‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
Lecture Capture – is more always better?Denis Duret
Presentation given by Karen Noble at the University of Liverpool Teaching and Learning Conference 2016. The aim of the study is to evaluate the effect of recorded lectures on wellbeing and learning skill development in a cohort of high achieving, conscientious veterinary students.
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
This powerpoint summarizes the results of a Collaborative Action Research Project that I and several classmates coordinated as a part of our MAT Program. In order to become an effective teacher, researching skills should be developed and used (whether consciously or unconsciously). This assignment helped us work out our researching and statistics skills.
‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
Lecture Capture – is more always better?Denis Duret
Presentation given by Karen Noble at the University of Liverpool Teaching and Learning Conference 2016. The aim of the study is to evaluate the effect of recorded lectures on wellbeing and learning skill development in a cohort of high achieving, conscientious veterinary students.
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
This powerpoint summarizes the results of a Collaborative Action Research Project that I and several classmates coordinated as a part of our MAT Program. In order to become an effective teacher, researching skills should be developed and used (whether consciously or unconsciously). This assignment helped us work out our researching and statistics skills.
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Syllabus ViewPrintFilesInfoCV
Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
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
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Tests will be announced at least one week in advance. Tests may take a variety of forms, including but not limited to: essays, multiple choice, fill in the blank, and short answer.
6. Projects may be done in groups or individually. They will include a written, and oral/presentation component. Projects will be graded based off a rubric.
8. Writing assignments can range from a paragraph to an essay. Students will be assessed on their ability to express their ideas coherently and effectively, as well as their ability to demonstrate understanding of the topic being discussed. Essays will be graded based on an MCAS writing rubric.
10. Class participation is assessed on a regular basis in class and by rubric at the end of the quarter.MATERIALS<br />It is highly recommended that students have a three ring binder with paper/notebook. Students will be issued a textbook which will be used for both homework and class work. <br />CLASSROOM RULES<br />1. Cooperate with and respect your teacher and classmates. <br />2. Respect the rights and property of others. <br />3. Carry out your basic student responsibilities. <br />4. Follow the rules as outlined in the student handbook. <br />BASIC STUDENT RESPONSIBILITIES<br /> 1. Come to class prepared and ready to learn. <br />2. Start your work on time and allow time to finish. <br />3. Ask for help when you need it. <br />4. Do your own work. <br />5. Turn your work in on time. <br />6. Accept responsibility for grades and other consequences.<br />ACADEMIC HONESTY<br />If a student plagiarizes or cheats on an assignment their grade for that assignment will be a zero. Parents will be notified, and any additional consequences as outlined in the student handbook will be followed.<br />ABSENCES AND LATE WORK<br />It is the student’s responsibility to make up ALL missed assignments. When returning from absences it is the student’s responsibility to see the teacher to receive the work that was missed. In the event of an excused absence the student has double the time of the absence to make up the work (ex: student misses two school days, they then have four school days to complete the missed work). In the event of an unexcused absence student will receive a zero for all work missed. If student is present in class and does not have the assignment that is due they will need to fill out a missing assignment slip stating why the assignment is not completed and their plan of action for completing the assignment. Late projects/essays/presentations will be docked 10% of the total value for each day they are late.<br />EXTRA HELP<br />If a student needs extra help I am available everyday before school, and most days after school by appointment. If a student has concerns they should either come before school or set up an appointment to meet sometime to discuss their concerns. It is best for a student to come forward for extra help as soon as they realize extra help is needed. Ultimately the decision to learn is up to the student and it is expected that students will seek extra help as needed or alert me to their concerns.<br />OTHER RESOURCES<br />Assignments, extra copies of class materials, and PowerPoint are available on the website: http://msherzlworldhistory.wikispaces.com. <br />
![WORLD HISTORY HONORS COURSE EXPECTATIONS<br />Ms. Herzl<br />lherzl@trsd.nethttp://msherzlworldhistory.wikispaces.com<br />GRADING<br />,[object Object]](https://image.slidesharecdn.com/worldhistoryhonorscourseexpectations-100901061842-phpapp01/85/World-history-honors-course-expectations-1-320.jpg)
