Authorship Without Agency?: Responding to Computer-Generated TextsLeah Henrickson
Presented at Loughborough University's School of Arts, English and Drama's first-year doctoral colloquium (1 February 2017). A review of current PhD research, and anticipated future directions. Always looking for collaborative opportunities and relevant conversations about algorithmic authorship and artificial intelligence.
Talk entitled 'Newspapers as Data' delivered at the Media, Cultural Studies and Journalism Doctoral Open Day, British Library, 24 February 2014.
Notes supporting these slides can be found on GitHub Gist https://gist.github.com/drjwbaker/9184318
Authorship Without Agency?: Responding to Computer-Generated TextsLeah Henrickson
Presented at Loughborough University's School of Arts, English and Drama's first-year doctoral colloquium (1 February 2017). A review of current PhD research, and anticipated future directions. Always looking for collaborative opportunities and relevant conversations about algorithmic authorship and artificial intelligence.
Talk entitled 'Newspapers as Data' delivered at the Media, Cultural Studies and Journalism Doctoral Open Day, British Library, 24 February 2014.
Notes supporting these slides can be found on GitHub Gist https://gist.github.com/drjwbaker/9184318
Guide shared by Ed Sharron, science communications specialist, Inventory and Monitoring, NE Temperate Network, NPS, during 2011 THV summer institute, Place & the Digital Native: Using Technology and Social Media to Teach the Hudson Valley
Presentation given by Catherine Parsons, Pine Plains CSD, during THV's 2011 Summer Institute, Place & The Digital Native: Using Technology & Social Media to Teach the Hudson Valley
Developed by Carri Manchester, education director, Olana State Historic Site, as part of an educator resource, "Treasures from Olana", available at www.TeachingtheHudsonValley.org.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Wildlife atlas maps available online provide opportunities to reinforce geography skills while learning about New York wildlife. Steve Stanne (NYS DEC's Hudson River Estuary Program) shares bird, reptile, and amphibian maps to show where different species live and how their distributions changed over time. Grades 4-8.
Guided notes for PowerPoint presentation of the same name. Created by Kate Brill, Scenic Hudson, and presented at Teaching the Hudson Valley's 2015 summer institute.
Guided notes for PowerPoint presentation of the same name. Presented by Kate Brill, Scenic Hudson, at Teaching the Hudson Valley's 2015 summer institute.
Kristin Marcell, special projects coordinator, NYS DEC Hudson River Estuary Program and Cornell University discusses how communities are adapting to changing conditions such as flooding. She highlights New York's new program, Climate Smart Communities, designed to help municipalities reduce emissions, save money, and reduce their vulnerability to extreme weather.
Elizabeth Murphy, climate outreach specialist, NYS DEC Hudson River Estuary Program and Cornell University explains the basics of climate science and climate projections for New York State. She also introduces mitigation and adaptation techniques.
The Hudson during & after extreme weather events. What do they tell us about ...Teaching the Hudson Valley
Dan Miller, habitat restoration coordinator, NYS DEC, Hudson River Estuary Program Climate models predict that our region will experience increased precipitation in more episodic and intense events. Irene, Lee, and Sandy have given us a taste of what that might mean for the Hudson. Dan describes the impacts of these storms on the estuary and describes efforts to improve the Hudson’s resiliency in the face of big storms.
Helping Youth Eat Real: Classroom Lessons to Transform Youth & their CommunitiesTeaching the Hudson Valley
Pam Koch, co-author of this program from the Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University, was a keynote presenter at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org.
"Helping Youth Eat Real: Classroom Lessons to Transform Youth & their Communities" inlcudes materials for printing and projecting. An 88-page curriculum book can be downloaded from THV's website.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Guide shared by Ed Sharron, science communications specialist, Inventory and Monitoring, NE Temperate Network, NPS, during 2011 THV summer institute, Place & the Digital Native: Using Technology and Social Media to Teach the Hudson Valley
Presentation given by Catherine Parsons, Pine Plains CSD, during THV's 2011 Summer Institute, Place & The Digital Native: Using Technology & Social Media to Teach the Hudson Valley
Developed by Carri Manchester, education director, Olana State Historic Site, as part of an educator resource, "Treasures from Olana", available at www.TeachingtheHudsonValley.org.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Wildlife atlas maps available online provide opportunities to reinforce geography skills while learning about New York wildlife. Steve Stanne (NYS DEC's Hudson River Estuary Program) shares bird, reptile, and amphibian maps to show where different species live and how their distributions changed over time. Grades 4-8.
Guided notes for PowerPoint presentation of the same name. Created by Kate Brill, Scenic Hudson, and presented at Teaching the Hudson Valley's 2015 summer institute.
Guided notes for PowerPoint presentation of the same name. Presented by Kate Brill, Scenic Hudson, at Teaching the Hudson Valley's 2015 summer institute.
Kristin Marcell, special projects coordinator, NYS DEC Hudson River Estuary Program and Cornell University discusses how communities are adapting to changing conditions such as flooding. She highlights New York's new program, Climate Smart Communities, designed to help municipalities reduce emissions, save money, and reduce their vulnerability to extreme weather.
Elizabeth Murphy, climate outreach specialist, NYS DEC Hudson River Estuary Program and Cornell University explains the basics of climate science and climate projections for New York State. She also introduces mitigation and adaptation techniques.
The Hudson during & after extreme weather events. What do they tell us about ...Teaching the Hudson Valley
Dan Miller, habitat restoration coordinator, NYS DEC, Hudson River Estuary Program Climate models predict that our region will experience increased precipitation in more episodic and intense events. Irene, Lee, and Sandy have given us a taste of what that might mean for the Hudson. Dan describes the impacts of these storms on the estuary and describes efforts to improve the Hudson’s resiliency in the face of big storms.
Helping Youth Eat Real: Classroom Lessons to Transform Youth & their CommunitiesTeaching the Hudson Valley
Pam Koch, co-author of this program from the Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University, was a keynote presenter at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org.
"Helping Youth Eat Real: Classroom Lessons to Transform Youth & their Communities" inlcudes materials for printing and projecting. An 88-page curriculum book can be downloaded from THV's website.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Nutrition Education DESIGN Procedure: Pam Koch, Tisch Center for Food, Educa...Teaching the Hudson Valley
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Empowered Eaters: Making Connections through Food & Nutrition Education." Let’s think broadly about food and nutrition education for the next generation. Explore ways to inspire youth to care about how choices influence their health, that of the planet, and the lives of everyone working with food from farm to plate. We’ll also review how to empower students to create practical action plans to successfully make real changes in their day-to-day food choices. Pam Koch, professor of nutrition education and executive director, Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University
Conventional vs organic agriculture: Cornelia Harris, Cary Institute of Ecosy...Teaching the Hudson Valley
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
From a panel discussion, "Growing Curriculum: Creating School Gardens," held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Cathy Law has been teaching since 1995. Passionate about her work she teaches a wide range of science classes at New Paltz HS. She started the Courtyard Gardens in 2008 to create an outdoor learning center dedicated to understanding and improving the environment and enable learning that is problem based and interdisciplinary.
The gardens now feature 200+ species of perennials and grasses chosen for hardiness, adaptability, seasonal variation, and attractiveness to birds, bees, and butterflies. Protected by the school’s inner courtyard, the 15 gardens are a sanctuary for wildlife, serve as an outdoor lab for students, and feature themes including Zen, culinary, medicinal, scented, native, silver, and a stone garden featuring specimen boulders.
From a workshop held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Hudson Valley farms have long been a rich source of inspiration for artists. Bold relief prints, with a great capacity for visual storytelling, have been a medium of choice for artists portraying land and food issues worldwide. Explore selected prints and share worldwide stories as they relate to our farms, land, and food. Gina Palmer, high school art teacher and professional illustrator.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
What do you remember best? Hands-on stuff, facts you could relate to?
Teeeeeeeeestsssssss! Are not that helpful. To students, anyway.
Common Core reflect Bloom’s Taxonomy. Although remembering is the least important thing in this age of instant information, it can be crucial to providing context and deeper understanding, particularly with history – however, the teacher can provide that, especially with younger students. Analyzing, evaluating, and creating are much more important in college and the workforce.
Common Core are an outside force exerting pressure to change, but there are inside forces, too. Studies have shown that our students are unprepared for the real world when they graduate high school, but in the rush toward testing history gets forgotten. History too can teach valuable skills and primary sources can help students not only better understand history, but also better evaluate, argue, read, write, and speak. In addition, in an age when everything from movies to TV to the internet has questionable veracity, making students understand the reality of history (it’s not fiction) can help connect them to it. Discussing the realities and fantasies of historical fiction can also help with this.
Many of the ELA standards are applicable to history study, but these literature ones fit particularly well.
Youth-oriented literature can be extremely engaging. I grew up reading American Girl books, Laura Ingalls Wilder, and LM Montgomery, all of which shaped my interest in history. Teaching children as young as 3rd grade to evaluate accuracy of literature can help foster healthy skepticism and critical thinking – both skills that will serve them well in high school, college, and beyond.
Here are just a few examples of historical fiction – some modern, some period. When using period literature, it is important to put it in context. When using modern literature, it is important to point out fictionalization (such as with the Dear America series) and highlight the differences between real historical diaries and letters and fictionalized accounts.
History texts are one of the best sources for informational texts. Compare first-hand and second-hand accounts fits in perfectly with primary and secondary sources, or even two primary sources (diary v. newspaper, for instance).
For older students, understanding that published authors can have conflicting views and that those views must be backed up by evidence is important. Often younger students take published works at face value, which can be a dangerous habit once they reach high school and/or college and are expected to think critically about authors and their arguments.
Primary sources can be dry and hard to relate to – by using youth-oriented primary sources students can better connect to historical people and events. Be sure to compare and contrast primary and secondary sources – secondary sources/informational texts also offer much-need context when using primary sources.
Teachers’ section of LOC – includes guides which are excellent, if nationally-focused.
Even LOC agrees that youth-oriented history is important! “The Civil War Through a Child’s Eye” is a lesson plan using primary and secondary sources related to children about the Civil War.
Here is one example of an artifact and photo – a locket with a lock of hair and a handwritten note.
Notice from the note that the child pictured was much older (18?) when he was killed in action, but that this is the only photo his mother had of him.
HRVH home page with search bars – note the difference between HRVH, newspapers, and searching by collection, exhibit, topic, etc.
Item listing. Note image v. text and that both front and back are available.
Forge is also a sequel to Chains – takes place during Rev War NY in addition to addressing slavery.
Cornell Digital Library is a hidden jewel!
CDL home page for collections
Friend of Man was an abolitionist newspaper from upstate NY.
A basic search reveals a snippet on the Amistad.
PG home page
Children’s bookshelf – historical children’s literature
Be sure to read all historical literature yourself first to check for insensitive language.
NPL beta homepage
Search results
The Child’s Anti-Slavery Book read in “book” form.
Why would children need to know about slavery? How is slavery portrayed in the book?
Children’s diaries not transcribedUSSC has all sorts of supreme court rulings – just search child labor, for instance, and tons come up – dating back to the 1750s
Extrapolate everyday life to what children’s lives might have been like – compare and contrast to today.Period images can help bring people and places to life. Why no primary sources: difficult to find (i.e. not digitized, or privately held), subject was illiterate (slaves, children, poor laborers, etc.), primary sources did not survive, only wealthy people could afford them (i.e. portraits before photography), etc.
When in doubt, leave it out. Many children will not even likely notice it (see: LM Montgomery), but point out the unacceptable language if you think your kids can handle that discussion. If not, skip those parts or leave them out. Teaching children to be independent and look things up on their own is also important. Transcribe the manuscripts yourself or make it an exercise to go over what the cursive words mean.
Every little bit counts! Simply introducing children to historical literature and primary sources from a kid’s point of view can pique their interest. LOC has some great teacher’s guides for working with primary sources in the classroom if you are not already familiar with doing so.
Younger kids will get more excited about history AND reading if you integrate hands-on activities. For instance, making food related to or directly from the texts, trying to do a task that characters in the books do (sew something, write a letter longhand, play a game).Older kids will appreciate the freedom to do a project THEY are interested in – remember that Common Core do not (currently) require specific historical topics to be discussed during certain grades. Give them a range of time periods and let them loose (with guidelines, of course). Use historical fiction, informational texts, and primary sources. Require a research paper or not, but let them choose.
Is adding historical literature to your classroom reasonable? Can it be done?
Have digital copies of everything for people with jump drives, e-mails, or I can add everything to slideshare.