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shiyambabu

Wise Account - Full Verified with Real Documents 2023 - 0 views

realserviceit.com/...wise-account

Wise Account

shared by shiyambabu on 26 Jul 23 - No Cached
  • shiyambabu on 26 Jul 23
     
    Wise Account Introduction An investment account called a "Wise account" enables you to put money into a variety of securities, such as stocks, bonds, and mutual funds. You can view your investment portfolio via any computer or mobile device if you have a Wise account. As you can see, having a Wise account is a terrific way to make your money work for you by saving. You may avoid paying fees, gain access to first-rate customer support, and earn interest on your savings with a Wise account. What is the Wise account? A digital bank account called the Wise account is made for quick and secure money transfers. You can send and receive money using your mobile phone or computer because the account is connected to your mobile number and email address. Your money is secure in the account because it is FDIC-insured.
John Evans

Yale University most popular class, on happiness, is free for teens - 0 views

www.cnbc.com/...ppiness-is-free-for-teens.html

education technology learning yale class happiness free teens

shared by John Evans on 24 May 23 - No Cached
  • John Evans on 24 May 23
     
    "Laurie Santos wants to help teenagers, and the rest of the world, feel happier. Santos, the psychology professor behind Yale University's most popular course, recently launched a free six-week version of the class aimed at teenagers, called "The Science of Well-Being for Teens." It was developed to address rising rates of anxiety, depression and suicide rates for kids between ninth and 12th grade, Santos says. Lesson No. 1, she preaches in one of the course's pre-recorded lectures: Our brains lie to us about what makes us happy."
John Evans

ChatGPT and Other Chat Bots Are a 'Code Red' for Google Search - The New York Times - 0 views

www.nytimes.com/...ai-chatgpt-google-search.html

NTTimes ChatGPT AI artificial Intelligence

shared by John Evans on 23 Jan 23 - No Cached
  • John Evans on 23 Jan 23
     
    "Over the past three decades, a handful of products like Netscape's web browser, Google's search engine and Apple's iPhone have truly upended the tech industry and made what came before them look like lumbering dinosaurs. Three weeks ago, an experimental chat bot called ChatGPT made its case to be the industry's next big disrupter. It can serve up information in clear, simple sentences, rather than just a list of internet links. It can explain concepts in ways people can easily understand. It can even generate ideas from scratch, including business strategies, Christmas gift suggestions, blog topics and vacation plans."
John Evans

Study: Behavior in kindergarten linked to adult success - CNN.com - 1 views

www.cnn.com/...index.html

study behavior kindergarten sharing linked success cnn

shared by John Evans on 21 Nov 16 - No Cached
  • John Evans on 21 Nov 16
     
    "Every parent intuitively knows it's a good thing to teach their child how to share and play well with others and how to deal with emotions like anger and sadness, but do most of us have any sense of just how important these so-called social and emotional skills can be to our child's long-term success? Why doing it 'like a girl' is great 01:46 How to teach girls to be confident #LikeAGirl The new study, a comprehensive 20-year examination of 800 children from kindergarten through their mid-20s published Thursday in the American Journal of Public Health, found a link between a child's social skills in kindergarten and how well they were doing in early adulthood."
John Evans

It Was Hard to See the Good in 2021 - Until I Started Practicing Gratitude | EdSurge News - 0 views

www.edsurge.com/...i-started-practicing-gratitude

gratitude

shared by John Evans on 29 Dec 21 - No Cached
jessicasand liked it
  • John Evans on 29 Dec 21
     
    "Between school closures, learning loss, intensified educator burnout, widespread staff shortages and increased stressors at home, it's been hard not to focus on the negatives in education this year. In fact, it's human nature to get caught up in what went wrong-an innate survival mechanism called "negativity bias" vigilantly draws our attention to worries and risks so we can better remember and avoid threats. While I'm appreciative that my ancestors were wary folks, in 2021, I often saw myself and others trapped in this negative mindset, always tallying the losses and waiting for the next bad thing to happen. However, in my work with educators this year, I began to notice that some were able to metabolize this negativity and keep themselves and their classrooms positive and adaptive despite the obvious hindrances. Interviews with elementary classroom teachers spanning a variety of settings and grade levels revealed that these resilient educators utilized a common strategy: they practiced gratitude in their everyday lives."
John Evans

Learning more about Chat GPT in Education | Jennifer Casa-Todd - 0 views

jcasatodd.com/re-about-chat-gpt-in-education

human skills AI ChatGPT education @JCasaTodd

shared by John Evans on 03 Jan 23 - No Cached
  • John Evans on 03 Jan 23
     
    "Last week, I had the honour of keynoting a talk for The Manitoba Association of Computing Educators called Technology as the Ultimate Equalizer in which I shared accessibility tools students with learning disabilities could use to help their achievement match their potential. This included Artificial Intelligence (AI) tools such as Rewordify and Quillbot which students could use to simplify dense text  if they have verbal comprehension issues and Dictation.io which can be used by students with slow processing speed to help them get their ideas on paper as well as many others. But never until now, has there been such uproar about the impact of AI in the classroom as with the introduction of an open source AI tool, Chat GPT which has everyone talking about The Death of the Essay and other woes in education."
John Evans

What Does Well-Being Mean to Children in a Digital Age? - Connected Learning Alliance - 0 views

clalliance.org/...n-to-children-in-a-digital-age

children well-being digital age

shared by John Evans on 03 Jan 23 - No Cached
  • John Evans on 03 Jan 23
     
    "Much of the conversation around children's use of technology focuses on the potential risks and harms of exploring the digital world. While protecting children is an essential focus, it cannot be the only one. As children's lives become increasingly digital, we also have an obligation and an opportunity to reframe the discussion using a whole child approach, in support of children's ability to learn, create, connect, play, and, more broadly, in support of "well-being" - a state inclusive of happiness, health, safety, and comfort. With this goal in mind, The LEGO Group and UNICEF have brought together a global coalition and initiated a new multi-year project called RITEC - Responsible Innovation in Technology for Children - to empower business and policy leaders to protect and promote children's well-being in a digital age."
Tim Pedden

Hans Rosling shows the best stats you've ever seen | Video on TED.com - 1 views

www.ted.com/...st_stats_you_ve_ever_seen.html

ted technology education statistics development SS

shared by Tim Pedden on 24 Feb 12 - Cached
  • Tim Pedden on 24 Feb 12
     
    "You've never seen data presented like this. With the drama and urgency of a sportscaster, statistics guru Hans Rosling debunks myths about the so-called "developing world.""
  • Tim Pedden on 24 Feb 12
     
    Hans Rosling's talks are some of the absolute best presentations for any SS class discussing tough issues like poverty, health, education, etc. Use it!
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 8 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
buyusaco2036

Buy Google Ads Accounts - 100% Secure & Active Account - 0 views

buyusaco.com/...buy-google-ads-accounts

Buy Google Ads Accounts education technology

shared by buyusaco2036 on 21 Apr 25 - No Cached
  • buy5starshop588 on 21 Apr 25
     
    Buy Aged Adwords account Aged accounts are ones that have been used and managed by a previous owner. They're also called "pre-existing" or "aged" accounts because they've been around for a while, but don't worry-you won't have to wait forever before you can start using them!
  • buy5starshop4165 on 27 Apr 25
     
    Google Ads accounts with high-quality content tend to attract more links from other websites than low-quality ones do-and those links are a signal that Google uses when determining where it should place ads on its SERPs (search engine results pages). This means that if you have an account with lots of good links pointing towards it, then when someone searches for something related to what's written on those pages-like "what's the best way I could advertise my new eCommerce site?"-your ad may appear higher up in their search results list than competitors who don't have as much link authority behind them
  • buyusaco2036 on 21 May 25
     
    Aged accounts are ones that have been used and managed by a previous owner. They're also called "pre-existing" or "aged" accounts because they've been around for a while, but don't worry-you won't have to wait forever before you can start using them
John Evans

Rethinking Difficult Parents | Edutopia - 3 views

www.edutopia.org/...ifficult-parents-allen-mendler

edutopia rethinking difficult parents

shared by John Evans on 29 Apr 13 - No Cached
  • In my seminars with educators on Handling Difficult Parents (the title of my book on this topic), I often begin by asking participants to call out words that come to mind which best describe parents who are difficult. There is no shortage, and none are positive: annoying, complaining, enabling, angry, unreasonable, disagreeable, offensive, aggressive, time-consuming and exhausting are among the most popular
Reynold Redekopp

Defining Makerspaces: What the Research Says | Renovated Learning - 4 views

renovatedlearning.com/...defining-makerspaces-part-1

makerspaces makerspace ICT

shared by Reynold Redekopp on 03 Apr 15 - No Cached
  • John Evans on 03 Apr 15
     
    "Recently, I had the unfortunate experience of dealing with criticism.  I was told (not to my face) by a visitor to our school that our library makerspace is not a "real makerspace".  This same person stated that our woodshop is a "real makerspace" because it has power tools.  She even suggested that I "do some research" on what makerspaces actually are. Feeling personally insulted aside, what bothers me most about this statement is the concept that some makerspaces are more valid than others and that a makerspace is solely defined by the tools it contains.  I do agree that our woodshop is a makerspace, even though we don't call it that. Our woodshop is awesome, and I'm so glad that we have a space where students can learn how to use saws, drills and other tools to build awesome projects as part of their curriculum.  Yes, that is a makerspace. But is my space any less of a makerspace simply because it doesn't have power tools?  Because it doesn't have a 3D printer?  Because my students build with LEGOs, K'nex and cardboard?"
Nigel Coutts

Emoji vs Language - 1 views

thelearnersway.net/...emoji-vs-language

literacy technology language

shared by Nigel Coutts on 25 Jun 16 - No Cached
  • Nigel Coutts on 25 Jun 16
     
    Apple in its next release of its iOS operating system for mobile devices will introduce a new feature called 'Emojification' that aims to make this new style of communication easily accessible to all. So, what does this mean for the language arts and how might the emojification of language alter the way in which we communicate.
Phil Taylor

We Live in a Mobile World - Room for Debate - NYTimes.com - 6 views

www.nytimes.com/...we-live-in-a-mobile-world-11

willrichardson BYOD technology nytimes

shared by Phil Taylor on 07 Jan 12 - No Cached
  • Access in our kids’ pockets will force us to rethink much of what we do in schools. For one thing, we have to stop asking questions in classrooms that students can now answer with their phones (state capitals anyone?) and instead ask questions that require more than just a connection to answer -- questions that call upon them to employ synthesis and critical thinking and creativity, not just memorization.
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