Infographics combine graphical elements and text to convey relationships, processes, narratives, or arguments. They visualize quantitative data through charts, graphs, or maps. While data may seem objective, infographics reflect subjective human creativity and perspective. People bring biases to how they interpret visualizations, such as preferring ones confirming existing beliefs. Effective infographics attract and maintain attention through design features like comparison, animation, and interactivity. However, not all have time or skills to deeply interpret complex visualizations. Infographics are often used persuasively, though their trustworthiness depends on source. Simple online tools enable infographic creation, but much data resides behind paywalls, as firms monetize users' passive data generation.
This document presents an investment package for an organization called Digital Mind State. It discusses issues around the digital divide such as lower income communities having less access to technology and internet. It also notes differences in internet usage along racial and ethnic lines. The document warns of a lack of critical thinking skills and unethical digital citizenship behaviors like sexting, pornography, and cyberbullying. It proposes using engaging digital learning experiences to help students and staff develop important technology skills. Brief biographies are provided for the founder and CEO, Mike Johns, and other members of the Digital Mind State team. Contact information is listed at the end.
Deepening the Practice of Digital Literacy Renee Hobbs
A Core Conversation with Renee Hobbs at SXSWEdu Austin, Texas, March 10, 2015. Hobbs demonstrates an approach to staff development that enables people to develop a shared vision for digital literacy that is respectful of the many-faceted nature of the concept.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
This document discusses the use of social media for early childhood educators. It begins with an agenda that reviews social media basics, provides examples of good, better and best social media practices, and discusses implications for teaching and learning. It then defines key characteristics of social media such as being participatory, open, conversational, communal and connected. Several sections provide guidance on how to effectively engage audiences on social media by thinking about who you are talking to and setting objectives, strategies and using appropriate technologies. The document emphasizes that social content should be newsworthy, unique, timely and engaging for audiences. It also includes an example of analyzing a blog post and considering how mobile technologies can enhance learning.
This document discusses implementing digital citizenship at Hillcrest Normal School. It outlines intentions to understand digital citizenship, review policies, and explore how to promote it schoolwide and in classrooms. Key aspects of digital citizenship are described, including being a capable and ethical user. The document then discusses developing a vision and protocols, linking values and competencies, modifying policies, and engaging families. Next steps proposed include revising policy, developing a digital citizen profile, implementing schoolwide and in classrooms, and involving whanau.
The exponential growth of social media and the ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. Digital spaces have to some extent removed barriers enabling social learning that is no longer constrained geographically (spacial boundaries) or by time-zone differences (temporal boundaries).
It is therefore timely to consider our digital capabilities and how these can be used to communicate and collaborate; and through interconnectedness provide opportunities for lifelong and lifewide learning that extend beyond the formal learning we are all familiar with.
This talk will consider why a professional online presence is so important; the value of using social media to develop global personal learning networks; and how through open sharing with our interconnected networks it is possible to develop our scholarly practice.
Infographics combine graphical elements and text to convey relationships, processes, narratives, or arguments. They visualize quantitative data through charts, graphs, or maps. While data may seem objective, infographics reflect subjective human creativity and perspective. People bring biases to how they interpret visualizations, such as preferring ones confirming existing beliefs. Effective infographics attract and maintain attention through design features like comparison, animation, and interactivity. However, not all have time or skills to deeply interpret complex visualizations. Infographics are often used persuasively, though their trustworthiness depends on source. Simple online tools enable infographic creation, but much data resides behind paywalls, as firms monetize users' passive data generation.
This document presents an investment package for an organization called Digital Mind State. It discusses issues around the digital divide such as lower income communities having less access to technology and internet. It also notes differences in internet usage along racial and ethnic lines. The document warns of a lack of critical thinking skills and unethical digital citizenship behaviors like sexting, pornography, and cyberbullying. It proposes using engaging digital learning experiences to help students and staff develop important technology skills. Brief biographies are provided for the founder and CEO, Mike Johns, and other members of the Digital Mind State team. Contact information is listed at the end.
Deepening the Practice of Digital Literacy Renee Hobbs
A Core Conversation with Renee Hobbs at SXSWEdu Austin, Texas, March 10, 2015. Hobbs demonstrates an approach to staff development that enables people to develop a shared vision for digital literacy that is respectful of the many-faceted nature of the concept.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
This document discusses the use of social media for early childhood educators. It begins with an agenda that reviews social media basics, provides examples of good, better and best social media practices, and discusses implications for teaching and learning. It then defines key characteristics of social media such as being participatory, open, conversational, communal and connected. Several sections provide guidance on how to effectively engage audiences on social media by thinking about who you are talking to and setting objectives, strategies and using appropriate technologies. The document emphasizes that social content should be newsworthy, unique, timely and engaging for audiences. It also includes an example of analyzing a blog post and considering how mobile technologies can enhance learning.
This document discusses implementing digital citizenship at Hillcrest Normal School. It outlines intentions to understand digital citizenship, review policies, and explore how to promote it schoolwide and in classrooms. Key aspects of digital citizenship are described, including being a capable and ethical user. The document then discusses developing a vision and protocols, linking values and competencies, modifying policies, and engaging families. Next steps proposed include revising policy, developing a digital citizen profile, implementing schoolwide and in classrooms, and involving whanau.
The exponential growth of social media and the ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. Digital spaces have to some extent removed barriers enabling social learning that is no longer constrained geographically (spacial boundaries) or by time-zone differences (temporal boundaries).
It is therefore timely to consider our digital capabilities and how these can be used to communicate and collaborate; and through interconnectedness provide opportunities for lifelong and lifewide learning that extend beyond the formal learning we are all familiar with.
This talk will consider why a professional online presence is so important; the value of using social media to develop global personal learning networks; and how through open sharing with our interconnected networks it is possible to develop our scholarly practice.
Digital literacy refers to the ability to use technology and digital tools to find, evaluate, and create information. It involves skills like reading various media formats, manipulating data and images, and applying new knowledge from online environments. As technology has become pervasive in society, digital literacy is now essential for everyday life and education. Teachers face the challenge of preparing students for this new digital reality by developing their own digital skills and teaching in novel ways that incorporate technology and expand learning. Developing students' digital literacy provides benefits like increased autonomy, easier access to information, and opportunities for global communication and collaboration that foster 21st century skills.
This document discusses digital citizenship and its importance. It defines global digital citizenship as using technology responsibly and for the benefit of oneself and others. The document outlines five tenets of global digital citizenship: personal responsibility, global citizenship, digital citizenship, altruistic service, and environmental stewardship. It also identifies nine elements of digital citizenship such as digital access, commerce, security, etc. The document emphasizes that as the world becomes more interconnected through technology, people need to act responsibly and help others both online and offline as global digital citizens.
The document discusses digital literacy and provides several definitions of it. Digital literacy is defined as the ability to navigate, evaluate and create information using digital technologies and recognizing how that contributes to knowledge. It also involves being able to find, use, summarize, evaluate, create and communicate information digitally. The document outlines some characteristics of a digitally literate person such as understanding digital services, connecting to technologies, and protecting oneself online. It emphasizes the importance of digital literacy in schools and other areas given the expansion of the internet.
This document discusses digital citizenship, which refers to being a responsible member of the digital world and online communities. It outlines several key elements of digital citizenship, including digital literacy, etiquette, rights, safety, and commerce. The document provides guidance on how to be a good digital citizen by acquiring skills, respecting others, and using technology safely and legally. Overall, it argues that digital citizenship teaches individuals to behave appropriately and protect themselves online.
Digital literacy refers to the set of skills needed to effectively use digital devices and technology to communicate, express ideas, collaborate, and advocate in the knowledge society. It involves having awareness, attitudes, and abilities to identify, access, analyze, evaluate, and communicate digital resources to construct new knowledge. While some question if digital texts help early education, research shows multimodal digital texts can engage multiple senses and support learning. Maintaining digital literacy in our technology-dependent society requires being open-minded and continuously learning about new devices and applications.
Students at St. Christopher's School are being taught about proper digital citizenship and email etiquette, including respecting others, being honest and maintaining integrity online. Part of this lesson includes checking their school email, where they will find a message from the teacher with a link to complete a survey to help establish a positive digital footprint and build good character.
This document provides 10 internet safety tips for students, including checking age restrictions on sites, talking to trusted adults about anything that makes them uncomfortable online, protecting personal information, using strong and unique passwords, and balancing screen time with other activities. It emphasizes teaching digital citizenship by integrating lessons into the regular curriculum, using real-life scenarios to discuss issues, providing students with practical strategies, and involving families. The document contains posters summarizing the tips that teachers can print or share.
Digital Connectedness: Maximising the Potential of your Higher Education Netw...Sue Beckingham
Digital connectedness relies on maximizing connections through networks. Strong connections are built through frequent interactions with close contacts over time, while weak connections through acquaintances can provide access to new information and opportunities. Social media gives people an instant way to communicate and connect globally, and developing good connections with shared interests can help filter relevant information and broaden perspectives beyond personal "filter bubbles". Maintaining a professional learning network requires actively creating and engaging with new links on a regular basis.
The Essential Elements of Digital Literacy for the 21st Century WorkforceTime To Know
Modern workers must acquire these 21st-century skills: creativity, critical thinking, collaboration, communication, information, media, and technology. (see the p21.org famous chart ) However, today we know that skills are not enough to survive in the digital era. What is also needed is digital literacy. Read full article here: https://www.timetoknow.com/next-gen-corporate/essential-digital-literacy-skills-for-the-21st-century-worker/
The document discusses the characteristics and behaviors of the Net Generation (N-Gen), born between 1982-1991. N-Gen are tech savvy, rely on search engines, multitask, have short attention spans and seek instant gratification. They use technology extensively to socialize online, reveal personal information, shop, work in teams, and play online games seeking quick responses. N-Gen seamlessly move between physical and virtual interactions and tend to reveal a great deal of personal information online.
The document discusses empowering parents in the digital age through developing an online community. It proposes creating a community newspaper to inform members about topics like digital citizenship, technology tools, social media research, and online risks. The goal is to empower parents by engaging them, building a sense of belonging, and providing balanced and digestible information about today's media environment and how to best support children's safe and constructive technology use.
Digital Natives are those born into technology who perceive it as a friend and rely on it for studying, working, playing, relaxing and communicating. They have unprecedented access to technology and new media and expect to create, consume, remix and share using these technologies. Educators should use the technologies that students love to engage them in learning.
Teen internet use is at an all-time high across demographics. Many teens and parents lack digital literacy skills to safely and responsibly use technology. A school is launching a Digital Citizenship Initiative to provide resources and education on the nine elements of digital citizenship to students, parents, teachers and the community. The initiative includes curriculum, trainings, forums and events to create a common language around digital citizenship and help youth navigate technology appropriately.
This document provides an overview of Common Sense Media's Digital Passport program. The Digital Passport is a free, interactive curriculum that teaches digital literacy and citizenship skills to 3rd-5th grade students. It covers topics like privacy, security, cyberbullying, and more through mini-games. Students earn badges for completing modules and can print a certificate upon finishing all topics. The document discusses implementing Digital Passport in a school library and the resources available to educators to support digital citizenship education.
The document appears to be a presentation for a middle school conference on using technology to improve math and English/language arts instruction. It discusses how digital native students learn differently than past generations and recommends teachers adapt instructional methods to better engage students using technological tools. The presentation explores integrating tools like blogs, wikis, social networks and web applications to differentiate instruction, promote achievement, participation and parent involvement. It provides examples of specific Web 2.0 tools like VoiceThread, Edmodo and GoAnimate and suggests attendees discuss and explore tools in a follow-up online activity.
Digital natives, digital immigrants marc prenskyanagabic
This document discusses the differences between digital natives and digital immigrants in education. It begins by introducing the concept of a discontinuity in thinking patterns between today's students, who it calls "digital natives," and older generations of educators, who it calls "digital immigrants." It then asks a series of questions to illustrate how digital natives and immigrants differ in their approach to technology. The document argues that educators need to reconsider both their methodologies and content to better teach digital natives in a way that speaks their "language" rather than expecting students to learn in old ways. It provides examples of using games and engaging methodologies and encourages educators to be creative and learn from their students to develop new "digital native" approaches.
Digital citizenship refers to appropriate behavior regarding technology use. It is important because children are growing up online and need to learn how to behave respectfully both online and offline. Some issues that can arise include disrespecting others through drama or cyberbullying, disrespecting privacy by oversharing personal information, and disrespecting property through plagiarism or illegal downloading. To promote safety, students should treat others online as they want to be treated, avoid spreading gossip, keep private information private, stand up to cyberbullying, and consider their digital footprint, as anything posted online can remain there permanently.
This presentation discusses the nine elements of digital citizenship: digital access, digital commerce, digital communication and collaboration, digital etiquette, digital fluency, digital health and welfare, digital law, digital rights and responsibility, and digital security and privacy. Each element is briefly defined and examples are provided of how teachers can educate students about each one, such as assigning appropriate internet access, teaching safe online buying and selling, discussing proper online communication etiquette, and identifying misinformation. The overall message is that digital citizenship skills are important for students to participate safely and responsibly online.
Finance and accounting outsourcing can enhance business efficiency by (1) providing experience and knowledge from serving diverse industries, (2) allowing businesses to focus on core activities by outsourcing administrative tasks, and (3) utilizing available resources more effectively through outsourced transaction processing and financial services. Outsourcing can save costs, reduce challenges, and provide freedom to focus on the business rather than finance and accounting functions.
Vision Environment, University of Technology Sydney, and Marine Ecology Group conduct water quality monitoring at 16 continuous and 16 manual sites in Gladstone Harbor. They have collected over 190,000 records since 2010 to establish an environmental baseline. Independent panels including CSIRO provide oversight and found no detectable metal elevations from dredging. Extensive testing of sediments and elutriate was also conducted before dredging to understand chemical composition and ensure no harmful impacts from dredging.
Digital literacy refers to the ability to use technology and digital tools to find, evaluate, and create information. It involves skills like reading various media formats, manipulating data and images, and applying new knowledge from online environments. As technology has become pervasive in society, digital literacy is now essential for everyday life and education. Teachers face the challenge of preparing students for this new digital reality by developing their own digital skills and teaching in novel ways that incorporate technology and expand learning. Developing students' digital literacy provides benefits like increased autonomy, easier access to information, and opportunities for global communication and collaboration that foster 21st century skills.
This document discusses digital citizenship and its importance. It defines global digital citizenship as using technology responsibly and for the benefit of oneself and others. The document outlines five tenets of global digital citizenship: personal responsibility, global citizenship, digital citizenship, altruistic service, and environmental stewardship. It also identifies nine elements of digital citizenship such as digital access, commerce, security, etc. The document emphasizes that as the world becomes more interconnected through technology, people need to act responsibly and help others both online and offline as global digital citizens.
The document discusses digital literacy and provides several definitions of it. Digital literacy is defined as the ability to navigate, evaluate and create information using digital technologies and recognizing how that contributes to knowledge. It also involves being able to find, use, summarize, evaluate, create and communicate information digitally. The document outlines some characteristics of a digitally literate person such as understanding digital services, connecting to technologies, and protecting oneself online. It emphasizes the importance of digital literacy in schools and other areas given the expansion of the internet.
This document discusses digital citizenship, which refers to being a responsible member of the digital world and online communities. It outlines several key elements of digital citizenship, including digital literacy, etiquette, rights, safety, and commerce. The document provides guidance on how to be a good digital citizen by acquiring skills, respecting others, and using technology safely and legally. Overall, it argues that digital citizenship teaches individuals to behave appropriately and protect themselves online.
Digital literacy refers to the set of skills needed to effectively use digital devices and technology to communicate, express ideas, collaborate, and advocate in the knowledge society. It involves having awareness, attitudes, and abilities to identify, access, analyze, evaluate, and communicate digital resources to construct new knowledge. While some question if digital texts help early education, research shows multimodal digital texts can engage multiple senses and support learning. Maintaining digital literacy in our technology-dependent society requires being open-minded and continuously learning about new devices and applications.
Students at St. Christopher's School are being taught about proper digital citizenship and email etiquette, including respecting others, being honest and maintaining integrity online. Part of this lesson includes checking their school email, where they will find a message from the teacher with a link to complete a survey to help establish a positive digital footprint and build good character.
This document provides 10 internet safety tips for students, including checking age restrictions on sites, talking to trusted adults about anything that makes them uncomfortable online, protecting personal information, using strong and unique passwords, and balancing screen time with other activities. It emphasizes teaching digital citizenship by integrating lessons into the regular curriculum, using real-life scenarios to discuss issues, providing students with practical strategies, and involving families. The document contains posters summarizing the tips that teachers can print or share.
Digital Connectedness: Maximising the Potential of your Higher Education Netw...Sue Beckingham
Digital connectedness relies on maximizing connections through networks. Strong connections are built through frequent interactions with close contacts over time, while weak connections through acquaintances can provide access to new information and opportunities. Social media gives people an instant way to communicate and connect globally, and developing good connections with shared interests can help filter relevant information and broaden perspectives beyond personal "filter bubbles". Maintaining a professional learning network requires actively creating and engaging with new links on a regular basis.
The Essential Elements of Digital Literacy for the 21st Century WorkforceTime To Know
Modern workers must acquire these 21st-century skills: creativity, critical thinking, collaboration, communication, information, media, and technology. (see the p21.org famous chart ) However, today we know that skills are not enough to survive in the digital era. What is also needed is digital literacy. Read full article here: https://www.timetoknow.com/next-gen-corporate/essential-digital-literacy-skills-for-the-21st-century-worker/
The document discusses the characteristics and behaviors of the Net Generation (N-Gen), born between 1982-1991. N-Gen are tech savvy, rely on search engines, multitask, have short attention spans and seek instant gratification. They use technology extensively to socialize online, reveal personal information, shop, work in teams, and play online games seeking quick responses. N-Gen seamlessly move between physical and virtual interactions and tend to reveal a great deal of personal information online.
The document discusses empowering parents in the digital age through developing an online community. It proposes creating a community newspaper to inform members about topics like digital citizenship, technology tools, social media research, and online risks. The goal is to empower parents by engaging them, building a sense of belonging, and providing balanced and digestible information about today's media environment and how to best support children's safe and constructive technology use.
Digital Natives are those born into technology who perceive it as a friend and rely on it for studying, working, playing, relaxing and communicating. They have unprecedented access to technology and new media and expect to create, consume, remix and share using these technologies. Educators should use the technologies that students love to engage them in learning.
Teen internet use is at an all-time high across demographics. Many teens and parents lack digital literacy skills to safely and responsibly use technology. A school is launching a Digital Citizenship Initiative to provide resources and education on the nine elements of digital citizenship to students, parents, teachers and the community. The initiative includes curriculum, trainings, forums and events to create a common language around digital citizenship and help youth navigate technology appropriately.
This document provides an overview of Common Sense Media's Digital Passport program. The Digital Passport is a free, interactive curriculum that teaches digital literacy and citizenship skills to 3rd-5th grade students. It covers topics like privacy, security, cyberbullying, and more through mini-games. Students earn badges for completing modules and can print a certificate upon finishing all topics. The document discusses implementing Digital Passport in a school library and the resources available to educators to support digital citizenship education.
The document appears to be a presentation for a middle school conference on using technology to improve math and English/language arts instruction. It discusses how digital native students learn differently than past generations and recommends teachers adapt instructional methods to better engage students using technological tools. The presentation explores integrating tools like blogs, wikis, social networks and web applications to differentiate instruction, promote achievement, participation and parent involvement. It provides examples of specific Web 2.0 tools like VoiceThread, Edmodo and GoAnimate and suggests attendees discuss and explore tools in a follow-up online activity.
Digital natives, digital immigrants marc prenskyanagabic
This document discusses the differences between digital natives and digital immigrants in education. It begins by introducing the concept of a discontinuity in thinking patterns between today's students, who it calls "digital natives," and older generations of educators, who it calls "digital immigrants." It then asks a series of questions to illustrate how digital natives and immigrants differ in their approach to technology. The document argues that educators need to reconsider both their methodologies and content to better teach digital natives in a way that speaks their "language" rather than expecting students to learn in old ways. It provides examples of using games and engaging methodologies and encourages educators to be creative and learn from their students to develop new "digital native" approaches.
Digital citizenship refers to appropriate behavior regarding technology use. It is important because children are growing up online and need to learn how to behave respectfully both online and offline. Some issues that can arise include disrespecting others through drama or cyberbullying, disrespecting privacy by oversharing personal information, and disrespecting property through plagiarism or illegal downloading. To promote safety, students should treat others online as they want to be treated, avoid spreading gossip, keep private information private, stand up to cyberbullying, and consider their digital footprint, as anything posted online can remain there permanently.
This presentation discusses the nine elements of digital citizenship: digital access, digital commerce, digital communication and collaboration, digital etiquette, digital fluency, digital health and welfare, digital law, digital rights and responsibility, and digital security and privacy. Each element is briefly defined and examples are provided of how teachers can educate students about each one, such as assigning appropriate internet access, teaching safe online buying and selling, discussing proper online communication etiquette, and identifying misinformation. The overall message is that digital citizenship skills are important for students to participate safely and responsibly online.
Finance and accounting outsourcing can enhance business efficiency by (1) providing experience and knowledge from serving diverse industries, (2) allowing businesses to focus on core activities by outsourcing administrative tasks, and (3) utilizing available resources more effectively through outsourced transaction processing and financial services. Outsourcing can save costs, reduce challenges, and provide freedom to focus on the business rather than finance and accounting functions.
Vision Environment, University of Technology Sydney, and Marine Ecology Group conduct water quality monitoring at 16 continuous and 16 manual sites in Gladstone Harbor. They have collected over 190,000 records since 2010 to establish an environmental baseline. Independent panels including CSIRO provide oversight and found no detectable metal elevations from dredging. Extensive testing of sediments and elutriate was also conducted before dredging to understand chemical composition and ensure no harmful impacts from dredging.
This document contains a forecast of seasonally adjusted labor estimates (LES) from December 1983 to December 1994 presented in a line graph with values ranging from 0 to 500,000. The graph shows the actual seasonally adjusted LES estimates and the forecasted LES estimates over this 11-year period.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can calm the mind and body by lowering heart rate and blood pressure. Meditation may also have psychological benefits like reducing rumination and negative thought patterns that often accompany stress and worry.
Este documento explica cómo crear una cuenta en YouTube y subir videos. Detalla los pasos para crear una cuenta, que incluyen proporcionar información personal y confirmar la dirección de correo electrónico. Luego explica cómo subir un video seleccionando el archivo de video, proporcionando un título, descripción y etiquetas, y finalmente publicándolo en la plataforma. El objetivo final es que los usuarios publiquen sus propios videos en YouTube.
The document provides an overview of the SAS Data Governance Framework, which is designed to provide the depth, breadth and flexibility necessary to overcome common data governance failure points. It describes the key components of the framework, including corporate drivers, data governance objectives and principles, data management roles and processes, and technical solutions. The framework is presented as a comprehensive approach for establishing an effective and sustainable enterprise data governance program.
The document provides guidance on writing an effective resume, including tips for the proper format, content, and style. The recommended resume format includes contact information, objective, education history, work experience, skills, and interests. Do's include keeping the resume to 1-2 pages, including accomplishments, and writing positively. Don'ts are including too much information, personal details, salaries, or negative comments. Additional tips advise determining objectives, using action verbs, highlighting strengths, and having others review the resume.
This document provides a microcurricular plan for an English as a Foreign Language class consisting of 3 lessons focused on basic communication skills. The plan outlines the objectives, activities, resources, and evaluation criteria for developing students' skills in areas such as greetings, introductions, family vocabulary, short responses, reading comprehension, writing words and phrases, and identifying key information in stories. Evaluation will include small group work, use of visuals, phonics recognition, matching words and pictures, and writing exercises.
This document discusses outsourcing in the pharmaceutical industry. It defines outsourcing as transferring portions of work to outside suppliers in order to reduce costs. The main types of outsourcing in pharma include research and development, clinical trials, manufacturing, packaging, and sales/marketing. The key drivers of outsourcing are focusing on core strengths, reducing costs, and decreasing time to market. While outsourcing provides advantages like cost reductions, it also presents risks such as loss of managerial control and internal talent. Overall, outsourcing allows pharma companies to exploit new drug technologies while solving problems, though successful management of vendor relationships is critical.
Alcohol is too cheap and easy for teenagers to obtain in the UK, leading to more underage drinking problems. While drinking in moderation at the legal age is acceptable, teenagers often drink too much too young by copying adults or trying to appear cool, which can cause health issues. To address this, alcohol sellers should increase security and parents should help teenagers focus on their future rather than drinking underage.
Oscar is emailing his friend Rafa from Alola where he is sunbathing on a beach while using his mother's iPad. Oscar describes the weather in Alola as always being hot and wet, and says the people are very friendly. He mentions there are beautiful beaches and mountains in the region. Oscar and his mother are surfing around different islands in Alola, and they are currently staying on Akala Island in the northern part of the region. His mother is enjoying their time at the beach and they plan to go hill walking later. There is also a sailing school they may visit tomorrow.
Este documento presenta la justificación y los objetivos del área de tecnología e informática en el Instituto Técnico Industrial de Zipaquirá. El área se enfoca en el desarrollo de habilidades técnicas y de informática para apoyar otras áreas académicas. Los objetivos específicos incluyen aprender sobre procesadores de texto, hojas de cálculo, presentaciones visuales y programación. Los objetivos se dividen por nivel y cubren temas como el sistema operativo Windows, Excel, programación visual y Web 2.0.
Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
Digital Authorship and the Practice of Media Literacy Renee Hobbs
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
The document provides a working definition of information fluency. It states that information fluency integrates the abilities to collect necessary information to consider a problem or issue, employ critical thinking skills to evaluate and analyze information and sources, and formulate and present logical conclusions. Information fluency is envisioned as the optimal outcome of combining critical thinking skills with information literacy and computing skills.
Digital Literacy and Libraries: What's Coming NextRenee Hobbs
Renee Hobbs explores the future of libraries through the lens of digital literacy in this talk to the Massachusetts Commonwealth Consortium of Libraries in Public Higher Education Institutions.
The document discusses digital citizenship, defining it as understanding rights and responsibilities when online and using technology appropriately and ethically. It outlines the skills needed to be a digital citizen, such as being capable users of technology, using critical thinking skills online, and interacting with others positively. The document emphasizes teaching digital citizenship and ensuring students have the necessary skills to participate safely and responsibly in the digital world. It provides resources for teachers to evaluate and improve how they incorporate digital citizenship into their practices.
The Future of Digital and Media Literacy EducationRenee Hobbs
Professor Renee Hobbs returns to the Harvard Graduate School of Education, her alma mater, to speak about digital and media literacy education for the HGSE Language and Literacy and Technology in Education students. She defines digital literacy and shows examples from K-12 and informal learning. Hobbs explains why reflection on teacher motivations is a transformative practice for educator professional development.
Digital Literacy - Values in Education Conference 2017Dave Dixon
The document discusses the importance of digital literacy in today's changing digital world. It covers topics like online behaviors, critical literacy strategies, and the need for schools to teach students to safely and responsibly use technology. The overall message is that digital literacy is crucial for students to effectively engage with technology and avoid online risks.
Digital literacy involves having the skills to use technology effectively, evaluate digital information, and act appropriately online. It includes information literacy, media literacy, and digital citizenship. Developing digital literacy is important for education, employment, and full participation in today's digital society. Teaching digital literacy requires addressing awareness of appropriate technology use, understanding social norms, taking responsible actions, and reflecting on one's digital behaviors.
Technology in the Early Years: What Do We Know & Why Does it Matter to Childr...Cen Campbell
1) The document discusses the importance of technology and media for young children, but emphasizes that it must be used intentionally and appropriately.
2) When choosing digital media, the content, context, and individual child's needs should be considered based on guidelines from organizations like NAEYC.
3) Relationships are very important for children's learning and development, so technology use should support interactions between children and caring adults.
Literacy, new media, and creative pedagogies week 1seamanjc
This document discusses integrating media literacy education into early childhood education classrooms. It defines key concepts of media literacy such as access, analyze, evaluate, and communicate or create media. It also discusses the importance of teaching media literacy to young students so they can better understand and engage with different types of media. Some example lesson plans are provided on how to teach media literacy concepts through analyzing television programs, internet advertising, and the process of creating advertisements.
Critical Distance and Participatory ImmersionRenee Hobbs
Renee Hobbs spoke about "Critical Distancing and Participatory Immersion in Online Learning for Media Literacy." Paper presented at the 2007 ICA China Communication Forum, "Harmonious Society, Civil Society and the Media," Beijing, China. October 20, 2007.
Using Digital Media for Inquiry-Based Instruction Renee Hobbs
Renee Hobbs offers a workshop to educators at the the Near East South Asia Council of Overseas Schools (NESA) Winter Training Institute in Muscat, Oman
When Literacy Goes Digital: Meeting the Needs of All Learners with Digital an...Renee Hobbs
Renee Hobbs address the Baylor University commnunity as part of the Baylor University School of Education Distinguised Lecture Series. October 18, 2012.
How Emerging Digital Media Are Impacting The World And EducationMarcus Vannini
This document discusses how emerging digital media are impacting education. It outlines key questions for educators, examples of emerging digital media like social networks and content sharing sites, and the evolution of the web from Web 1.0 to Web 3.0/semantic web technologies. The document recommends that educators adopt emerging digital media by participating in social media, sharing content, and evaluating their efforts. It provides best practices for educators new to social media, like listening, participating, and maintaining high ethical standards. Critical success factors include integrating traditional and emerging digital media and building trust in the virtual world.
Improving Reading Comprehension by Using Media Literacy Activities
By Renee Hobbs
Some literacy educators still hold to the idea that audiovisual media and digital technologies are the enemies of print culture, but a growing number of educators are exploring the synergistic relationship between different forms of reading that occur when the concept of text is expanded to include images, graphic design, multimodality, moving image media, and online content. At home, parents cultivate children's understanding of story structure by engaging in activities that involve children's re-telling of books, cartoons, games, and short films. They pause children's videos to ask questions, comment on action and predict what will happen next. Such practices cultivate viewing as a cognitively active process, a concept that was first articulated in the 1970s but continues to be more deeply appreciated with the rise of YouTube culture, where the distinction between authors and audiences is diminished. During the elementary grades, teachers use media literacy competencies when reading children's picturebooks, calling attention to when the words of a story and the image of the story conflict or deliver different messages. Active "reading" of picture books is a practice that foregrounds the meaning-making process and elevates reading comprehension beyond mere decoding. When educators reframe their work with youth as less about passing high-stakes tests and more about learning to navigate the multiple literacy contexts in which they live, learn, and work, students' motivation for reading increases. For this reason, literacy specialists are exploring links between disciplinary literacy, inquiry, and media literacy. Media literacy instructional practices honor students' popular culture and lived experience, and offer opportunities for students to bring their affect, emotion, imagination, and social interaction into reading practices that examine and challenge cultural conventions like materialism and consumerism that are reproduced in media culture on a daily basis.
Teaching educational leaders to be digital leaderspdelmas1
This document outlines the objectives and topics explored in an online course on digital leadership in higher education, including defining different types of social media, using social media for professional development, and developing competencies for digital leaders. Key concepts are discussed such as being a digital immigrant or native, visitors and residents online, and competencies for digital professionals in higher education around using technology, digital identity, and remaining current on new technologies.
Defining Digital Literacy: in the context of the DigiLit Leicester ProjectLucy Ansley
This presentation was given as part of Tech 2002, Social Media Production, at De Montfort University Leicester on 7th February 2014. The purpose of the session was to reflect on how the definition of digital literacy has developed over the last two decades, and how digital literacy has been defined within the context of the DigiLit Leicester Project (www.digilitleic.com)
Messy Engagement: The Heart of the Common CoreRenee Hobbs
Renee Hobbs gives a keynote address to Rhode Island School Librarians on August 13, 2013 to demonstrate how the close reading and careful analysis skills that are emphasized in CCCS ELA-Literacy support the kind of student-centered inquiry that blends the use of both popular culture and academic informational texts, creating relevance and independent thinking which support intellectual curiosity.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Infrastructure Challenges in Scaling RAG with Custom AI modelsZilliz
Building Retrieval-Augmented Generation (RAG) systems with open-source and custom AI models is a complex task. This talk explores the challenges in productionizing RAG systems, including retrieval performance, response synthesis, and evaluation. We’ll discuss how to leverage open-source models like text embeddings, language models, and custom fine-tuned models to enhance RAG performance. Additionally, we’ll cover how BentoML can help orchestrate and scale these AI components efficiently, ensuring seamless deployment and management of RAG systems in the cloud.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
2. “Everyone has to achieve a
degree of digital literacy to
contribute to, and
participate in, the world we
inhabit.The question should
not be if we should teach
digital literacy, but how to
do teach it well.”
3. Definitions
“The ability to locate, organize,
understand, evaluate, and analyze
information using digital technology”
4.
5. Definitions
“Digital literacy is not simply a means
by which we consume ever-increasing
amounts of data and information, but
a critical and creative means of
interacting with the world.”
6. 3 Core Competencies
USE: technical fluency
UNDERSTAND: comprehend, contextualize,
critically evaluate
CREATE: produce content and effectively
communicate through various digital media
tools
10. 8 Key Elements
1. Cultural: Be sensitive to cultural differences
2. Cognitive: How we think more than what we do
3. Constructive:We need to engage, not just watch
4. Communicative: How we communicate has changed
5. Confident: Make mistakes and learn.Try.
6. Creative: New approaches
7. Critical: Read between the lines
8.Civic: Responsibility. World view.
14. Infographics
“Information graphics or infographics
are graphic visual representations of
information, data or knowledge
intended to present information
quickly and clearly. ”
24. The Digital Divide
“The digital divide is a problem that
goes beyond schools that needs to be
closed not just with social policies but
with the technology industry making
sure their products are affordable.”
25. The Digital Divide
“Individual freedom and creativity,
and societal and economic
development, are becoming
dependent on a degree of digital
literacy.”
31. Teaching Our Kids &Their Schools
"As we introduce technology in our
private and public schools, are we
thinking of creating thinkers so as to
advance our country's technology?"
33. Teaching Our Kids &Their Schools
We need to teach our teachers first
Parents need to give consent before kids get access
Teachers need to be on Social Media to help lead by example
The shifting role of educator to facilitator
Free education apps come with a price
New learning tools need checks & balances in place
36. Sponsored Social
“In whatever format they might
appear, readers should be able to
understand when they’re being
advertised to.”
Ed Murphy, founder, IZEA marketing
37. Sponsored Social
“It’s not a question of forgetting; it is that people are
purposely not disclosing,” he charged. “That is a real
detractor for the industry and people are trying to do
things right, because the currency that we’re dealing with
here is ultimately trust—the trust of the audience. As
soon as that trust starts to erode, the value of a
sponsored post or tweet or whatever it may be erodes
along with it.”
38. Privacy Issues
67% Of 1494 websites surveyed globally collect children’s
personal information
20 Sites surveyed in Alberta
70% did NOT
17 sites of the 20 had privacy policies
BUT 71% did not have accessible ways to delete account info
43. A Plan of Action
Per Renee Hobbs, Digital and Media Literacy: A Plan of Action
Make responsible choices and access information by locating
and sharing materials and comprehending information and
ideas
Analyze messages in a variety of forms by identifying the
author, purpose and point of view, and evaluating the quality
and credibility of the content
Create content in a variety of forms, making use of language,
images, sound, and new digital tools and technologies
44. A Plan of Action con't
Reflect on one’s own conduct and communication behavior
by applying social responsibility and ethical principles
Take social action by working individually and collaboratively
to share knowledge and solve problems in the family,
workplace and community, and by participating as a member
of a community
46. My sincere thanks toTech Soup for
this opportunity, and to everyone
who is listening.
• JIGTechnologies@JIGTechnolgies
• Ch3rylB1sw4s@3ncr1pt3d
• www.jigitsupport.com