Technology in education can serve multiple goals, both stated and unstated. It is important to have a clear vision for how technology enhances educational objectives before implementing initiatives. Effective technology plans start with understanding existing curricular goals and ensuring any technology chosen supports enhancing education. Initiatives should have measurable objectives and justify how the technology helps meet educational goals based on research in learning.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
This document discusses the use of video portfolios for assessing speaking skills. It defines a video portfolio as an electronic portfolio containing a series of student video recordings for use in assessment by instructors and students. Video portfolios facilitate self-assessment and allow students to see improvements in pronunciation and production over time. Two perspectives are provided: one teacher discusses how video portfolios help students develop metacognition and provide objective feedback, while another discusses specific portfolio elements and projects used across different courses to evaluate speaking skills.
The document discusses using media as levers to optimize CALL (computer-assisted language learning) tasks. It proposes developing a pattern language for describing CALL task design that incorporates media leverage. Examples are provided of how incorporating audio files or varying task sequences can increase learner motivation by foregrounding different cognitive processes. The goal is to design tasks that place learners in an executive role using media levers below their conscious awareness to optimize involvement.
This document provides an introduction to computer-assisted language learning (CALL). It defines CALL as the use of computers in language teaching and learning. The document outlines the history of CALL from the 1960s to present, including the development of multimedia, the internet, and web 2.0 technologies. It also discusses the different components of CALL including materials, applications, pedagogical theories, and modes of instruction. Examples are provided of different CALL applications like drills and practice, tutorials, simulations, problem solving, and games. Related disciplines like educational technology, computational linguistics, and applied linguistics are also mentioned.
This document discusses the past, present, and future of computer-assisted language learning (CALL). In the past, CALL progressed from behaviorist models focusing on drills to communicative models emphasizing use of language. Present CALL includes multimedia and web-based approaches that integrate skills and authentic content. The future of CALL envisions its normalization, with computers seamlessly integrated into everyday language lessons as ubiquitous tools rather than the central focus.
The document summarizes a survey paper on virtual friend chatbots. It discusses early examples of chatbots like Eliza and virtual friend, which used simple pattern matching to simulate conversation. It also covers natural language processing techniques like machine learning algorithms used in chatbots. Popular chatbots mentioned include Eliza, Parry, the Chinese room, and Siri.
This document discusses definitions, beliefs, purposes, justifications, conditions, and pedagogical implications regarding computer-assisted language learning (CALL), information and communications technologies (ICT), and technology-enhanced language learning (TELL). It provides definitions for these terms and explores beliefs around their use, including that they should be used to improve rather than replace traditional teaching. Justifications for their use include increasing learner awareness, developing autonomy, and incorporating new strategies. Conditions like teacher and learner perceptions, equipment, and evaluation criteria also impact their implementation.
Technology in education can serve multiple goals, both stated and unstated. It is important to have a clear vision for how technology enhances educational objectives before implementing initiatives. Effective technology plans start with understanding existing curricular goals and ensuring any technology chosen supports enhancing education. Initiatives should have measurable objectives and justify how the technology helps meet educational goals based on research in learning.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
This document discusses the use of video portfolios for assessing speaking skills. It defines a video portfolio as an electronic portfolio containing a series of student video recordings for use in assessment by instructors and students. Video portfolios facilitate self-assessment and allow students to see improvements in pronunciation and production over time. Two perspectives are provided: one teacher discusses how video portfolios help students develop metacognition and provide objective feedback, while another discusses specific portfolio elements and projects used across different courses to evaluate speaking skills.
The document discusses using media as levers to optimize CALL (computer-assisted language learning) tasks. It proposes developing a pattern language for describing CALL task design that incorporates media leverage. Examples are provided of how incorporating audio files or varying task sequences can increase learner motivation by foregrounding different cognitive processes. The goal is to design tasks that place learners in an executive role using media levers below their conscious awareness to optimize involvement.
This document provides an introduction to computer-assisted language learning (CALL). It defines CALL as the use of computers in language teaching and learning. The document outlines the history of CALL from the 1960s to present, including the development of multimedia, the internet, and web 2.0 technologies. It also discusses the different components of CALL including materials, applications, pedagogical theories, and modes of instruction. Examples are provided of different CALL applications like drills and practice, tutorials, simulations, problem solving, and games. Related disciplines like educational technology, computational linguistics, and applied linguistics are also mentioned.
This document discusses the past, present, and future of computer-assisted language learning (CALL). In the past, CALL progressed from behaviorist models focusing on drills to communicative models emphasizing use of language. Present CALL includes multimedia and web-based approaches that integrate skills and authentic content. The future of CALL envisions its normalization, with computers seamlessly integrated into everyday language lessons as ubiquitous tools rather than the central focus.
The document summarizes a survey paper on virtual friend chatbots. It discusses early examples of chatbots like Eliza and virtual friend, which used simple pattern matching to simulate conversation. It also covers natural language processing techniques like machine learning algorithms used in chatbots. Popular chatbots mentioned include Eliza, Parry, the Chinese room, and Siri.
This document discusses definitions, beliefs, purposes, justifications, conditions, and pedagogical implications regarding computer-assisted language learning (CALL), information and communications technologies (ICT), and technology-enhanced language learning (TELL). It provides definitions for these terms and explores beliefs around their use, including that they should be used to improve rather than replace traditional teaching. Justifications for their use include increasing learner awareness, developing autonomy, and incorporating new strategies. Conditions like teacher and learner perceptions, equipment, and evaluation criteria also impact their implementation.
Jaconette digital storytelling presentationtracjac
The document provides an overview of digital storytelling and dynamic media being used at Spectrum School. It discusses how 37 upper elementary students ages 9-12 are studying all subjects through an "Inspiration Africa" curriculum. The document defines digital storytelling and dynamic media, provides examples of student projects, and explains how these tools engage students and incorporate multiple intelligences and 21st century skills. It emphasizes that digital storytelling is a constructivist learning experience and discusses essential questions, resources, and assessment.
This document provides an introduction to artificial intelligence (AI) including its evolution, branches, applications, and conclusions. It discusses key concepts like the Turing test, definitions of AI, and intelligence. The history of AI is explored from early programs in the 1940s-50s to expert systems in the 1980s. Applications mentioned include expert systems, natural language processing, speech recognition, computer vision, and robotics. Both positive and negative potential futures of AI and robotics are considered. In conclusion, AI has increased understanding of intelligence while also revealing its complexity, providing ongoing challenges and opportunities.
Presentation call, tell, ict as resources for material designEdgar Lucero
This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
This chapter discusses language, cognition, problem solving, and decision making. It explains that cognition involves thinking and meta-cognition is thinking about thinking. Adolescents develop new cognitive skills like meta-cognition. The chapter also discusses how people differ in their need for cognition, with some enjoying cognitive puzzles more than others. It explores how people learn language from a young age and problem solving strategies like preferring known options for some decisions and weighing unknowns for risky decisions.
This document discusses digital storytelling at Cape Peninsula University of Technology (CPUT). It outlines two types of digital stories created - content-based stories that focus on academic topics, and experience-based stories where students reflect on personal experiences. Challenges of digital storytelling include technology issues, assessment, time constraints, and ensuring diverse literacy skills. Benefits include critical reflection, building student identity and agency, social cohesion, and engaging with diversity.
The document discusses using digital storytelling in ePortfolios, outlining the power of using digital stories to add voice and humanize portfolios. It provides examples of tools that can be used to create digital stories, such as apps, online editing programs, and websites with templates. The document also outlines a process for developing digital stories, including writing a script, recording audio, editing images and video, and combining them into a finished digital story.
The document summarizes Primo Levi's experience in the Auschwitz concentration camp during the Holocaust. It describes how Levi was brought to Auschwitz on a death train, where he witnessed isolation, brutality, and the beginning of torture. Once at the camp, he was sorted into a work group. As a Jew, he was forced to wear a yellow star and faced punishment if caught without it. Levi survived where most of his fellow Italian militia members perished due to a lack of survival skills. He went on to write books about his horrific experiences to educate future generations.
The document provides an annotated bibliography that supports K-12 service-learning standards for quality practice. It summarizes research that establishes best practices for the following standards: Duration and Intensity, Link to Curriculum, Partnerships, Meaningful Service, Youth Voice, Diversity, Reflection, and Progress Monitoring. The research shows that effective service-learning experiences are of sufficient duration and intensity, are directly linked to learning goals and curriculum, involve community partnerships, provide meaningful service opportunities, incorporate youth voice, promote diversity, incorporate reflection, and include progress monitoring.
Este documento presenta los horarios de clases para diferentes grupos en el Centro de Bachillerato Tecnológico Agropecuario No. 131 para el semestre de febrero a julio de 2011. Se detallan las asignaturas y los profesores correspondientes a cada grupo para las carreras de Técnico Agrícola, Técnico en Informática y Técnico en Contabilidad.
Salve su Empresa Familiar aplicando P.N.L. | Visión EspiritualJavier Genero
Este libro contiene una selección de herramientas prácticas de la Programación Neuro-lingüística aplicadas con eficacia en escenas simples de la vida cotidiana de las Empresas Familiares.
De fácil y entretenida lectura, desarrolla cada en tema en forma breve con el esquema de Apertura, Nudo y Desenlace en no más de dos o tres páginas.
Este documento presenta los horarios de clases de diferentes grupos en el Centro de Bachillerato Tecnológico Agropecuario No. 131 para el semestre de febrero a julio de 2011. Se enumeran las asignaturas y maestros responsables de impartir clases a los grupos II, IV y VI de las carreras de Técnico en Informática, Contabilidad, y Agropecuario. Adicionalmente, se incluyen los horarios del laboratorio de Química y la sala de Informática para el semestre anterior.
Este documento describe diferentes tipos de redes informáticas. Brevemente describe las redes PAN, LAN, WAN, MAN y CAN, que varían en tamaño desde redes pequeñas de unos pocos dispositivos hasta redes que se extienden a través de continentes. También cubre la arquitectura de redes, incluidas sus características clave como la separación de funciones, amplia conectividad y recursos compartidos, y los tipos de arquitectura como SRA y DRA.
Horarios Por Grupo Ef 2009 2010 Inter Con Tallerer De Le Oy ECBTa 131
Este documento presenta los horarios de clases de tres grupos de estudiantes de carreras técnicas para el semestre de febrero a julio de 2010, incluyendo asignaturas como inglés, geometría, química y módulos, así como los profesores responsables de cada materia.
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
At lecture for fresh(wo)men on learning theories, learning theories and language learning, using Twitter for language learning, building a personal learning environment in 10 minutes, building a personal learning environment in 10 seconds, Artificial Intelligence for learning support.
In this version, there are problems with the images. Please use the pdf version for online viewing
http://www.slideshare.net/ullrich/sjtu221107-176532
The ppt download is better for the animations, though.
The document discusses integrating technology into classroom instruction to promote 21st century skills like higher-order thinking, collaboration, and communication. It covers topics like the characteristics of digital native students, using tools like visual ranking to develop critical thinking, differentiating instruction with technology, and incorporating authentic learning through primary sources and project-based learning.
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
This slideshow supports the workshop given at the NZATE English teachers conference in July 2010.
It explores why we use technology, offers a framework for planning and teaching - and explores some teaching ideas.
Jaconette digital storytelling presentationtracjac
The document provides an overview of digital storytelling and dynamic media being used at Spectrum School. It discusses how 37 upper elementary students ages 9-12 are studying all subjects through an "Inspiration Africa" curriculum. The document defines digital storytelling and dynamic media, provides examples of student projects, and explains how these tools engage students and incorporate multiple intelligences and 21st century skills. It emphasizes that digital storytelling is a constructivist learning experience and discusses essential questions, resources, and assessment.
This document provides an introduction to artificial intelligence (AI) including its evolution, branches, applications, and conclusions. It discusses key concepts like the Turing test, definitions of AI, and intelligence. The history of AI is explored from early programs in the 1940s-50s to expert systems in the 1980s. Applications mentioned include expert systems, natural language processing, speech recognition, computer vision, and robotics. Both positive and negative potential futures of AI and robotics are considered. In conclusion, AI has increased understanding of intelligence while also revealing its complexity, providing ongoing challenges and opportunities.
Presentation call, tell, ict as resources for material designEdgar Lucero
This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
This chapter discusses language, cognition, problem solving, and decision making. It explains that cognition involves thinking and meta-cognition is thinking about thinking. Adolescents develop new cognitive skills like meta-cognition. The chapter also discusses how people differ in their need for cognition, with some enjoying cognitive puzzles more than others. It explores how people learn language from a young age and problem solving strategies like preferring known options for some decisions and weighing unknowns for risky decisions.
This document discusses digital storytelling at Cape Peninsula University of Technology (CPUT). It outlines two types of digital stories created - content-based stories that focus on academic topics, and experience-based stories where students reflect on personal experiences. Challenges of digital storytelling include technology issues, assessment, time constraints, and ensuring diverse literacy skills. Benefits include critical reflection, building student identity and agency, social cohesion, and engaging with diversity.
The document discusses using digital storytelling in ePortfolios, outlining the power of using digital stories to add voice and humanize portfolios. It provides examples of tools that can be used to create digital stories, such as apps, online editing programs, and websites with templates. The document also outlines a process for developing digital stories, including writing a script, recording audio, editing images and video, and combining them into a finished digital story.
The document summarizes Primo Levi's experience in the Auschwitz concentration camp during the Holocaust. It describes how Levi was brought to Auschwitz on a death train, where he witnessed isolation, brutality, and the beginning of torture. Once at the camp, he was sorted into a work group. As a Jew, he was forced to wear a yellow star and faced punishment if caught without it. Levi survived where most of his fellow Italian militia members perished due to a lack of survival skills. He went on to write books about his horrific experiences to educate future generations.
The document provides an annotated bibliography that supports K-12 service-learning standards for quality practice. It summarizes research that establishes best practices for the following standards: Duration and Intensity, Link to Curriculum, Partnerships, Meaningful Service, Youth Voice, Diversity, Reflection, and Progress Monitoring. The research shows that effective service-learning experiences are of sufficient duration and intensity, are directly linked to learning goals and curriculum, involve community partnerships, provide meaningful service opportunities, incorporate youth voice, promote diversity, incorporate reflection, and include progress monitoring.
Este documento presenta los horarios de clases para diferentes grupos en el Centro de Bachillerato Tecnológico Agropecuario No. 131 para el semestre de febrero a julio de 2011. Se detallan las asignaturas y los profesores correspondientes a cada grupo para las carreras de Técnico Agrícola, Técnico en Informática y Técnico en Contabilidad.
Salve su Empresa Familiar aplicando P.N.L. | Visión EspiritualJavier Genero
Este libro contiene una selección de herramientas prácticas de la Programación Neuro-lingüística aplicadas con eficacia en escenas simples de la vida cotidiana de las Empresas Familiares.
De fácil y entretenida lectura, desarrolla cada en tema en forma breve con el esquema de Apertura, Nudo y Desenlace en no más de dos o tres páginas.
Este documento presenta los horarios de clases de diferentes grupos en el Centro de Bachillerato Tecnológico Agropecuario No. 131 para el semestre de febrero a julio de 2011. Se enumeran las asignaturas y maestros responsables de impartir clases a los grupos II, IV y VI de las carreras de Técnico en Informática, Contabilidad, y Agropecuario. Adicionalmente, se incluyen los horarios del laboratorio de Química y la sala de Informática para el semestre anterior.
Este documento describe diferentes tipos de redes informáticas. Brevemente describe las redes PAN, LAN, WAN, MAN y CAN, que varían en tamaño desde redes pequeñas de unos pocos dispositivos hasta redes que se extienden a través de continentes. También cubre la arquitectura de redes, incluidas sus características clave como la separación de funciones, amplia conectividad y recursos compartidos, y los tipos de arquitectura como SRA y DRA.
Horarios Por Grupo Ef 2009 2010 Inter Con Tallerer De Le Oy ECBTa 131
Este documento presenta los horarios de clases de tres grupos de estudiantes de carreras técnicas para el semestre de febrero a julio de 2010, incluyendo asignaturas como inglés, geometría, química y módulos, así como los profesores responsables de cada materia.
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
At lecture for fresh(wo)men on learning theories, learning theories and language learning, using Twitter for language learning, building a personal learning environment in 10 minutes, building a personal learning environment in 10 seconds, Artificial Intelligence for learning support.
In this version, there are problems with the images. Please use the pdf version for online viewing
http://www.slideshare.net/ullrich/sjtu221107-176532
The ppt download is better for the animations, though.
The document discusses integrating technology into classroom instruction to promote 21st century skills like higher-order thinking, collaboration, and communication. It covers topics like the characteristics of digital native students, using tools like visual ranking to develop critical thinking, differentiating instruction with technology, and incorporating authentic learning through primary sources and project-based learning.
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
This slideshow supports the workshop given at the NZATE English teachers conference in July 2010.
It explores why we use technology, offers a framework for planning and teaching - and explores some teaching ideas.
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
This instructional plan provides three lessons incorporating principles of interpersonal communication that teachers can apply to create an engaging learning environment and develop better teacher-student relationships. Lesson 1 focuses on communication in the classroom and includes activities using word processing, spreadsheets, and the internet. Lesson 2 addresses building rapport and includes creating a presentation and song. Lesson 3 involves using metaphors to improve communication and includes role playing, creating a presentation with clip art, and drafting a lesson plan. The overarching goal is to help teachers improve communication skills to enhance learning and relationships with students.
Multimodality and digital literacies in ESP coursescahafner
This document discusses embedding multimodality and digital literacies in ESP courses. It begins by outlining the emerging needs of ESP learners in a digitally mediated world. It then defines digital multimodal composing as going beyond traditional writing to include modes made available by digital media like videos and infographics. A process-oriented genre approach is proposed where authentic genres and practices are identified, the role of multimodality is examined, and projects are designed. An example course embeds a digital video documentary project alongside a written scientific report to develop students' digital literacies.
Thinking and learning: skills for the 21st Century?SteveHiggins
The document discusses teaching thinking skills and 21st century skills. It provides an overview of evidence that teaching thinking is effective and outlines different approaches to teaching thinking, such as programs that use stories and philosophy. While digital skills are important, technology does not replace the need to explicitly teach thinking. Assessing thinking is also important but complex. Overall, teaching thinking should be both discrete and infused across subjects to help students learn how to think independently.
The document discusses meaningful learning and how technology can foster meaningful learning. It defines meaningful learning as being active, constructive, intentional, authentic, and cooperative. It explains that technologies can support meaningful learning by allowing learners to construct knowledge, access information, collaborate, and reflect. Technologies act as tools for knowledge construction, information vehicles, authentic learning contexts, social mediums for conversation, and intellectual partners for reflection.
The document discusses meaningful learning and how technology can foster meaningful learning. It defines meaningful learning as being active, constructive, intentional, authentic, and cooperative. It explains that technologies can support meaningful learning by allowing learners to construct knowledge, access information, collaborate, and reflect. Technologies act as tools for knowledge construction, information vehicles, authentic learning contexts, social mediums for conversation, and intellectual partners for reflection.
Multicultural awareness action plan core proposition 1LesiaAlford
This document outlines a multicultural awareness action plan for undergraduate college students. The plan aims to educate a diverse group of learners using multiple intelligences, metacognition, and technology. It provides goals and objectives for helping students learn about sublime imagery. The plan details how lessons will be implemented using various teaching methods tailored to different learning styles. Students will be assessed through assignments, essays, and a final project to evaluate their understanding of sublime imagery and how the teaching approach affected their learning.
Technology To Build Language Development In EnAlice Mercer
The document discusses using technology to support English language development. It outlines instructional methods like using visuals and multimedia projects to build vocabulary and support writing and oral language skills. Specific technologies are suggested to record student work, share background information, and create projects to demonstrate learning. Guidelines for issues like copyright and fair use when using online content are also presented.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills needed for success in the 21st century. It identifies seven key skills: critical thinking, collaboration, agility, initiative, communication, analyzing information, and curiosity. Media literacy is also discussed as an important competency. Students should develop skills with technology tools, build relationships to solve problems, design information for various audiences, and manage multiple streams of data. Developing these skills will help students learn through experience and apply their knowledge.
Informational Reading & Writing Across the Content Areasdeliadec
This document provides information about a workshop on teaching informational reading and writing. The goals are to learn strategies for engaging students with informational texts, explore scaffolds for writing informational texts, perform reading and writing expected of students, and share expertise on redesigning assignments. Participants are encouraged to ask questions, share ideas and experiences, read deeply, discuss with enthusiasm, and write with intellectual abandon. The workshop will also address the role of writing in various disciplines and real world contexts.
Developing critical thinking with WebQuestsPhilip Saxon
This short presentation discusses critical thinking and its relevance to our daily lives; it then proposes WebQuests as tool teachers can use to promote it with learners.
This document provides an agenda for an SMS Teaching & Learning Expo event. The agenda includes:
- An introductory session from 10:00-10:15 where materials will be passed out, the purpose and theme of the event will be reviewed, and sessions will be overviewed.
- From 10:15-10:30, participants will choose which breakout sessions to attend and travel between rooms.
- Four 30-minute breakout sessions will be held from 10:30-11:30.
- From 11:30-11:40 there will be individual reflection time.
- The event will conclude from 11:40-12:00 with sharing, discussion and door prizes
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
8. Old Paradigm Now that I have knowledge, I will go out into the world and… Invent something, Cure something, Research something, Build something (better), To make the world a better place to live! In order to solve the problem, I need to know A + B + C!
9. New Paradigm I know D! I know C! I know E! I know B! I know A! I know B! I know A! I know C! I know B! I know A! I know D! I know C! I know B! I know A! I know E! I know D! I know C! I know B! I know A! Together we have the solution, plus some!
25. Template The Republic of a man who finds a ring that Glaucon people only act justly because they do not have the power to be unjust Glaucon grants the power of invisibility Without the fear of being caught, the man kills the king and seduces the queen Phil and Olly’s The Black Hole when the main character is given the power to move through solid objects, he breaks into a room and steals from a safe The Republic of a man who finds a ring that