Paul Cancellieri documents his experience as a Kenan Fellow completing an externship with Cisco. Over the course of a month, he reflects daily on activities like meetings, trainings, and project planning. He works to develop a project using Cisco collaboration tools to connect his students with an international partner classroom on the topic of water issues. After initial difficulties finding partners, he eventually connects with a school in India to collaborate asynchronously.
This document provides an introduction and overview for a large introductory sociology course. It outlines the course structure including lectures, discussion sections, instructors and teaching assistants. It lists the required textbooks and materials. It also outlines the sociological perspective of the course, grading criteria, student services, course objectives, and advice for students.
The document discusses effective eLearning and focuses on simplifying the learning process. It emphasizes giving learners autonomy through accessibility, collaboration, self-directed study, feedback, and reflection. Autonomy in learning can be supported by tools that allow for collaboration on walls, self-paced exploration of topics, and providing feedback. The overall message is that learning experiences work best when they are simple rather than complex.
The document discusses shifting the locus of control in a problem-based learning (PBL) environment. It notes that initially no students asked questions during the first presentation, but later more students asked higher-order questions. It also describes the benefits of having students get started on their own once they understand the task, including that they ask more questions and help each other learn.
Spotlight is a research-based reading approach provided by Brent Daigle, PhD. It is a site-based program only available to schools with Title 1 SW eligibility. To schedule a Spotlight program, contact Brent Daigle via email, phone, or Twitter.
Paul Cancellieri documents his experience as a Kenan Fellow completing an externship with Cisco. Over the course of a month, he reflects daily on activities like meetings, trainings, and project planning. He works to develop a project using Cisco collaboration tools to connect his students with an international partner classroom on the topic of water issues. After initial difficulties finding partners, he eventually connects with a school in India to collaborate asynchronously.
This document provides an introduction and overview for a large introductory sociology course. It outlines the course structure including lectures, discussion sections, instructors and teaching assistants. It lists the required textbooks and materials. It also outlines the sociological perspective of the course, grading criteria, student services, course objectives, and advice for students.
The document discusses effective eLearning and focuses on simplifying the learning process. It emphasizes giving learners autonomy through accessibility, collaboration, self-directed study, feedback, and reflection. Autonomy in learning can be supported by tools that allow for collaboration on walls, self-paced exploration of topics, and providing feedback. The overall message is that learning experiences work best when they are simple rather than complex.
The document discusses shifting the locus of control in a problem-based learning (PBL) environment. It notes that initially no students asked questions during the first presentation, but later more students asked higher-order questions. It also describes the benefits of having students get started on their own once they understand the task, including that they ask more questions and help each other learn.
Spotlight is a research-based reading approach provided by Brent Daigle, PhD. It is a site-based program only available to schools with Title 1 SW eligibility. To schedule a Spotlight program, contact Brent Daigle via email, phone, or Twitter.
This document provides instructions for students on completing a case analysis assignment in their EDUC W200 course. It includes links to the case analysis template Google Doc, an example case analysis, and introduces Google Docs as a tool for collaborating on the assignment. Students are instructed to form groups of up to 4 members, have one member set up a shared Google Doc using the template, title it "Case Analysis #1", add their names, share it with group members and the instructor for completing the first case analysis assignment.
This document discusses word clouds and how they can be used for educational purposes. It explains that word clouds are a digital tool that takes text and converts it into a graphic image where the size of each word corresponds to how frequently it appears in the text. The document provides examples of how word clouds can be generated from student writing to understand their attitudes on different subjects or to check if an essay is staying on topic. It also shows how word clouds can be made from textbooks or articles to get a high-level understanding of the content. Additional resources on creating and using word clouds are listed at the end.
Inquiry based instruction fall cue13 102513adinasullivan
This document discusses inquiry-based learning and its key principles. It describes inquiry-based learning as having roots in constructivist theories from the 1960s. Some of its main characteristics are using student questions to drive learning, strategic thinking, students creating knowledge, learning having a real purpose and audience, and self-assessment. The document provides examples of inquiry-based lessons and resources for teachers to learn more.
The document describes a "Mystery Class" project that can be implemented in classrooms to teach various standards through an interdisciplinary approach. The project involves students collecting sunrise and sunset data over 11 weeks to track changes in photoperiod. Students are assigned to cooperative groups to solve weekly clues and track possible "Mystery Classes" based on the changing photoperiod data. On the final day, students will reveal what the Mystery Classes were by applying research, critical thinking, collaboration, and prediction skills developed throughout the project.
12 Augmented Reality Apps for the ClassroomMonica Burns
The document discusses augmented reality and provides examples of augmented reality apps that can be used in the classroom. It defines augmented reality as layering media over the real world using a trigger image scanned by a special app. Some augmented reality apps mentioned for education include Quiver, Elements 4D, Anatomy 4D, Color Alive, and Chromville for interacting with engaging content and sharing student work.
A new employee's first days and weeks on the job are crucial for onboarding and getting acclimated to their new role and team. The document outlines a plan for smoothly integrating a new team member that includes preparing their work environment and onboarding materials in advance, setting clear expectations, and establishing a mentor relationship to provide guidance and feedback throughout the first month. By planning activities and check-ins for before they start, day one, week one, and month one, the document argues this structured process can help shorten a new employee's adoption period and help them become a productive member of the team more quickly.
The document provides instructions for taking the Grit Scale, which measures an individual's perseverance and passion for long-term goals. It consists of 8 items related to maintaining focus and interest in projects over time. Respondents rate how much each statement is like them on a 5-point scale. For some items, higher ratings indicate more grit; for others, lower ratings indicate more grit. Scores are calculated by assigning point values to each response and averaging, with higher overall scores representing greater grit.
This document discusses strategies to help a 15-year-old boy named Ross who struggles with motivation, organization, reading longer texts, and being a self-starter for writing assignments. It provides five suggestions: 1) Using the 60 Second Recap online resource to summarize texts in video format; 2) Using Google Drive and calendar reminders on his phone to stay organized and not lose assignments; 3) Downloading audiobooks from Loyal Books to alleviate struggles with reading; 4) Using free speech-to-text software to help with writing assignments; and 5) Watching video summaries and explanations instead of using textbooks, such as Shakespeare animated tales and TED-Ed videos.
This document provides instructions for an in-class group activity where students will conduct a mini case analysis. It outlines the following steps:
1) Students will work in groups of 2 in their subject area to complete a case analysis template titled "Mini Case Analysis".
2) The template should include the group members' names and be published and shared with the instructor.
3) For the analysis, students should identify a learning standard or objective, provide at least 5 options, and state and justify their decision.
4) Students should embed their analysis in their e-portfolio and submit the link to the instructor for grading. All group members must submit.
This document summarizes classroom activities and lessons from weeks 6 and 7 of an education course. It describes several production tasks students engaged in, including using Google Earth to follow events in The Odyssey, creating a documentary on Annie Oakley, and playing the Oregon Trail game. It also recaps clicker questions about designing production tasks, the challenges of creating a webquest, and whether Skype could be used in the classroom. The final section outlines the agenda for week 8, focusing on communication tools, a case analysis workshop, and developing a teacher website using Google Calendar.
This document discusses combining active learning methods in chemistry education. It recommends using peer instruction, writing exercises, and student presentations along with lectures to teach conceptual topics. For technical topics, it suggests process-oriented guided inquiry learning (POGIL), projects, and experiments in addition to lectures and practice problems. Global learning can be achieved through question/vote cycles followed by peer and class-wide discussions. The document concludes by thanking the grant committee and providing a link to the presentation slides.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources http://shellyterrell.com/assessment
This document presents the 12-item Grit Scale used to assess an individual's grit or perseverance and passion for long-term goals. The scale consists of 12 statements where respondents indicate how much each statement is like them using a 5-point scale. Six items are scored such that higher numbers indicate more grit while the other six are reverse scored. Scores are averaged, with higher scores indicating greater grit ranging from 1 (not at all gritty) to 5 (extremely gritty). The scale was developed to provide a concise yet reliable measure of individual differences in grit.
The document summarizes mapping results from October 2008 of organizations in the Elephant and Castle area of London. A total of 241 organizations were identified from various sources including databases, directories, stakeholders, and desk research. The organizations were then categorized using an existing framework. A comparison was also made to previous mapping results from Camberwell in December 2007.
This document provides instructions for students on completing a case analysis assignment in their EDUC W200 course. It includes links to the case analysis template Google Doc, an example case analysis, and introduces Google Docs as a tool for collaborating on the assignment. Students are instructed to form groups of up to 4 members, have one member set up a shared Google Doc using the template, title it "Case Analysis #1", add their names, share it with group members and the instructor for completing the first case analysis assignment.
This document discusses word clouds and how they can be used for educational purposes. It explains that word clouds are a digital tool that takes text and converts it into a graphic image where the size of each word corresponds to how frequently it appears in the text. The document provides examples of how word clouds can be generated from student writing to understand their attitudes on different subjects or to check if an essay is staying on topic. It also shows how word clouds can be made from textbooks or articles to get a high-level understanding of the content. Additional resources on creating and using word clouds are listed at the end.
Inquiry based instruction fall cue13 102513adinasullivan
This document discusses inquiry-based learning and its key principles. It describes inquiry-based learning as having roots in constructivist theories from the 1960s. Some of its main characteristics are using student questions to drive learning, strategic thinking, students creating knowledge, learning having a real purpose and audience, and self-assessment. The document provides examples of inquiry-based lessons and resources for teachers to learn more.
The document describes a "Mystery Class" project that can be implemented in classrooms to teach various standards through an interdisciplinary approach. The project involves students collecting sunrise and sunset data over 11 weeks to track changes in photoperiod. Students are assigned to cooperative groups to solve weekly clues and track possible "Mystery Classes" based on the changing photoperiod data. On the final day, students will reveal what the Mystery Classes were by applying research, critical thinking, collaboration, and prediction skills developed throughout the project.
12 Augmented Reality Apps for the ClassroomMonica Burns
The document discusses augmented reality and provides examples of augmented reality apps that can be used in the classroom. It defines augmented reality as layering media over the real world using a trigger image scanned by a special app. Some augmented reality apps mentioned for education include Quiver, Elements 4D, Anatomy 4D, Color Alive, and Chromville for interacting with engaging content and sharing student work.
A new employee's first days and weeks on the job are crucial for onboarding and getting acclimated to their new role and team. The document outlines a plan for smoothly integrating a new team member that includes preparing their work environment and onboarding materials in advance, setting clear expectations, and establishing a mentor relationship to provide guidance and feedback throughout the first month. By planning activities and check-ins for before they start, day one, week one, and month one, the document argues this structured process can help shorten a new employee's adoption period and help them become a productive member of the team more quickly.
The document provides instructions for taking the Grit Scale, which measures an individual's perseverance and passion for long-term goals. It consists of 8 items related to maintaining focus and interest in projects over time. Respondents rate how much each statement is like them on a 5-point scale. For some items, higher ratings indicate more grit; for others, lower ratings indicate more grit. Scores are calculated by assigning point values to each response and averaging, with higher overall scores representing greater grit.
This document discusses strategies to help a 15-year-old boy named Ross who struggles with motivation, organization, reading longer texts, and being a self-starter for writing assignments. It provides five suggestions: 1) Using the 60 Second Recap online resource to summarize texts in video format; 2) Using Google Drive and calendar reminders on his phone to stay organized and not lose assignments; 3) Downloading audiobooks from Loyal Books to alleviate struggles with reading; 4) Using free speech-to-text software to help with writing assignments; and 5) Watching video summaries and explanations instead of using textbooks, such as Shakespeare animated tales and TED-Ed videos.
This document provides instructions for an in-class group activity where students will conduct a mini case analysis. It outlines the following steps:
1) Students will work in groups of 2 in their subject area to complete a case analysis template titled "Mini Case Analysis".
2) The template should include the group members' names and be published and shared with the instructor.
3) For the analysis, students should identify a learning standard or objective, provide at least 5 options, and state and justify their decision.
4) Students should embed their analysis in their e-portfolio and submit the link to the instructor for grading. All group members must submit.
This document summarizes classroom activities and lessons from weeks 6 and 7 of an education course. It describes several production tasks students engaged in, including using Google Earth to follow events in The Odyssey, creating a documentary on Annie Oakley, and playing the Oregon Trail game. It also recaps clicker questions about designing production tasks, the challenges of creating a webquest, and whether Skype could be used in the classroom. The final section outlines the agenda for week 8, focusing on communication tools, a case analysis workshop, and developing a teacher website using Google Calendar.
This document discusses combining active learning methods in chemistry education. It recommends using peer instruction, writing exercises, and student presentations along with lectures to teach conceptual topics. For technical topics, it suggests process-oriented guided inquiry learning (POGIL), projects, and experiments in addition to lectures and practice problems. Global learning can be achieved through question/vote cycles followed by peer and class-wide discussions. The document concludes by thanking the grant committee and providing a link to the presentation slides.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources http://shellyterrell.com/assessment
This document presents the 12-item Grit Scale used to assess an individual's grit or perseverance and passion for long-term goals. The scale consists of 12 statements where respondents indicate how much each statement is like them using a 5-point scale. Six items are scored such that higher numbers indicate more grit while the other six are reverse scored. Scores are averaged, with higher scores indicating greater grit ranging from 1 (not at all gritty) to 5 (extremely gritty). The scale was developed to provide a concise yet reliable measure of individual differences in grit.
The document summarizes mapping results from October 2008 of organizations in the Elephant and Castle area of London. A total of 241 organizations were identified from various sources including databases, directories, stakeholders, and desk research. The organizations were then categorized using an existing framework. A comparison was also made to previous mapping results from Camberwell in December 2007.
The document discusses the note-taking application Evernote. It explains that Evernote allows users to capture information from a variety of sources and find it later when needed. The document encourages readers to try taking notes using Evernote during the presentation, which will cover how Evernote makes tasks easier, allows new capabilities, and demonstrates advanced features like sharing notes. The presentation aims to help users get started with Evernote and maximize its potential.
DRMS High School Registration Presentation 2012 Paul Cancellieri
The slides presented by Durant Road Middle School's Guidance Department as part of an evening High School Registration Information Session for parents.
This document discusses a blogging project between scientists conducting research on a ship and students in various schools. The project was motivated by the need for students to better understand science as a profession and how research is conducted. Scientists on the R/V Knorr ship blogged about their oceanography research on the Agulhas Current during a cruise in April-May 2010. Students from several schools in the US, UK and South Africa followed the blog and had opportunities to ask the scientists questions. The document outlines the goals and benefits of the blogging collaboration between students and scientists in the field.
Slides from a seminar session at NCCAT about what blogging is, why teachers should consider doing it (and doing it with their students), and how to go about doing it well.
This document compares wikis and glogs as tools for 21st century student projects, noting that wikis allow for text, images, videos, and other media while glogs focus more on assessment and feedback. It provides samples of a human body systems wiki and matching glog, and encourages the reader to check out an online wiki for more information and links about using these tools in education.
Ventura Associates is a promotions agency that has run over 11,000 sweepstakes and contests over 38 years, giving away over $139 million in prizes. They offer strategic planning and execution of sweepstakes, contests, games, and promotions. They handle all aspects of promotion management from concept to fulfillment and have expertise in security printing, premium fulfillment, and database marketing. They have worked with companies in many industries and are cost-effective with a track record of legal compliance.
Flipping the Classroom Around the WorldArjana Blazic
The document discusses flipping the classroom. It begins with a quick survey that finds teachers lack time, students procrastinate and complete work last minute, and it is hard to gauge if students are truly learning from passive classroom behaviors. This leads to discussing flipping the classroom as a possible solution. It defines flipping as having students engage with content outside of class, freeing up class time for active learning activities. The document provides tips for how to flip a classroom, including creating or finding content, distributing it, and changing the classroom culture to focus on active learning in class. It discusses challenges but emphasizes finding what works best for each teacher and students.
Jurgen Schulte, Neela Griffith
Instead of taking individual students by the hand to help them make the transition to university learning, provide students with the means to reflect on their learning and learning styles so that they can take appropriate actions to succeed in their First Year of study.
This document outlines a school's new approach to continuous professional development (CPD) for teachers. It discusses weaknesses of traditional CPD models and establishes guidelines for the new model. The new model focuses on collaboration between small groups of teachers to explore topics like questioning, celebrating mistakes, scaffolding discussions, making group work effective, and creating awe and wonder in lessons. The model involves introductory, reflection, and feedback sessions throughout the school year. The goal is for CPD to directly benefit students by providing teachers with practical strategies to use in lessons.
1) The document describes the author's initial struggles with creating their first e-portfolio for a university course around 10 years ago. They felt overwhelmed by the new concepts and tools.
2) Over time and with more experience using e-portfolios, the author became more comfortable with the process. They created e-portfolios to showcase other qualifications and reflect on their ongoing learning.
3) The author reflects on how their early experience could have been improved, such as providing more guidance on what an e-portfolio is and how to use the specific tools, as well as mentoring and feedback throughout the process rather than just for assessment.
This document discusses goals, feedback, and evidence-based teaching. It emphasizes focusing teaching efforts on areas that will make the biggest difference for students. Effective feedback is difficult but important - it should help students progress and believe that effort leads to success. Formative assessment via feedback is highlighted as an effective way to check student understanding and guide further learning. The document provides examples of low-tech formative assessment techniques like mini-whiteboards and traffic light signals.
This document provides updates and information about the upcoming STEM Fair for 4th and 5th grade students. For 4th grade, the instruction and projects will remain the same except students can now complete group projects. For 5th grade, the instruction will change to workshop-style lessons and group projects are allowed. Students will generate project ideas in class and work on parts of the scientific method. Participation is optional but encouraged. The STEM Fair aims to foster authentic research and long-term STEM interest. Students must choose an interesting topic, form a question, and conduct research to develop a hypothesis. Resources are available to help students with ideas and research. Projects are due on April 22nd and the STEM Fair will be
The document discusses the concept of heutagogy, which is defined as self-determined learning where the learner defines their own learning. It provides resources on heutagogy and describes an activity where participants take on the role of an alien physicist learning about how humans learn in order to design a curriculum based on heutagogical principles. The document advocates for learner-managed and open-ended learning experiences that engage emotions and involve the learner in designing flexible curricula.
This document discusses using a Pointless-style quiz game show to make library induction sessions for new undergraduate students more engaging and memorable. Student feedback found traditional sessions were boring and information overload. The author developed a quiz where teams answer library questions to find the "pointless" answer unknown to others. Initial concerns were alleviated as information specialists and students found it fun. Future plans include balancing information and games while improving follow up activities.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
This document discusses the flipped classroom model of teaching. It begins by explaining that the flipped classroom flips traditional teaching by having students learn new content through pre-class videos and activities before class, freeing up class time for more active and applied learning through discussions and problem-solving.
The document then provides examples of how the flipped classroom has been implemented at RMIT University, including having students watch introductory videos before class and using class time for activities like formative assessments, group projects, and closing the learning loop.
Finally, the document offers advice on how to design pre-class content and in-class activities, emphasizing making pre-work engaging, relevant and accountable, and using class time for collaborative
The document discusses establishing learning goals and determining student readiness. It provides examples of how teachers:
1. Use evidence from student work to set learning goals aligned with curriculum standards and provide rubrics illustrating levels of proficiency.
2. Engage students by stimulating interest, assessing prior knowledge through questions, and determining each student's understanding to focus learning.
3. Consider strategies for determining student attitudes, experiences, and knowledge as a starting point for learning, including interviews, questioning, and graphic organizers.
The document discusses the University of Texas at El Paso's (UTEP) Peer-Led Team Learning (PLTL) program for their precalculus course. It aims to improve student preparation, retention, and graduation rates. The program divides the precalculus course into modules that students can complete at their own pace with support from peer leaders and instructors. Peer leaders guide small groups of students in problem-solving sessions each week. While the modular approach and peer leaders have improved outcomes, there are challenges around peer leader hiring, faculty acceptance, and low student salaries.
This document discusses the implementation and evaluation of a flipped classroom approach in a business analytics course with 350 students. Key points:
1) Four of the 11 lessons were flipped by having students watch pre-recorded lecture videos before class. In-class time focused on working through cases.
2) Student surveys found mixed views, with 56% watching videos/readings and 33.6% finding them helpful for class discussions. However, some felt it was inefficient or there was too much content to prepare.
3) Lessons learned were to teach less content more deeply, provide recaps and communication channels for assistance, and use a consistent teaching mode (all flipped or traditional) rather than a mixture. The approach
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
This document provides guidance and prompts for teachers to reflect on their lessons and areas for improvement. It discusses factors that can limit learning, such as excessive pace and overloading students with activities. It includes quotes from Ofsted reports noting instances where the teacher worked too hard and lessons contained too many tasks. Teachers are asked to reflect on what zones their students were in during lessons and where the most learning occurs. The document provides links to research on developing effective lessons and questions to help teachers identify an area of focus, how to measure the impact of changes, and maintain a learning log to track progress.
Robogals SINE 2017 - STEM Workshop Communication EssentialsKelvin Lam
A short talk by myself on communications skills used in STEM workshops. Prepared for Robogals EMEA, an European arm of the international student-ran Female in STEM organisation, Robogals.
This document discusses motivating engineering students to study through improved teaching methods based on research by Dr. Peter Willmot. It describes international projects investigating what motivates engineering students and how motivation can be nurtured. Students are motivated by challenging, engaging, real-world problems and seeing quick results. They are demotivated by poor lectures, uninteresting topics, and other unmotivated students. The document considers how to address students arriving unprepared and suggests building creativity and autonomy into the curriculum while creating a sense of belonging to motivate students.
Spring into TEAMP: Flip your classroom upside down | Crystal KirchRenee Hoareau
Crystal Kirch is a Digital Learning Coach and flipped classroom expert who is passionate about helping teachers find the most effective uses of technology to transform teaching and learning. Crystal has trained teachers on flipped learning and technology integration since 2011, and published Flipping with Kirch: The Ups and Downs from Inside my Flipped Classroom in 2016. "The flipped classroom is a transformational pedagogical strategy that utilizes technology and teacher-created video instruction to free up classroom time for more differentiated support and a deeper learning experience for all students.
This summary covers the key information from the document:
1. This session will be unattended until 5:55pm, after which the class on Understanding Research will commence at 6pm with no audio until then.
2. The document introduces Kate Davis, the instructor, including her research background and interests in information experience, teaching and learning, and her current project investigating student expectations and experiences in a dual mode degree program.
3. Kate provides an overview of the unit, including her aims to help students develop a research proposal and be prepared for further research units, as well as develop an understanding of the importance of research.
Similar to Smartpens: Capturing and Flipping Science Instruction (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Is this a waste of my time?
• What is the flipped
classroom?
• Why flip?
• What is a smartpen?
• How does Paul flip
with smartpens?
Paul Cancellieri - July 15, 2013
3. Comic courtesy of XKCD
Paul Cancellieri - July 15, 2013
Paul Cancellieri - July 15, 2013
5. In Science classes
In most secondary classrooms
Warm
up
Lesson
(teacher providing information)
Guided
Practice
Independent
Practice
(at home)
Warm
up
Lesson
(teacher providing
information)
Prep for
Lab
Write a Lab Report
Perform
Lab
Warm
up
Wrap up the
Lab
Move on to new
content
Day
1
Day
2
Hands-on Inquiry
Paul Cancellieri - July 15, 2013
6. Advantages of Flipping for
Science
• Passive, robotic work takes place
outside of class.
• Students become motivated to do the
homework because it is relevant and
necessary.
• Teachers are valued as facilitators of
learning, not just dispensers.
Paul Cancellieri - July 15, 2013
8. OK, cool, but how do you
use them in your class?
1. Pencast Pre-labs
2.My Master
Notebook
3.Capturing student
thinking
Paul Cancellieri - July 15, 2013
12. Capturing Student
Thinking
• No learning curve to use the pens
• Quick and easy way to see what a student
has learned or where misconceptions are
• Share student work online with no
permission forms
• Student-made tutorials, explanations,
drawings
Paul Cancellieri - July 15, 2013