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Abhinav Outsourcings

What Are The Advantages Of Immigrating To The United Kingdom?  - 0 views

dailygram.com/...igrating-to-the-united-kingdom

Skilled Worker uk immigration visa tier 2 abhinav

shared by Abhinav Outsourcings on 18 Aug 22 - No Cached
  • Abhinav Outsourcings on 18 Aug 22
     
    The United Kingdom is home to a wide variety of nationalities, with over 300 distinct ethnic groups living there. Immigrant communities have been deeply rooted in the UK for centuries, and today almost half of all non-EU migrants immigrate to UK from Europe.
apnahumsafar

Navratri Celebration: A Festival of Devotion and Dance - 0 views

apnahumsafar.blogspot.com/...i-celebration-festival-of.html

matrimony

shared by apnahumsafar on 18 Oct 23 - No Cached
  • apnahumsafar on 18 Oct 23
     
    Navratri, a vibrant and spiritually significant festival, is celebrated with immense enthusiasm and fervor across India. This nine-night festival, dedicated to the worship of Goddess Durga, brings people together to revel in devotion, music, dance, and traditional rituals. In this blog, Apnahumsafar.com takes you on a journey into the heart of Navratri celebrations, exploring its cultural significance and the joy it brings to people's lives. Navratri: The Festival of Nine Nights Navratri, which means "nine nights," is celebrated in the Hindu calendar month of Ashwin (usually September or October). It marks the triumph of Goddess Durga over the buffalo demon Mahishasura, symbolizing the victory of good over evil. The Significance of Navratri: Devotion and Worship: Navratri is a time for devotees to seek the blessings of Goddess Durga, who represents feminine power and divine strength. Devotees fast, pray, and perform aarti (ritual worship) to honor the goddess. Dance and Music: Navratri is renowned for its vibrant Garba and Dandiya Raas dances. People of all ages come together to dance in circles, accompanied by lively music. These dances symbolize the joy of life and the victory of good over evil. The Colors of Navratri: Each day of Navratri is associated with a specific color, and devotees wear clothes in those colors to symbolize their devotion. The colors include: Day 1 (Pratipada): Yellow Day 2 (Dwitiya): Green Day 3 (Tritiya): Grey Day 4 (Chaturthi): Orange Day 5 (Panchami): White Day 6 (Sashti): Red Day 7 (Saptami): Royal Blue Day 8 (Ashtami): Pink Day 9 (Navami): Purple Navratri Celebrations with Apnahumsafar: At Apnahumsafar.com, we understand the significance of cultural celebrations like Navratri. Festivals are an opportunity to connect with your roots, meet new people, and forge meaningful relationships. Whether you're looking for a life partner to share in these joyful celebrations or seeking adv
Lisa Durff

CJR: Outsourced Edit? - 1 views

www.cjr.org/...outsourced_edit.php

colombiauniversity journalism outsourcing

shared by Lisa Durff on 28 Jul 08 - Cached
  • it won’t be without an uproar in the journalism world.
  • Indian English is very distinct, rooted in Colonial-era English and Hindustani, yielding a distinctive "Hinglish."
  • Lisa Durff on 28 Jul 08
     
    Got this link while listening to http://www.blogtalkradio.com/ColumbiaJournalism/2008/07/28/new-media-program on BlogTalk Radio - a live webcast with a chatroom
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

shared by Michael Johnson on 17 Feb 10 - Cached
  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
  • ...18 more annotations...
  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Michael Johnson on 17 Feb 10
     
    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
avivajazz jazzaviva

World Music Video Extravaganza! ::: Musica Multiculti - 8 views

www.youtube.com/avivagabriel

avivagabriel ethno ethnomusicaviva multiculti musica world multicultural pancultural multikulti roots ethnic aviva eclectic world music music videos cuban cuba

shared by avivajazz jazzaviva on 04 Oct 09 - Cached
  • avivajazz jazzaviva on 04 Oct 09
     
    ethnomusicaviva! is avivagabriel's YouTube music video site.
instantprofiler

INow using FBN you can find owner of a particular business. - 0 views

INSTANT PROFILER has over the past two years made a huge name for itself courtesy its access over a huge range of information along with the various yet well-presented manner of giving them out to ...

started by instantprofiler on 15 Nov 14 no follow-up yet
droidtutorbd

JoshBa.Com - The Tech Master - Learn And Earn With Technology - 0 views

joshba.com

Web Design Development SEO bangla Graphics PHotoshop freelancing for beggeiner Android Apps Review Games Custom Rom Download free net Root Electronic Devices Mobiles Reviews Tablets Laptops Desktops DSLR Camera in BD Accessories CPA Marketing Tutorial Ads

shared by droidtutorbd on 10 Jan 19 - No Cached
  • droidtutorbd on 10 Jan 19
     
    JoshBa Tech One of The Best Technology Based Website in Bangladesh. JoshBa.Com Provide Best Ever Bangla Tutorials on Freelance and Outsourcing
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