Does Living Near An NFL Stadium Boost Your Home Value?Trulia
Neighborhoods around National Football League stadiums tend to have homes that are more expensive both in sales and rental value, but new stadiums built in the last decade, by and large, have failed to lift the fortunes of homes in nearby areas.
In other words, owning a home near a stadium is nice, but if they build one down the street, don’t get your hopes up. During the last 10 years, five new pro football stadiums have opened and none, so far, has had a noticeable impact in raising home values in its immediate vicinity (a two mile radius).
Does Living Near An NFL Stadium Boost Your Home Value?Trulia
Neighborhoods around National Football League stadiums tend to have homes that are more expensive both in sales and rental value, but new stadiums built in the last decade, by and large, have failed to lift the fortunes of homes in nearby areas.
In other words, owning a home near a stadium is nice, but if they build one down the street, don’t get your hopes up. During the last 10 years, five new pro football stadiums have opened and none, so far, has had a noticeable impact in raising home values in its immediate vicinity (a two mile radius).
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
1. Tuesday Assure Method
“The Lottery” By Shirley Jackson
Analyze learners:
There are 25 students in my 8th
grade English classroom made up of 14 girls and 11 boys.
The races are white, African America, Asian, and Latino. 50% of the students are average
learners, 20% are below average, and 30% are above average. The majority of the students are
visual and tactile learners.
Main Objectives:
The students will read and comprehend “The Lottery” by Shirley Jackson. Through
reading the story, watching a video, and accessing other media the students will show
comprehension by completing a WebQuest about the story. The students will have one class
period to show comprehension with a 100% understanding of the text.
Methods, Media, and Material:
I will use YouTube, WebQuest, Pinterest, and Second Life to achieve comprehension of
the story.
Utilize Media and Material:
The students will read “The Lottery” in class then we will get on Pinterest and check out
the board that I created for the author Shirley Jackson. We will look at pins that relate to the
story and about the author. Next, I will show a YouTube video coving the main points of the
story. After we watch the video, the students will access Second Life and we will meet at general
location and try to reenact a scene from “The Lottery” each playing a character from the story.
While we are on our computers, the students will complete a WebQuest about “Lottery” to show
comprehension of the text with a video about the story.
Require Learner Participation:
The students have to be actively participating during this lesson or they will not be able to
do the WebQuest by the end of the class. The students read the story and watch the YouTube
video to know what the story is about. Then by accessing Second Life, they will identify with a
character and play the role as Jackson wrote it. Then, they students will complete the WebQuest.
Evaluate and Revise:
The students will be assessed through the WebQuest. If the students can correctly
complete the WebQuest, then I will know that they comprehend the short story and understand
the story. I might need to exclude the Second Life activity if there is not enough time or break
this lesson up into two days.
