a lawsuit against the school and the Napa Valley United School District. These students believe their school dress code is unconstitutionally vague, overbroad, and restrictive.
34. Why school dress codes get broken: comparing our results with Twisted In the book Twisted we heard of teens in Tyler’s school who were dressing differently just to be noticed by others. For example, Tyler’s sister Hannah tried to dress more “slutty” and show more skin to be noticed by the boys at school and to try to look “cool”. Also, Hannah tried to change Tyler’s look so that he would get noticed more by the ladies.
38. What the previous graphs tell us: The first graph shows that 89 out of 100 students believe girls get noticed more if they show more skin. This is also how the students in the book Twisted felt. The second graph shocked us because if the girls that show more skin get negative attention, why do they proceed to do it? It was a question that stumped us all.
39. What the previous graphs tell us cont. The third graph also surprised us because in high school it seems like people will do anything to fit in. Tyler allowed Hannah to change his look and make him seem cooler than what he was.
40. Our analysis of the survey results as a whole: The results of the survey were mostly a shock to us. We thought it was weird how most students thought our school dress code was reasonable, but yet there were a lot of students that have intentionally broke their dress code. Also, we thought is was interesting how students don’t think that how you dress effects who you are friends with, but we are all well aware that we do disclude people if they dress differently than us.
41. Our results compared to our research findings: In our research, we found that school dress codes have caused a lot of lawsuits and disagreement in the past. Our survey showed only 27 out of 100 students knew that there have been lawsuits over this issue. Also, we found that uniforms and/or dress codes are enforced to prevent bullying, make students achieve better grades, and keep students more focused. Our survey proved all of these reasons false.
42. Works Cited: Marchant,Valerie. “Dress for Success: It looks as if uniforms and dress codes may well make a difference.” Time 13 Sept. 1999: C6+. Gale Opposing Viewpoints In Context. Web. 10 Dec. 2010 Boutelle, Marsha. “Uniforms: Are They a Good Fit?.” Education Digest. Feb. 2008: 34-37. SIRS Researcher . Web. 10 Dec 2010. Marshall, Carolyn. “Pooh Character Leads to Suit On Dress Code.” New York Times 22Mar. 2007:A17(L) . Gale Opposing Viewpoints In Context. Web. 10 Dec. 2010. Pettus, Gary. “Battle Over Classroom Decorum: Schools Tighten Dress Code Rules.” Clarion Ledger (Jackson, MS). 07 Sep 2010: A.1. SIRS Researcher. Web. 10 Dec 2010. “Five Students at Like Oak High School, in Morgan Hill, Calif. , were recently sent home for wearing clothing with images of American flags.” National Review 7 June 2010: 12. Gale Opposing Viewpoints In Context. Web 10 Dec. 2010. “Texas: Long-Haired Boy Back In Class.” New York Times 20 Jan. 2010: A14(L). Gale Opposing Viewpoints In Context. Web. 10 Dec. 2010 Viadero, Debra. “Uniform Effects?.” Education Week Vol. 24, No. 18. Jan. 12 2005: 27-29. SIRS Researcher. Web. 10 Dec 2010.