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Jacob Harrison

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shared by Jacob Harrison on 13 May 16 - No Cached
  • Jacob Harrison on 13 May 16
     
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R Cabezas

Teachers with Apps - Because Not All Apps are Created Equal - 0 views

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shared by R Cabezas on 30 Dec 11 - No Cached
  • developed by a group of occupational therapists.
  • help all kids focus, improve, and perfect their fine motor skills.
  • distinct activities to improve fine motor skills and handwriting readiness, each one is very different from the other.
  • ...10 more annotations...
  • iPad’s multi-touch interface
  • assist anyone who may have difficulty speaking
  • symbols, aids, strategies and techniques used by individuals to enhance communication.”
  • includes gestures, eye gaze, touch, body postures/movements, sign language, photographs, printed words, objects, pictoideographs, and Braille.
  • a lead into a writing assignment.
  • discover history
  • combines the traditional power of storytelling with the latest in mobile technology!
  • lot of ground conept-wise and shouldn’t be limited to just fifth graders.
  • lots of encouragement and their is a lesson summary available when needed
  • tabs to pull, flaps to lift, buttons to push, and wheels to turn, as well as several games to play.
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Mark Saw

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shared by Mark Saw on 01 May 14 - No Cached
  • Mark Saw on 01 May 14
     
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Barbara Lindsey

always learning - 0 views

mscofino.edublogs.org

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shared by Barbara Lindsey on 12 Mar 09 - Cached
  • For me, conferences are no longer primarily about learning, at least not in the traditional sense of attending lectures, doing activities and taking notes.
  • What I realized is that I often get better information through my RSS reader and Twitter than I do via more traditional, formalized educational experiences like a conference. While I learned something new from every session I attended, there were a few sessions where I was glad to be able to sit within range of the wifi and go through my reader, finding exactly what I needed at that moment. This wasn’t because the presentations were lacking, it’s just that I’m starting to realize that there’s a limit to what I can gain from a pre-constructed session, devised for a broad audience, about something that might only be indirectly related to my learning needs.
  • Susan Waterworth on 13 Mar 09
     
    Great 21st century teaching blog with super slideshows to download
Barbara Lindsey

Chinesepod and Connectivism: More connections lead to more learning » Moving ... - 0 views

www.speedofcreativity.org/...ections-leads-to-more-learning

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shared by Barbara Lindsey on 11 Oct 08 - Cached
  • More cognitive and affective experiences lead to more thinking, more synaptic connections, and more learning. To this end, we have sought to leverage guesswork, repetition, stories, context, in-depth discussion, etc, to offer what Siemens might call ’frequency, diversity, and depth of exposure’ to the content. I’ve always maintained that learning is multi-dimensional, and deepened when you approach the subject from different angles.
  • we are connectors, or resources who point learners at key patterns or elements that help strengthen their connection to a piece of information (and emphasize the skill of being able to identify patterns).
  • Teachers do NOT provide digital access to notes and materials, and students are quizzed regularly about the content on which they have taken textual notes to see if this traditional “broadcast/spray model” of learning has been effective. (Or at least if the items included in the quiz have temporarily been stored in short term memory.) We MUST move beyond this traditional “banking model” of education, and I’m convinced the impetus for these changes is NOT coming and is not GOING to come from “inside the system” of traditional education.
  • ...8 more annotations...
  • How many of the teachers we work with on a daily basis understand the foundational elements of connectivisim? VERY, VERY few in my estimation. Why don’t they understand? Because they have not EXPERIENCED connectivisim. It is not enough to show or be told. One must EXPERIENCE the power of networked learning to understand it and appreciate its potentials.
  • blended learning conference event which is K-12 Online.
  • participate and share the upcoming K-12 Online Conference which starts next week with our pre-conference keynote. The conference is free, it’s global, and the co-learners involved (that includes YOU as well as presenters and other participants) are all providing a rich context for experiential, connectivist learning.
  • if your local educational organization agrees, you can even earn professional development credit for your participation and time!
  • we are not limited in our access to expert teachers and co-learners if we want to learn
  • Ken challenges me by thoughtfully connecting his educational practice with learning theories which build on and powerfully extend those which I’ve studied in graduate school.
  • We can take, ourselves, an online blended course on a topic of interest so that we can personally EXPERIENCE and therefore appropriate / claim for ourselves / understand with depth some of the benefits as well as drawbacks of online learning contexts.
  • Blended learning, because it offers the possibility of appropriating best practices from BOTH face-to-face as well as online/virtual learning contexts, can provide greater opportunities for authentic learning and meaningful connections than any other educational modality.
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shared by chakri_seo on 22 Jan 15 - No Cached
  • chakri_seo on 22 Jan 15
     
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Syed Amjad Ali

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started by Syed Amjad Ali on 21 Oct 14 no follow-up yet
James Addison

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James Addison

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Abhinav Outsourcings

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shared by Abhinav Outsourcings on 19 Jan 19 - No Cached
  • Abhinav Outsourcings on 19 Jan 19
     
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io_cicero

People v. Williams, 97 Cal. App. 3d 382 - Cal: Court of Appeal, 2nd Appellate Dist., 5t... - 0 views

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shared by io_cicero on 24 Apr 17 - No Cached
  • hey assert that a conspiracy terminates when the primary object of the conspiracy is complete
  • . Further, as discussed immediately below, it misconstrues the notion of the "primary object" of a conspiracy.
  • (3) We agree with defendants that for purposes of the statute of limitations, a conspiracy terminates upon the completion of its primary object; acts committed subsequent to such completion cannot be deemed overt acts in the furtherance of the conspiracy. (People v. Zamora (1976) 18 Cal.3d 538, 554, fn. 12, 560 [134 Cal. Rptr. 784, 557 P.2d 75]
  • ...6 more annotations...
  • use it erroneously equates "primary object of a conspiracy" with the subjective ultimate goals of the conspirators. On the contrary, a close reading of Zamora makes clear that the term "primary object" has a somewhat technical rather than ordinary meaning; it refers to the substantive offense which the conspirators agree to commit. (Ibid.)
  • Thus, in order to determine when the three conspiracies terminated, the court looked to the time when the substantive offense underlying each conspiracy was completed. (Id., at p. 554, fn. 12.) The court found that the central object of the conspiracy to commit grand theft was the 390*390 obtaining of insurance proceeds under false pretenses; hence, such conspiracy terminated upon the receipt of the last payment. (Id., at pp. 555, 560.)
  • In Williams v. Superior Court, supra, 81 Cal. App.3d at pages 344, 345, the companion case to the one currently before us, we held that concealment is a continuing crime if the facts demonstrate a continuing pattern of purposeful concealment.
  • are
  • A reading of People v. Gilbert (1938) 26 Cal. App.2d 1, 25-26 [78 P.2d 770], convinces us that this contention lacks merit. In that case, immunity was granted to two of the persons who had allegedly participated in three conspiracies. The remaining defendants argued that the persons granted immunity could not be counted as coconspirators for purposes of determining whether a conspiracy had been committed. (8) The
    • io_cicero
      io_cicero on 24 Apr 17
       
      Dylina 1983 STump if he is a conspriator or not does not depend on others for conspriing  a state action was involved...he participated in that actoin, and the signature of order to conceal further the conspiracy. What is the object of the conspriacy to deplete all of the money to pay in full every premium to complete the insurance contract TO COMPLETE THE INSURANCE CONTRACT PAY FOR EVERY PREMIUM until the maturity date, and now the death. that locks in the owner of the policy.
  • As in Gilbert, the grant of immunity to Ms. Hoover is not inconsistent with her culpability as a coconspirator. Her acts in furtherance of the conspiracy may therefore be considered in establishing the culpability of her fellow coconspirators. (See, also, People v. Hadden (1947) 79 Cal. App.2d 635 [180 P.2d 3
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shared by reviewsserviceit on 16 Aug 23 - No Cached
  • reviewsserviceit on 16 Aug 23
     
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shared by reviewsserviceit on 16 Aug 23 - No Cached
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shared by reviewsserviceit on 16 Aug 23 - No Cached
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