To accompany a patter blog post. patthomson.net The slides address a common problem which people often have after a period of free writing or that they may find when they are reading a paper. These are strategies for the writer to try out.
To accompany a patter blog post. patthomson.net The slides address a common problem which people often have after a period of free writing or that they may find when they are reading a paper. These are strategies for the writer to try out.
Part of a writing course, this slide show outlines a way to analyse the beginning of a journal article, and then use talk to develop the focus on the contribution
Research ethics and the RD1 ethics form - RDP 09-11-16MIRIADonline
PowerPoint presentation for John Spencer's session on 'Research ethics and the RD1 ethics form' for the Manchester School of Art Researcher Development Programme - workshops and seminars covering research skills, communicating research, and progression through the degree.
Presentation given at Session 4 Best Practice "Information literacy Instruction" Tuesday October 20, 2015 at the 3rd European Conference on Information Literacy
Part of a writing course, this slide show outlines a way to analyse the beginning of a journal article, and then use talk to develop the focus on the contribution
Research ethics and the RD1 ethics form - RDP 09-11-16MIRIADonline
PowerPoint presentation for John Spencer's session on 'Research ethics and the RD1 ethics form' for the Manchester School of Art Researcher Development Programme - workshops and seminars covering research skills, communicating research, and progression through the degree.
Presentation given at Session 4 Best Practice "Information literacy Instruction" Tuesday October 20, 2015 at the 3rd European Conference on Information Literacy
From my writing course, a set of four moves that underpin many journal articles in the social sciences and humanities. Accompanies a blog post on patthomson.net
Uberisation of writing symposium, QPR April 2016Pat Thomson
a contribution to a symposium, raising questions about the various actions that might taken to address the variable quality of writing support and advice.
Presentation about JISC funded blogging project on student blogging. Showed increased confidence about academic writing, deeper engagement, liberal learning. The findings led to adaptations on the MA L&T module on Curriculum Design.
Interview Techniques - Leverhulme PhD student training 2017Jenna Mittelmeier
I presented to Leverhulme PhD students in the Institute of Educational Technology at the Open University about techniques for conducting successful qualitative interviews and avoiding biases.
Adolescent problems and class room managment Management Concepts - Manu Melw...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
The PPt of 10 Questions of Interview of BSN,Post RN, MSN
The video of this topic is also on My youtube channel #StarsNursingAcademy. Link os video is
https://youtu.be/ZyMDRNweHY0
Plz visit my channel once
The best public speaking course in Chennai to assist your ability to communicate in English and taste success in your life.
https://www.aksent.org.in/courses/public-speaking/
An edublog is a blog created for educational purposes.
Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking skills (HOTS)
We are in a world where most of us are face imposter syndrome, fear of getting out of our comfort zone, or even scared to have a bigger dream. I was one among them and was in a shell until I found out the secret recipe of L.I.E.S.
This talk is my experience on how I break the shell with the help of tactics and how I leveraged the power of an acronym into a regular habit of creating powerful contents around testing and automation.
L: Learn & Listen
I: Ideas & Implementations
E: Experience & Execution
S: Sharing
KEY TAKEAWAYS
- Practical tips to start creating your first test automation content.
- How to leverage the power of a unique methodology that helps you to stay positive and overcome writer’s block.
- Practical ideas to overcome imposter syndrome and self-doubt.
- Learn the secret ingredients needed to make your test automation content trending.
- Techniques to measure how productive you are by applying these techniques.
cultural citizenship and arts educationPat Thomson
reporting results from the TALE research - how arts rich schools and arts broker teachers, with the support of cultural organisations, can support students to be critical appreciative audiences and active cultural producers.
A slide show about questions and issues that a writer needs to take into account when writing the text that accompanies papers. The show is designed for PhD students that are undertaking a PhD by publication.
Participatory, Open Ended and Inclusive Music Education. Lessons Learned from...Pat Thomson
The research presented here is a case study of a music education programme based on a participatory approach, and introduced in a community after-school centre in Praga–Południe, an underprivileged district of Warsaw. The main principles of the applied approach were having an open-ended learning process and practical curriculum-making (Elliott, 1995). The children were offered free access to a variety of music instruments. The main research methods were participant observation, auto-ethnography and free-form interviews. The research was conducted from June to November 2017, the research team consisted of 4 people: 2 music educators and 2 music sociologists. The participants in the study were children attending music lessons (age group 7-14, with a slight predominance of 10-and-less year olds). The study does not provide sufficient data for general conclusions about the influence of the applied music education model on social behaviours, nevertheless, a strong correlation between the participant’s overall emotional disposition and the preferred kind of musical expression was observed.
What the tale survey shows about the importance of the arts in schoolPat Thomson
These slides show the comparison between students in the TALE research and their peers who responded to the national Taking Part survey. More information is available on researchtale.net
What young people say about studying the artsPat Thomson
These slides report what young people in secondary and special schools toid us about their reasons for choosing arts subjects. The full report is on researchtale.net
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
1. Powered by
PhD student blogging: an
analysis of genre, audience
and purpose
Professor Pat Thomson, Nottingham University
Associate Professor Inger Mewburn, Australian National University
3. Powered by
Bio Demographics of respondents
Age:
Slightly younger than
the Australian Cohort
Gender:
Majority female – in line
with usual participation
in ‘extras’
5. Powered by
At the moment, do you intend to continue blogging?
Answered: 273 Skipped: 6
6. Powered by
How often do you blog? (or how often did you blog, if you have now stopped)
Answered: 273 Skipped: 6
7. Powered by
Do you use social media to promote your blog? If so, how?
Answered: 257
8. Powered by
Why did you start blogging?
Answered: 249
To showcase myself and my abilities/research
To talk to the world / combat isolation / for my mum to read
Interested in blogging as a medium
It’s a good medium for thinking
It keeps me on track / focused / keep a record
It’s therapy / relaxing
To help others
To have fun
To practice writing
It’s a group thing
Someone suggested it to me
To disseminate my research / recruit participants
So I can start discussions on my topic
9. Powered by
What do you blog about? Most common answers
Answered: 266 Skipped: 13
Reflect on the experience of study
To tell my story
Create opportunity to discuss ideas
Record ideas
To discuss issues raised by my research
Share what I have learned about doing a research degree
Keep a record of reading
To talk about academic life
10. Powered by
What do you blog about? Least common answers
Answered: 266 Skipped: 13
Discuss the impact of study on my private life
Create an opportunity for advice or feedback
Share tips and techniques from others
To discuss the writing process
To discuss policy
To discuss impact of study on health
To discuss blogging
To share progress with my academic supervisors and mentors
11. Powered by
What do you blog about? Additional responses
Answered: 266 Skipped: 13
Additional reasons:
To promote myself
To help myself learn something new
To share my passion
To experiment with writing in a different format
For my own sanity
To escape the limitations of academic writing conventions
An outlet for my other interests
As a political/religious/public education project
12. Powered by
Why are you uncertain about continuing?
Answered: 273 Skipped: 6
Finding it hard to find time and ‘headspace’
There’s no clear reason to blog
Not sure what to write about or what the blog is for
Started the blog for a specific purpose – which is now done.
Worried others (supervisors) might see it and think I am wasting time
Not sure if people will be interested “shouting into the void”
Worried about publicity
Worried about the quality of my writing
13. Powered by
Have your reasons changed since you started blogging?
Answered: 266 Skipped: 13
Many said no. Of those who said yes:
• Realised the blog is a ‘business card on the internet’ and can create
opportunities
• The opposite – personal stuff started coming out. Offered an unexpected
‘escape from academia’.
• Addictive: “It sucked me in” / “ego stroke” OR I lost interest because no one
was listening.
• Discovered blogging was a flexible and useful medium for soliciting
feedback, writing productivity and writing for an ‘imagined audience’
• I have changed, so my blog changed (text work / identity work)
• My academic panel shut it down / I feel guilty doing ‘non academic’ writing
14. Powered by
Q15: Have you ever been actively discouraged from blogging by other
academics or students?
Answered: 260 Skipped: 19
15. Powered by
If you have been actively discouraged, what did people say?
Answered: 102
• Putting your novel ideas at risk / give them away ‘for nothing’
• Takes too much time / Other people might think you aren’t working hard enough
• Makes you look self important / pretentious
• It makes you look silly / naïve because the ideas are not developed or wrong
• It’s not professional / relevant
• Others might not like the ideas you put out there, which will limit opportunities
• Don’t show others that you struggle with anything / be personal
• It will get you in trouble with the university
• It encourages ‘bad writing habits’
• No direct criticism, but social learning from others who were
• Just told that it is not allowed
16. Powered by
We have some beginning questions
Why is blogging not seen as academic writing?
Why might people experience blogging as either front
stage or back stage (or both)?
Why is the context ‘out of focus’?
Why is blogging not used as research method?
How is blogging a gendered practice (or not)?
Editor's Notes
Both been asked to talk about blogging to doctoral candidates
Pat – as part of the impact agenda and public outreach
Inger - as a part of the career toolkit to ‘get noticed’
Noticed there was a lot of fear, uncertainty and doubt around blogging by candidates. Even outright resistance
Decided to ask those who were doing it about their practice
Inspired by Deborah Lupton’s survey which had over 700 responses
We put it out on our social media feeds (50,000)
Ours got less than half despite our bigger reach.
Mostly female – could be a collection artifact as it replicates attendance at my workshops and my blog followers on Facebook.
Larger than expected long term bloggers.
Written responses showed a significant portion had begun blogging as part of a prior university course and kept up the practice.
45% of those who had blogged the longest were in the youngest category.
Those who had blogged the longest were more likely to want to keep blogging (80%)
As we might expect, most have no set schedule. Surprising number are prolific though.
Both of us are regular bloggers and see it as a commitment – but we didn’t ask about this as we intended to interview them
Most hits per month: 100,000 (?) next was 5000. Many upwards of 1000, but most 100 or less.
Me and my work
Me and my feelings about work
Me connecting with other people
Me and my position within research community
High level of awareness of digital literacy being ‘important’: “I want potential employers to be able to Google my name”
“My colleague suggested it would be a good way for me to say what I have to say without the backlash”
Two said it was at the suggestion of a supervisor as part of a research plan.
Reflection vs reflexivity?
Difference between seeing the self as social / discursively constructed
Dominance of the ‘reflection’ discourse in education?
Partial or limited understanding of the doctorate or the ‘game you are in’
Agency and autonomy / defending the self /emerging/becoming/fragile self from critique/feedback?
Lack of layer 3
We start with the personal and use it to ‘travel out’ pedagogically
Telling people what they are doing
Confessional mode / diary mode
Not opening it up with their supervisors / not being too exposed?
More about ‘me’ putting myself out there
Identity work – formation of the sane scholarly self
We missed out on the affective dimensions – passion, escape, pleasure – and self promotion
If we’d asked people about diarying pre-internet we might get the same answers
Sense of a private, confessional activity which is actually public
Confessional practice – not diary but a situated self (Les Back)
NOT seeing a situated self – not about practices, problems or the way work is organised.
Escape / too difficult to deal with / oppressive
Retreat from institutional pressures are to write and behave in a particular way. To think about things in a particular way.
Resistance tactic or coping strategy? Binary or resistance and conforming (shudlereck)
Blog as a house in the country / third space – might explain why there is not as much seeking for engagement
Reflective practice is a temporary place where you regroup
Managing mechanism in a being and becoming space. Edward Soja liminal spaces
Female – diary / a room of one’s own. Is there a gendered practice?
Yet is in the open / has that illusion of being backstage – when that’s punctured they get scared
Other people see it as another front stage (what are the conventions of behaviour)
“To avoid most of the above-listed reasons”
“A playful writing space, one less judged, more exploratory, one that allows me to get past writers block.”
Whatever purpose it served in the process of being and becoming it doesn’t have it anymore.
Protective instinct about the novelty (novelty as identity work)
Only is a risk to the results if you think dominant mode of the academy is ‘legitimate forms of academic publishing’.
Not sure what to write about or what the blog is for – mostly confusion about how much / whether to publish research in progress.
Publicity “My blog is personal and reflective, because it is not anonymous I sometimes worry that it could hinder rather than help my online presence. “
Specific purpose – for a course, project or for my sanity while studying. Want to create a new identity post PhD
Some of them have become more reflexive.
None of them have made the case that it’s academic writing.
‘Academic writing’ is the dominant discourse / performance metric published journals or books AGAINST which they put blogging.
“I learned that when readers don't always understand, there is a gap in my argument. This helps a lot.”
“once I saw that people were actually interested it enthused me more. “
“I have stopped the blog because I've felt like it didn't help me. My voice wasn't heard - maybe that's because I didn't have anything special to say - or maybe I didn't know how to reach my audience.”
“I got invited to write a book chapter on the strength of my blogging and the one article I had published. “
Won’t be able to get them published ‘legitimately’: “That it's unprofessional. I might step on toes by 'publishing' things on a blog before a peer reviewed journal with the right authors and references etc.” / “The coin of academia is academic papers, not blog posts. I hope to be an academic” or the ideas might be stolen
“Some people think it is silly. Even I think it is a little trite.” “It is a waste of time, it is not serious academic writing, no one will take you seriously if you blog “
Time: “academics who lament the way blogging is become a standard academic practice and 'yet one more thing they have to do’” “wasting time i guess. but my argument is that blogging is better than Netflix right. “
First pass thematic analysis. Have not really crunched the open ended questions properly.
Legitimate writing is metricised / part of the apparatus of the audit (conduit).
Not a front stage but a soap box? Nobody is really using them in the way that you might do to get impact
Action research and participatory research (about, for and through)
Production of the able bodied researcher? Generic