This document summarizes the creative decisions made in post-production for two media productions completed for an AS and A2 course. For the AS production, the candidate produced a film opening sequence set in a dystopian future where humans cannot speak. For the A2 production, the candidate created a music video. Over the two years, the candidate's skills in editing, color correction, sound mixing, and use of software like Adobe Premiere Pro and After Effects improved. This allowed for more creative decisions and visually pleasing final products that effectively conveyed meaning through use of media language.
The candidate produced a music video for their A2 project. They explain how meaning was constructed in the video through the use of media language. Specifically, they discuss how editing in a non-linear way, use of color correction, mise-en-scene choices, characterization through framing, and strategic ambiguity all worked to engage the audience and convey the narrative without dialogue. Reference is made to relevant media theories to support the creative choices made.
The document contains a series of numbers separated by commas, with each line containing between 1-5 unique numbers. Most lines contain between 1-3 numbers, with a few containing 4 or 5 numbers, and some numbers like 1, 2, 3, 4, and 5 appearing on multiple lines.
This document provides a list of phonics activities and words for teaching different speech sounds to children. The activities include "Speech Sound Harry" which focuses on words using a child's speech sound, and "Speech Sound Detective" which includes scaffolded words so children can decode them. It then lists examples of words for different speech sounds including m, d, e, g, o, c, k, u, r, h, b, f, and l. The purpose is to help children learn early reading skills through phonics instruction and decoding practice.
The Speech Sound Pics (SSP) Approach uses picture cues to help children learn the sounds of speech. It breaks down words into individual sounds and matches each sound with a corresponding picture. By seeing and saying the pictures in order, children can put the sounds together to form whole words. The SSP Approach aims to make learning speech sounds fun and engaging for children.
This document lists book titles from Sets 2-6 of the SPELD SA phonics program. The books teach different spelling patterns, with Set 2 focusing on the short e sound, Set 3 on the short i sound, Set 4 on the short o sound, and Set 5 on the short u sound. Set 6 incorporates all spelling patterns taught so far.
This document summarizes the creative decisions made in post-production for two media productions completed for an AS and A2 course. For the AS production, the candidate produced a film opening sequence set in a dystopian future where humans cannot speak. For the A2 production, the candidate created a music video. Over the two years, the candidate's skills in editing, color correction, sound mixing, and use of software like Adobe Premiere Pro and After Effects improved. This allowed for more creative decisions and visually pleasing final products that effectively conveyed meaning through use of media language.
The candidate produced a music video for their A2 project. They explain how meaning was constructed in the video through the use of media language. Specifically, they discuss how editing in a non-linear way, use of color correction, mise-en-scene choices, characterization through framing, and strategic ambiguity all worked to engage the audience and convey the narrative without dialogue. Reference is made to relevant media theories to support the creative choices made.
The document contains a series of numbers separated by commas, with each line containing between 1-5 unique numbers. Most lines contain between 1-3 numbers, with a few containing 4 or 5 numbers, and some numbers like 1, 2, 3, 4, and 5 appearing on multiple lines.
This document provides a list of phonics activities and words for teaching different speech sounds to children. The activities include "Speech Sound Harry" which focuses on words using a child's speech sound, and "Speech Sound Detective" which includes scaffolded words so children can decode them. It then lists examples of words for different speech sounds including m, d, e, g, o, c, k, u, r, h, b, f, and l. The purpose is to help children learn early reading skills through phonics instruction and decoding practice.
The Speech Sound Pics (SSP) Approach uses picture cues to help children learn the sounds of speech. It breaks down words into individual sounds and matches each sound with a corresponding picture. By seeing and saying the pictures in order, children can put the sounds together to form whole words. The SSP Approach aims to make learning speech sounds fun and engaging for children.
This document lists book titles from Sets 2-6 of the SPELD SA phonics program. The books teach different spelling patterns, with Set 2 focusing on the short e sound, Set 3 on the short i sound, Set 4 on the short o sound, and Set 5 on the short u sound. Set 6 incorporates all spelling patterns taught so far.
1) The document outlines the daily lesson format and activities for a phonics program called Speech Sound Pics (SSP) for students in Prep (equivalent to kindergarten).
2) The daily schedule includes a morning routine, table activities focused on phonics skills, floor activities, and group lessons covering spelling, sound-picture recognition, decoding, and reading.
3) The SSP approach uses sound-picture cards and visual prompts to explicitly teach phonics segmentation, encoding, and decoding skills in a scaffolded manner to prepare students to read independently by the end of their first year of school.
1) The document provides instructions for drawing various shapes and objects by starting at the top and moving down, such as curling down a caterpillar's body or down a horse's head to its hooves.
2) Many of the instructions involve moving "down" an object and then "rounding" or "curling" a specific part, such as rounding a girl's face and curling her hair.
3) The shapes and objects that are described range from animals, people, fruits, towers, and more, with directions to move "down" their bodies and specific parts before finishing the shape.
This document provides resources for teaching phonics and early reading using speech sound picture (SSP) cards. It includes:
1) Instructions and songs for classroom activities using the SSP cards to develop sound recognition, blending, and word building.
2) Lists of SSP words for different levels arranged in chants to practice fluency.
3) Tips for using the resources at home and information on purchasing SSP materials.
4) Recommendations for apps, videos, and readers that incorporate the SSP method.
5) Suggestions for expanding on the SSP concept such as linking sounds to objects and exploring multiple representations of sounds.
Speech Sound Pics (SSP) Approach - Wiring Brains for Reading, Writing and Spelling in the Primary Years.
A Whole School Approach.
All Speaking the Same Language.
Every Teacher and TA Supported. Every Student Succeeds.
www.wiringbrains.com
This document provides examples of skills practice activities for different levels of phonics instruction. The activities include listening for sounds in words, spelling words using a spelling process, reading words, making new words by changing sounds, identifying alternative sounds for sound pictures, writing alphabet letters, decoding words by sounding out sound pictures left to right, and level-specific skills. The purpose is to reinforce phonics concepts while making the activities engaging.
This document contains lists of phonetic spelling patterns in English including consonant digraphs, trigraphs, vowel digraphs, and diphthongs. It also includes a series of sentences demonstrating words containing common spelling patterns.
This document provides information about teaching speech sounds and phonics using the Sound Pics approach. It includes lists of the blue level sound pic cards with example words. It discusses using the cards for decoding practice and reinforcing sound-letter connections. It also mentions that sound pic cards and readers can be ordered from the provided website.
This document discusses elements that should be included in an effective spelling program. It highlights the importance of teaching spelling in an integrated, balanced, systematic, and explicit manner. Key aspects mentioned include focusing on the four types of spelling knowledge, using a variety of strategies and activities, selecting appropriate words, and using assessment to inform teaching. The document also compares the school's current scope and sequence to one developed by another school to identify any areas that need adjustment.
1) The document discusses concerns with using PM Benchmark assessments for students who have not completed the Speech Sound Pics (SSP) program, as PM Benchmark relies on whole language approaches removed from UK schools.
2) It provides suggestions for alternative assessments that test phonics skills more appropriately for different reading levels, such as the Motif, Castles and Coltheart, and TERC tests.
3) The author advocates using SSP to teach reading as an alternative to whole language approaches like PM Benchmark, which can demoralize students if used before phonics mastery.
The document announces the launch of new online teacher resources and lessons for dyslexic students using the Speech Sound Pics (SSP) approach to teaching literacy. It provides links to the new member area and online lessons, as well as lesson planning templates and assessment tools. The document emphasizes that SSP teaches the alphabetic code explicitly through 47 speech sounds and their spelling variations. It notes research showing better literacy results when a consistent, whole-school approach is used rather than mixed programs.
This document provides instructions for a phonemic awareness and phonics activity for green level readers. It details printing and laminating visual word prompts and sound picture cards to be used in activities where children select a word card and either find or build the word using sound pictures, saying the sounds and blending to read the word. It also describes having children change one sound picture at a time to make new words.
The document discusses the Speech Sound Pics (SSP) Approach found on the website MySpeedySSP.com. It focuses on distinguishing between the words "they are", "belongs to", and "over there" as well as "your" and "you're". The approach uses pictures to help teach the sounds within words.
The document discusses the Speech Sound Pics (SSP) Approach for teaching phonics. It includes pictures representing speech sounds, phrases for teaching letter formation, decoding exercises matching words to pictures, and notes on implementing the SSP Approach in the classroom. The approach uses pictures and poems to introduce students to speech sounds before formally teaching individual letter-sound correspondences.
PAGE 2 has a type- should be f/o/g
Tick and Flick Sheets, to confirm your decision to move a student up an SSP Code Level.
Green ~ Purple ~ Yellow ~ Blue
www.MySpeedySSP.com
The document is a list of words and concepts related to the Speech Sound Pics (SSP) Approach. It includes days of the week, months, colors, shapes, animals, and other common nouns. The approach involves using pictures to represent speech sounds and teach literacy.
The document provides instructions for teaching early reading using the Speech Sound Pics (SSP) approach. It includes a list of "green level words" to practice decoding using lines to represent each speech sound. Students are instructed to say words, draw lines for sounds, and find or draw picture prompts for the sounds. The document emphasizes practicing hearing and drawing lines for sounds before introducing letters. It also provides links to download materials like word lists, posters, and readers to support applying the SSP approach.
This document outlines the Speech Sound Pics (SSP) approach for teaching speech sounds to children. It encourages students to play "Speech Sound Detective" by looking for pictures represented by speech sounds in blue. It also provides instructions to use an SSP book for purple level decoding practice and lists related websites and social media where additional resources can be found.
This document provides an overview of the Speech Sound Pics (SSP) Approach for teaching literacy. It emphasizes that letters represent speech sounds, not the other way around. It describes the methodology, including using visual prompts to teach spelling, sound pic words to teach blending, and sentences to build fluency. Resources include online lessons, readers, and a monthly subscription program. The approach uses sound pic recognition, articulation, and formation to teach spelling and decoding in a structured multi-sensory manner from basic sounds to more advanced words and sentences.
The document summarizes a seminar presented by Swag Soft LLP on using mobile apps and augmented reality to grow businesses. It defines augmented reality as overlaying computer images on a live view and describes how AR works. Examples are given of using AR for engagement outside and inside stores and away from stores to increase traffic, sales and customer decision-making. The seminar promotes Swag Soft's ability to develop these types of AR and mobile applications.
Year 1 SSP session with focus on Speech Sound Harry (phonemic awareness) and then intro to sound pic 'oo' as two variations - on whiteboard. Class splits to tables to do 'jobs' and Miss Emma takes children for SpeedySSP session in small groups (differentiated)
This is the power point used for whiteboard. Download so the animations work.
www.speedyssp.com
www.facebook.com/readaustralia
This document outlines the process and techniques used to create an audio-visual project. It discusses researching existing projects like Resonance, American Horror Story, and Safe for inspiration. Storyboarding and filming were done on location at a playground and townhouse. Sounds were recorded separately and sometimes needed re-recording due to background noise. The collaborative project involved filming, sound recording, editing, and combining audio and visuals into the final production.
1) The document outlines the daily lesson format and activities for a phonics program called Speech Sound Pics (SSP) for students in Prep (equivalent to kindergarten).
2) The daily schedule includes a morning routine, table activities focused on phonics skills, floor activities, and group lessons covering spelling, sound-picture recognition, decoding, and reading.
3) The SSP approach uses sound-picture cards and visual prompts to explicitly teach phonics segmentation, encoding, and decoding skills in a scaffolded manner to prepare students to read independently by the end of their first year of school.
1) The document provides instructions for drawing various shapes and objects by starting at the top and moving down, such as curling down a caterpillar's body or down a horse's head to its hooves.
2) Many of the instructions involve moving "down" an object and then "rounding" or "curling" a specific part, such as rounding a girl's face and curling her hair.
3) The shapes and objects that are described range from animals, people, fruits, towers, and more, with directions to move "down" their bodies and specific parts before finishing the shape.
This document provides resources for teaching phonics and early reading using speech sound picture (SSP) cards. It includes:
1) Instructions and songs for classroom activities using the SSP cards to develop sound recognition, blending, and word building.
2) Lists of SSP words for different levels arranged in chants to practice fluency.
3) Tips for using the resources at home and information on purchasing SSP materials.
4) Recommendations for apps, videos, and readers that incorporate the SSP method.
5) Suggestions for expanding on the SSP concept such as linking sounds to objects and exploring multiple representations of sounds.
Speech Sound Pics (SSP) Approach - Wiring Brains for Reading, Writing and Spelling in the Primary Years.
A Whole School Approach.
All Speaking the Same Language.
Every Teacher and TA Supported. Every Student Succeeds.
www.wiringbrains.com
This document provides examples of skills practice activities for different levels of phonics instruction. The activities include listening for sounds in words, spelling words using a spelling process, reading words, making new words by changing sounds, identifying alternative sounds for sound pictures, writing alphabet letters, decoding words by sounding out sound pictures left to right, and level-specific skills. The purpose is to reinforce phonics concepts while making the activities engaging.
This document contains lists of phonetic spelling patterns in English including consonant digraphs, trigraphs, vowel digraphs, and diphthongs. It also includes a series of sentences demonstrating words containing common spelling patterns.
This document provides information about teaching speech sounds and phonics using the Sound Pics approach. It includes lists of the blue level sound pic cards with example words. It discusses using the cards for decoding practice and reinforcing sound-letter connections. It also mentions that sound pic cards and readers can be ordered from the provided website.
This document discusses elements that should be included in an effective spelling program. It highlights the importance of teaching spelling in an integrated, balanced, systematic, and explicit manner. Key aspects mentioned include focusing on the four types of spelling knowledge, using a variety of strategies and activities, selecting appropriate words, and using assessment to inform teaching. The document also compares the school's current scope and sequence to one developed by another school to identify any areas that need adjustment.
1) The document discusses concerns with using PM Benchmark assessments for students who have not completed the Speech Sound Pics (SSP) program, as PM Benchmark relies on whole language approaches removed from UK schools.
2) It provides suggestions for alternative assessments that test phonics skills more appropriately for different reading levels, such as the Motif, Castles and Coltheart, and TERC tests.
3) The author advocates using SSP to teach reading as an alternative to whole language approaches like PM Benchmark, which can demoralize students if used before phonics mastery.
The document announces the launch of new online teacher resources and lessons for dyslexic students using the Speech Sound Pics (SSP) approach to teaching literacy. It provides links to the new member area and online lessons, as well as lesson planning templates and assessment tools. The document emphasizes that SSP teaches the alphabetic code explicitly through 47 speech sounds and their spelling variations. It notes research showing better literacy results when a consistent, whole-school approach is used rather than mixed programs.
This document provides instructions for a phonemic awareness and phonics activity for green level readers. It details printing and laminating visual word prompts and sound picture cards to be used in activities where children select a word card and either find or build the word using sound pictures, saying the sounds and blending to read the word. It also describes having children change one sound picture at a time to make new words.
The document discusses the Speech Sound Pics (SSP) Approach found on the website MySpeedySSP.com. It focuses on distinguishing between the words "they are", "belongs to", and "over there" as well as "your" and "you're". The approach uses pictures to help teach the sounds within words.
The document discusses the Speech Sound Pics (SSP) Approach for teaching phonics. It includes pictures representing speech sounds, phrases for teaching letter formation, decoding exercises matching words to pictures, and notes on implementing the SSP Approach in the classroom. The approach uses pictures and poems to introduce students to speech sounds before formally teaching individual letter-sound correspondences.
PAGE 2 has a type- should be f/o/g
Tick and Flick Sheets, to confirm your decision to move a student up an SSP Code Level.
Green ~ Purple ~ Yellow ~ Blue
www.MySpeedySSP.com
The document is a list of words and concepts related to the Speech Sound Pics (SSP) Approach. It includes days of the week, months, colors, shapes, animals, and other common nouns. The approach involves using pictures to represent speech sounds and teach literacy.
The document provides instructions for teaching early reading using the Speech Sound Pics (SSP) approach. It includes a list of "green level words" to practice decoding using lines to represent each speech sound. Students are instructed to say words, draw lines for sounds, and find or draw picture prompts for the sounds. The document emphasizes practicing hearing and drawing lines for sounds before introducing letters. It also provides links to download materials like word lists, posters, and readers to support applying the SSP approach.
This document outlines the Speech Sound Pics (SSP) approach for teaching speech sounds to children. It encourages students to play "Speech Sound Detective" by looking for pictures represented by speech sounds in blue. It also provides instructions to use an SSP book for purple level decoding practice and lists related websites and social media where additional resources can be found.
This document provides an overview of the Speech Sound Pics (SSP) Approach for teaching literacy. It emphasizes that letters represent speech sounds, not the other way around. It describes the methodology, including using visual prompts to teach spelling, sound pic words to teach blending, and sentences to build fluency. Resources include online lessons, readers, and a monthly subscription program. The approach uses sound pic recognition, articulation, and formation to teach spelling and decoding in a structured multi-sensory manner from basic sounds to more advanced words and sentences.
The document summarizes a seminar presented by Swag Soft LLP on using mobile apps and augmented reality to grow businesses. It defines augmented reality as overlaying computer images on a live view and describes how AR works. Examples are given of using AR for engagement outside and inside stores and away from stores to increase traffic, sales and customer decision-making. The seminar promotes Swag Soft's ability to develop these types of AR and mobile applications.
Year 1 SSP session with focus on Speech Sound Harry (phonemic awareness) and then intro to sound pic 'oo' as two variations - on whiteboard. Class splits to tables to do 'jobs' and Miss Emma takes children for SpeedySSP session in small groups (differentiated)
This is the power point used for whiteboard. Download so the animations work.
www.speedyssp.com
www.facebook.com/readaustralia
This document outlines the process and techniques used to create an audio-visual project. It discusses researching existing projects like Resonance, American Horror Story, and Safe for inspiration. Storyboarding and filming were done on location at a playground and townhouse. Sounds were recorded separately and sometimes needed re-recording due to background noise. The collaborative project involved filming, sound recording, editing, and combining audio and visuals into the final production.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.com
Immunisation Against Illiteracy Pack- All reading for pleasure before Year 2.
This shows what is included in the new teacher class pack for P- 2, and the tutor pack.
Working out pricing.
25 Posters
1 set clouds
5 keyrings
5 table top posters
400+ coded sight words booklet (7 duck levels)
1 green, 1 purple book
Handbook (pdf)
Training DVD
6 month access to members area.
Tutor pack- as above, 5 posters, 1 keyring and 1 table top cloud poster.
Video showing the phonics elements here https://www.youtube.com/watch?v=cWNw2BvijCk
This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.
- The Speech Sound Pics (SSP) literacy program is emerging and promising but lacks published research evidence. However, many successful literacy programs developed by teachers also lack published research initially.
- There is disagreement between advocates of SSP and those who believe only programs with published research should be used in schools. Published research is unrealistic as an initial requirement for education programs.
- Teachers are looking for evidence like student achievement data and testimonials from schools that have successfully used programs like SSP. Published research is only one useful piece of information and should not be the sole criteria for determining an education program's effectiveness.
The document discusses a speech therapist who tried to undermine the professional judgement of a teaching team using the Speech Sound Pics (SSP) Approach, which focuses on developing oral language and phonemic awareness. The author, who created SSP, has extensive qualifications in special education needs and dyslexia. However, some dyslexia awareness groups have been trying to discourage its use for months by distributing fliers. The author asks them to stop interfering and leave the teachers and parents who see results from SSP alone.
According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.
Wiring Brains for reading and spelling using the Speech Sound Pics (SSP) Approach. A sneak preview of the SSP Parent and Teacher Handbook.
http://www.WiringBrains.com
Spelling Code in a Box !
SSP spelling cloud keyring. Every spelling choice for every speech sound in the English language!
https://www.youtube.com/watch?v=FW3uU27oGxk
The document discusses the SSP approach to teaching reading using a "skills acquisition process" to develop reading brains. It argues that SSP wiring reading and spelling brains simultaneously through a systematic progression of sound-picture mapping. In contrast, traditional "whole language" and PM readers ask children to guess words they cannot decode, slowing learning. SSP progresses through four color-coded levels of increasing complexity. Home readers should reinforce the sound-pictures being learned, using only decodable texts matching the child's current level. The goal is for children to authentically read texts they can fully decode by blending learned sound-pictures.
Code Mapped Songs - The Speech Sound Pics (SSP) Approach.
Let It Go (Frozen)
Let It Go (Frozen) - Song, Code Mapped, Coming very soon !! youtube.com/soundpics
If the kids know the words (my next door neighbour's 3 year old knows them very well) then USE this to help their brains link the speech sounds to sound pics. They can 'hear' the words in order along with the music, in their minds, so get mapping ! Play Speech Sound Pic Detective. Follow the words along with the music, and stop at one. Ask what the next word is, and then use Duck Hands, Lines and Numbers, and map the lines with the sound pics. They are already coded so doesn't matter what code level they are at, they will figure it out.
Kids LOVE doing this.
Miss Emma
www.wiringbrains.com
This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.
What is the Speech Sound Pics (SSP) Approach to Wiring Brains for Reading, Writing and Spelling?
Join us as we shift the way we teach and learn literacy, based on the power of neuroplasticity.
Playful, child centred, inquiry learning that gets the best academic outcomes. A win, win for all.
Developed by Miss Emma, The Reading Whisperer, and incorporating a range of fabulous external resources.
Miss Emma
BEd Hons. MA Special Educational Needs (Dyslexia, Behaviour Management, PSED)
www.wiringbrains.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
6. Resources can also be found on
speechsoundpics.com – including readers.
Online lessons and the full range of resources
(included in monthly subscription)
www.myspeedyssp.com
7. Slides are set to change automatically.
Please do not change this.
Each student needs paper and pencil. Record what answer/s the student gives.
Be supportive, do not mention ‘test’ and try to stick to the script so every
student has the same experience. If they get flustered reassure them that it
doesn’t matter, but note this reaction so we can also track emotional resilience.
At the beginning of each section show them the first one, so they know what to
expect, and what to do. Do what you can in one sitting, but STOP if they
become tired- so with Preps test in short bursts. We want to know what they
know…and if they get tired we wont gather a true picture of their progress.
“It’s your turn **** - let’s check which
…………..speech sounds and sound pics you know!”
8. Do not go through all slides, for each assessment activity ;
stop when they stop having any success.
After you have been using SSP for a month every student will have been
actually learning these skills, and you will be able to easily track their progress
within the program. The students will know if they are on the Green, Purple.
Yellow or Blue Level, and what they need to know to move up.
First assessment will be very hit and miss!
404. Keep their sentence in their assessment folder.
Also ask them to tell you what they thinking isSpeech Sound Picsin another and make notes re oral language.
happening (SSP) Approach Copyright 2013
404