The document is a single question asking "What do you see?". It is a very short document consisting of only one sentence that poses an open-ended question without providing any additional context or information to answer.
This document summarizes the work done in WP3 of the HABITATS project. The objectives of WP3 were to define data and metadata models for relevant INSPIRE themes in compliance with the INSPIRE directive. Specific tasks included analyzing existing models, defining conceptual models and metadata profiles, and designing data transformation processes. The work contributed to the development of INSPIRE data models. Training and tools were provided to partners to assist with interactive data modeling and transformations. The work demonstrated approaches for harmonizing data from different models into a unified INSPIRE-compliant model.
Geo far matics_cologne_declaration_final_2Karel Charvat
The document summarizes the key points from the Cologne Declaration made at the GeoFARMatics 2010 International Conference. The declaration recognizes that agricultural information and communication technologies (ICT) must be an essential part of Europe's 2020 Digital Agenda in order to address challenges around global food supply/demand, quality, energy, and the environment. It calls for support and investment in ICT, knowledge management systems, social networks, and other technologies to help agricultural and rural communities adapt to these changes and ensure future food security and quality. The declaration outlines seven priority areas for action including policy/leadership, research/innovation, technological solutions, standardization, social/human aspects, and the environment.
The document discusses the Abilene Convention & Visitors Bureau's use of social media to promote tourism. It began with creating a Facebook page and grew from there. The goals were to increase exposure, brand awareness, and direct communication. Metrics like increased SEO, followers on different platforms, and engagement were tracked. Over two years, the social media presence expanded to multiple platforms and was integrated into the overall marketing plan. The bureau shares examples of projects and campaigns on Facebook, Flickr, Twitter, YouTube, and its blog to attract visitors.
The agenda includes opening activities, a presentation on updating an interactive whiteboard software and creating lessons, experiencing and reviewing constructivist lessons, and examples and work time for community building. The day will focus on learning the tools of an interactive whiteboard, constructivism and inquiry-based learning, creating SMART Notebook activities, and developing classroom communities. Participants will leave being able to explain the benefits of using interactive whiteboards, components of constructivist lessons, and the differences between community and team building.
The document discusses measuring social media return on investment (ROI). It notes that over 50% of companies are unsure about their ROI from platforms like Twitter and LinkedIn. While social media is often seen as free, it actually requires investments of technology, employees, and time. The document examines different social media ROI metrics around exposure, engagement, and measuring the value of actions. It concludes that social media metrics must be tied to business goals and that relating costs like employee time to results can reveal a formula for assessing investment.
The document provides a vision for knowledge management systems on farms of the future. It discusses three levels of farm management - macro, farm, and field level - and how knowledge will be integrated across these levels. External drivers like climate change, policies, and sustainability issues are analyzed to understand their influence on future farming. A service-oriented architecture is proposed to allow interoperability between different farm management components and levels. Key goals are supporting decision making, competitiveness, and long-term sustainability of farms.
How to manage and improve the already existing metadata to be inspire compliantKarel Charvat
The document provides instructions for testing existing metadata for INSPIRE compliance using the Plan4all or SDI EDU GeoPortal tools. It outlines steps to import metadata files in ISO19139 or ESRI format, select a metadata profile, edit the metadata, validate it according to the selected scheme, and then download or save the validated metadata file.
This document summarizes the work done in WP3 of the HABITATS project. The objectives of WP3 were to define data and metadata models for relevant INSPIRE themes in compliance with the INSPIRE directive. Specific tasks included analyzing existing models, defining conceptual models and metadata profiles, and designing data transformation processes. The work contributed to the development of INSPIRE data models. Training and tools were provided to partners to assist with interactive data modeling and transformations. The work demonstrated approaches for harmonizing data from different models into a unified INSPIRE-compliant model.
Geo far matics_cologne_declaration_final_2Karel Charvat
The document summarizes the key points from the Cologne Declaration made at the GeoFARMatics 2010 International Conference. The declaration recognizes that agricultural information and communication technologies (ICT) must be an essential part of Europe's 2020 Digital Agenda in order to address challenges around global food supply/demand, quality, energy, and the environment. It calls for support and investment in ICT, knowledge management systems, social networks, and other technologies to help agricultural and rural communities adapt to these changes and ensure future food security and quality. The declaration outlines seven priority areas for action including policy/leadership, research/innovation, technological solutions, standardization, social/human aspects, and the environment.
The document discusses the Abilene Convention & Visitors Bureau's use of social media to promote tourism. It began with creating a Facebook page and grew from there. The goals were to increase exposure, brand awareness, and direct communication. Metrics like increased SEO, followers on different platforms, and engagement were tracked. Over two years, the social media presence expanded to multiple platforms and was integrated into the overall marketing plan. The bureau shares examples of projects and campaigns on Facebook, Flickr, Twitter, YouTube, and its blog to attract visitors.
The agenda includes opening activities, a presentation on updating an interactive whiteboard software and creating lessons, experiencing and reviewing constructivist lessons, and examples and work time for community building. The day will focus on learning the tools of an interactive whiteboard, constructivism and inquiry-based learning, creating SMART Notebook activities, and developing classroom communities. Participants will leave being able to explain the benefits of using interactive whiteboards, components of constructivist lessons, and the differences between community and team building.
The document discusses measuring social media return on investment (ROI). It notes that over 50% of companies are unsure about their ROI from platforms like Twitter and LinkedIn. While social media is often seen as free, it actually requires investments of technology, employees, and time. The document examines different social media ROI metrics around exposure, engagement, and measuring the value of actions. It concludes that social media metrics must be tied to business goals and that relating costs like employee time to results can reveal a formula for assessing investment.
The document provides a vision for knowledge management systems on farms of the future. It discusses three levels of farm management - macro, farm, and field level - and how knowledge will be integrated across these levels. External drivers like climate change, policies, and sustainability issues are analyzed to understand their influence on future farming. A service-oriented architecture is proposed to allow interoperability between different farm management components and levels. Key goals are supporting decision making, competitiveness, and long-term sustainability of farms.
How to manage and improve the already existing metadata to be inspire compliantKarel Charvat
The document provides instructions for testing existing metadata for INSPIRE compliance using the Plan4all or SDI EDU GeoPortal tools. It outlines steps to import metadata files in ISO19139 or ESRI format, select a metadata profile, edit the metadata, validate it according to the selected scheme, and then download or save the validated metadata file.
This document discusses building community in the classroom. It addresses how teachers impact classroom community, strategies for encouraging community growth, and assessing cooperative learning groups. Participants engage in cooperative learning activities, including an exercise where one draws, one interprets directions, and one communicates through actions. Norms of collaboration like pausing and questioning are also presented.
This document discusses strategies for managing technology use in the classroom. It identifies several topics that teachers need to consider when introducing computers, such as instructional management, time management, and internet safety. Teachers are directed to review websites on these classroom management topics and identify five significant issues and solutions. They are to create a slide summarizing their findings and present it to the group. The goal is for teachers to learn strategies for safely and effectively integrating technology into classroom lessons and activities.
This document discusses questioning in classrooms. It notes that research shows children ask over half the questions at home, but less than 5% of questions in nursery school, and less than 15% of questions in high school. Most student questions are lower level. It suggests teachers can foster student questioning by having them guide inquiry and learning.
This document discusses questions asked by students in different educational settings and how to foster a classroom culture where student questions guide inquiry and learning. It notes that research shows children ask over half the questions at home, but less than 5% of questions in nursery school and under 15% in high school. Most student questions in high school are lower level questions. The document suggests having students separate questions into open-ended and closed questions, adding more open-ended questions that have no single right answer and require thinking.
The teacher created a scoring guide to evaluate a specific skill or concept taught in class. The scoring guide could be improved to better assess what was taught by making changes such as clarifying the criteria, adding examples, or adjusting the point values and categories. In summary, the document discusses evaluating a scoring guide and potential modifications that could enhance how well it assesses students.
The document provides a list of questions about group work and roles, benefits of student engagement and interaction, skills for effective group work, and potential writing prompts about different animals. It discusses how having students work in groups allows them to pay attention, stay motivated, learn more, and better retain what they learn. When students interact more with peers and the curriculum, their learning increases. Effective group work requires skills like listening, turn-taking, helping others, problem-solving, teamwork, and compromise.
The document discusses team building activities that can be used in classrooms to help students build cooperation, trust, and respect. It describes several short activities like Fishbowl, Sweet Challenge, and Mix-Freeze-Pair that incorporate elements of cooperative learning like positive interdependence and equal participation. Instructions are provided for an activity called Structure Cards where students are assigned a team building structure to research and present to partners.
The document discusses effective scoring guide components, transforming scoring guides, and creating an assessment timeline. It provides guidance on assessing the concepts being taught, making changes to scoring guides, and designing formative and summative evaluations. Sections include reading and paraphrasing passages, as well as a webquest on three dimensional measurement.
The document discusses effective scoring guide components, transforming scoring guides, and creating an assessment timeline. It provides guidance on assessing the concepts being taught, making changes to scoring guides, and designing formative and summative evaluations. The document also describes a reading and paraphrasing activity to analyze sections of a text.
The agenda includes checking emails in the morning, an opening by Cathy, working on adding videos and calendars to websites, learning about collaboration tools like Google Docs and Edmodo, and planning and working on a WebQuest to close the day. Participants will use digital tools to embed media and support collaboration, understand how to design quality WebQuests, and create a video, calendar or plan for a WebQuest.
The agenda covers opening activities, interactive whiteboards, constructivism, and community building. Participants will learn about updating SMART boards, experiencing constructivist lessons, and building classroom communities through examples and work time. The day aims to examine SMART board tools, understand constructivism and its importance, explore classroom communities, and have participants create a SMART activity and transform a lesson to be more inquiry-based.
The agenda includes opening activities, a presentation on updating an interactive whiteboard software and creating lessons, experiencing and reviewing constructivist lessons, and examples and work time for community building. The day will focus on learning the tools of an interactive whiteboard, constructivism and inquiry-based learning, creating SMART Notebook activities, and developing classroom communities. Participants will leave being able to explain the benefits of using interactive whiteboards, components of constructivist lessons, and the differences between community and team building.
1) The document describes an inquiry-based lesson where students work together to save a gummy worm named Fred from drowning after his plastic cup boat flips over, trapping his gummy life saver under the boat.
2) Students are instructed to place the life saver around Fred's body using only four paper clips, without letting Fred fall into the "lake" more than once or injuring him.
3) The document encourages students to solve problems in different ways such as developing a plan, finding patterns, drawing diagrams, acting it out, making lists, guessing and testing, working backward, writing equations, or constructing tables and graphs.
The document lists the names of 11 teachers from various elementary schools, their schools, and the grades they teach. It includes Kortney Fisher who teaches Kindergarten at Harrison Elementary, and lists teachers from other schools who teach 1st grade through 5th grade, as well as SPED. The document outlines guidelines for an upcoming meeting, stating they will begin and end on time, consider positive possibilities, participate and process information, practice focused listening, and be good examples.
This document discusses WebQuests, which are inquiry-based learning activities that use online resources to produce authentic projects through meaningful research. WebQuests motivate students and support diverse learners through a variety of resources and cooperative groupings. They also promote higher-level thinking skills. Key elements of a WebQuest include an introduction, task, process, evaluation, and conclusion. Good topics for WebQuests invite creativity, require higher-order thinking, are compelling, timely, have sufficient resources, and allow for meaningful collaboration. Tips for a successful WebQuest include managing time, planning for student absences and difficulties, and providing the right amount of guidance without giving too much help.
The document lists the names of 8 teachers from various elementary schools in the district and their grade levels. It then provides an agenda for an upcoming eMINTS meeting on September 15, 2011, which includes guidelines for participants to begin and end on time, consider positive possibilities, participate and process information, practice focused listening, and be good role models. It poses discussion questions for teachers to introduce themselves and discuss the characteristics of an ideal eMINTS classroom and instructor.
The document lists the names of 7 teachers from 4 different elementary schools in the district, along with their school and grade level. It then outlines the agenda and goals for an eMINTS training session on September 15, 2011, which includes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being good role models. Teachers are prompted to introduce themselves and discuss their strengths, skills they hope to gain, and what makes an eMINTS classroom different from a traditional one.
Practice is essential for developing skills and abilities. Regular practice in a particular area, such as playing a sport or musical instrument, allows one to gradually improve their proficiency over time through experience and repetition. Consistent practice of important tasks makes one's performance more automatic and helps maximize their potential.
The document discusses making good choices for waterway use and developing solutions. It emphasizes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being what we want to see. A solution for waterway use will be developed, presented, and defended.
This document discusses building community in the classroom. It addresses how teachers impact classroom community, strategies for encouraging community growth, and assessing cooperative learning groups. Participants engage in cooperative learning activities, including an exercise where one draws, one interprets directions, and one communicates through actions. Norms of collaboration like pausing and questioning are also presented.
This document discusses strategies for managing technology use in the classroom. It identifies several topics that teachers need to consider when introducing computers, such as instructional management, time management, and internet safety. Teachers are directed to review websites on these classroom management topics and identify five significant issues and solutions. They are to create a slide summarizing their findings and present it to the group. The goal is for teachers to learn strategies for safely and effectively integrating technology into classroom lessons and activities.
This document discusses questioning in classrooms. It notes that research shows children ask over half the questions at home, but less than 5% of questions in nursery school, and less than 15% of questions in high school. Most student questions are lower level. It suggests teachers can foster student questioning by having them guide inquiry and learning.
This document discusses questions asked by students in different educational settings and how to foster a classroom culture where student questions guide inquiry and learning. It notes that research shows children ask over half the questions at home, but less than 5% of questions in nursery school and under 15% in high school. Most student questions in high school are lower level questions. The document suggests having students separate questions into open-ended and closed questions, adding more open-ended questions that have no single right answer and require thinking.
The teacher created a scoring guide to evaluate a specific skill or concept taught in class. The scoring guide could be improved to better assess what was taught by making changes such as clarifying the criteria, adding examples, or adjusting the point values and categories. In summary, the document discusses evaluating a scoring guide and potential modifications that could enhance how well it assesses students.
The document provides a list of questions about group work and roles, benefits of student engagement and interaction, skills for effective group work, and potential writing prompts about different animals. It discusses how having students work in groups allows them to pay attention, stay motivated, learn more, and better retain what they learn. When students interact more with peers and the curriculum, their learning increases. Effective group work requires skills like listening, turn-taking, helping others, problem-solving, teamwork, and compromise.
The document discusses team building activities that can be used in classrooms to help students build cooperation, trust, and respect. It describes several short activities like Fishbowl, Sweet Challenge, and Mix-Freeze-Pair that incorporate elements of cooperative learning like positive interdependence and equal participation. Instructions are provided for an activity called Structure Cards where students are assigned a team building structure to research and present to partners.
The document discusses effective scoring guide components, transforming scoring guides, and creating an assessment timeline. It provides guidance on assessing the concepts being taught, making changes to scoring guides, and designing formative and summative evaluations. Sections include reading and paraphrasing passages, as well as a webquest on three dimensional measurement.
The document discusses effective scoring guide components, transforming scoring guides, and creating an assessment timeline. It provides guidance on assessing the concepts being taught, making changes to scoring guides, and designing formative and summative evaluations. The document also describes a reading and paraphrasing activity to analyze sections of a text.
The agenda includes checking emails in the morning, an opening by Cathy, working on adding videos and calendars to websites, learning about collaboration tools like Google Docs and Edmodo, and planning and working on a WebQuest to close the day. Participants will use digital tools to embed media and support collaboration, understand how to design quality WebQuests, and create a video, calendar or plan for a WebQuest.
The agenda covers opening activities, interactive whiteboards, constructivism, and community building. Participants will learn about updating SMART boards, experiencing constructivist lessons, and building classroom communities through examples and work time. The day aims to examine SMART board tools, understand constructivism and its importance, explore classroom communities, and have participants create a SMART activity and transform a lesson to be more inquiry-based.
The agenda includes opening activities, a presentation on updating an interactive whiteboard software and creating lessons, experiencing and reviewing constructivist lessons, and examples and work time for community building. The day will focus on learning the tools of an interactive whiteboard, constructivism and inquiry-based learning, creating SMART Notebook activities, and developing classroom communities. Participants will leave being able to explain the benefits of using interactive whiteboards, components of constructivist lessons, and the differences between community and team building.
1) The document describes an inquiry-based lesson where students work together to save a gummy worm named Fred from drowning after his plastic cup boat flips over, trapping his gummy life saver under the boat.
2) Students are instructed to place the life saver around Fred's body using only four paper clips, without letting Fred fall into the "lake" more than once or injuring him.
3) The document encourages students to solve problems in different ways such as developing a plan, finding patterns, drawing diagrams, acting it out, making lists, guessing and testing, working backward, writing equations, or constructing tables and graphs.
The document lists the names of 11 teachers from various elementary schools, their schools, and the grades they teach. It includes Kortney Fisher who teaches Kindergarten at Harrison Elementary, and lists teachers from other schools who teach 1st grade through 5th grade, as well as SPED. The document outlines guidelines for an upcoming meeting, stating they will begin and end on time, consider positive possibilities, participate and process information, practice focused listening, and be good examples.
This document discusses WebQuests, which are inquiry-based learning activities that use online resources to produce authentic projects through meaningful research. WebQuests motivate students and support diverse learners through a variety of resources and cooperative groupings. They also promote higher-level thinking skills. Key elements of a WebQuest include an introduction, task, process, evaluation, and conclusion. Good topics for WebQuests invite creativity, require higher-order thinking, are compelling, timely, have sufficient resources, and allow for meaningful collaboration. Tips for a successful WebQuest include managing time, planning for student absences and difficulties, and providing the right amount of guidance without giving too much help.
The document lists the names of 8 teachers from various elementary schools in the district and their grade levels. It then provides an agenda for an upcoming eMINTS meeting on September 15, 2011, which includes guidelines for participants to begin and end on time, consider positive possibilities, participate and process information, practice focused listening, and be good role models. It poses discussion questions for teachers to introduce themselves and discuss the characteristics of an ideal eMINTS classroom and instructor.
The document lists the names of 7 teachers from 4 different elementary schools in the district, along with their school and grade level. It then outlines the agenda and goals for an eMINTS training session on September 15, 2011, which includes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being good role models. Teachers are prompted to introduce themselves and discuss their strengths, skills they hope to gain, and what makes an eMINTS classroom different from a traditional one.
Practice is essential for developing skills and abilities. Regular practice in a particular area, such as playing a sport or musical instrument, allows one to gradually improve their proficiency over time through experience and repetition. Consistent practice of important tasks makes one's performance more automatic and helps maximize their potential.
The document discusses making good choices for waterway use and developing solutions. It emphasizes beginning and ending on time, considering positive possibilities, participating and processing, practicing focused listening, and being what we want to see. A solution for waterway use will be developed, presented, and defended.