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Antwak Short videos

How do you prioritise mental health at the workplace? - 0 views

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    Why is prioritizing mental health so important for professionals, now more than ever? Professionals have been investing more 'work hours' than ever. This may be due to the changing essence of market goals and priorities, along with how integrated we are nowadays. The 'always-on' working community, which is particularly widespread in diverse industries, relies on inadequate sleep, high-pressure conditions, running around time zones, high burden associated with turnover, and more. It is not unusual for employees to worry about burnout, anxiety associated with employment, and depression. There is a strong connection between pressure and productivity in the workplace. To feel safe, content, and efficient, we all need to have a certain level of involvement and pressure in our working lives. But if there isn't enough strain or too much, there could be a risk. The accompanying diagram illustrates the distinct areas associated with job strain. Mental health at workplace The relation between pressure, performance, and mental health: Rust Out Zone: It doesn't necessarily mean that you don't have enough to do or anything at all but that you find yourself often wondering if your work is intriguing or challenging enough. This leaves you feeling extremely disassociated and disengaged. Emotional Wellbeing Zone: You will be motivated, concentrated and invested in what you're doing when you face a fair level of challenge and responsibility in your career. You are likely to feel more secure, satisfied and therefore more confident over time producing successful results. Burn Out Zone: When conditions are extreme and last for prolonged periods of time, you may be at risk of burn-out and, inevitably, anxiety. Your commitment, enthusiasm and efficiency decline dramatically as this happens. People often claim that "when they're stressed/ under pressure, they work well", but this is clearly not the case. When you are challenged, oriented and committed, you can
Victorious Kidss Educares Pune

Develop the seed of Humanity inside your children - Victorious Kidss Educares - 0 views

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    When you make your eyes big and point finger at them, you are showing that you don't believe in the divinity in them. As parents we are always wagging our finger at our children, with a critical eye and are saying do this and do not do that. See more @ http://www.victoriouskidsseducares.org/blogs/develop-the-seed-of-humanity-inside-your-children/
Nigel Coutts

Tinkering with Old Technology - The Learner's Way - 0 views

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    As technology evolves and its inner workings increasingly disappear from view, replaced with solid-state parts hidden by glass, aluminium and plastic, our understanding of what makes the world operate is similarly impeded. When machinery from just a few decades ago is viewed a world of moving parts, linkages, cogs and levers is revealed. These mechanical objects contain an inherent beauty and inspire curiosity in ways that modern devices with their pristine surfaces and simplified design language do not. Opportunities to explore devices from the past open our eyes and lead us to new questions of how our devices function, how machines do the jobs we need them to do and how engineers solve problems.
Ihering Alcoforado

Seminario. Aprendizaje basado en proyectos - 7 views

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    Cómo puedo utilizar el Podcast y las herramientas con audio e imágenes para promover el aprendizaje de la lengua meta?  ACTIVIDADES DEL CUARTO DÍA  Martes 24 de abril de 2007  En esta sesión vamos a ver los siguientes temas: Tema 1. Herramientas con audio y con audio e imágenes Actividad 1.1 Consultar ligas de Slidestory y Podomatic Actividad 1.2 Presentación con Slidestory Actividad 1.3 Grabación con Podomatic Actividad 1.4 Colocar liga de la actividad en el Blog Actividad 1.5 Visitar actividades de compañeros y dejar comentario en el Blog Tema 1.  Herramientas con audio y con audio e imágenes  ¿Cómo puedo utilizar las herramientas con audio y con audio e imágenes para promover el aprendizaje de contenidos curriculares? Objetivo: Los participantes serán capaces de: Identificar las actividades idóneas utilizando herramientas de audio y de audio e imágenes. Identificar las características que debe tener un producto de calidad utilizando podcast o slidestory. Diseñar una actividad de manera individual o en parejas utilizando Slidestory.com o Podomatic.com Seleccionar y redactar una propuesta de trabajo para sus alumnos en la que, mediante slidestory, o un podcast elaboren un producto que dé cuenta de su conocimiento sobre un tema asignado. Introducción  La socialización de la información ha sido posible gracias al desarrollo de herramientas digitales beta que permiten al usuario compartir con cualquier usuario de Internet sus ideas mediante el uso de imágenes, audio y video. Para su adecuado funcionamiento, estos medios requieren del uso de banda ancha. Afortunadamente, cada vez es más común este tipo de conectividad. Las aplicaciones de estas herramientas en el contexto educativo invitan al docente a poner en juego su destreza y creatividad.  En esta sesión trabajarás con una de las dos herramientas, slidestory o podcast. Actividad 1.1. Consulta las siguientes ligas para que explores algunos eje
Ihering Alcoforado

Demystifying the Economics of Virtualization and Cloud Computing | Blogs | ITBusinessEd... - 5 views

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    emystifying the Economics of Virtualization and Cloud Computing Posted by Michael Vizard Mar 15, 2011 11:51:15 AM Make the Financial Case for Virtualization and Cloud Computing With the advent of virtualization and cloud computing, figuring out the actual cost of enterprise computing has never been more important or complicated. Now that every application to one degree or another is eventually going to wind up sharing IT infrastructure with some other set of applications, ascribing costs to each application gets significantly more difficult. In the past, when every application pretty much had its own servers, the costs were clear, except for mainframe and minicomputer environments that were designed from the ground up to run a symmetric multiprocessing environment that supported multiple applications. But now that virtualization and cloud computing are pushing the concept of shared IT infrastructure across the entire spectrum of IT, application owners want to know what their true costs for running these environments actually will be. In addition, the chief financial officer - along with the rest of the board of directors - is demanding a more line-by-line accounting of the allocation of IT resources. Conceptually, most IT leaders should welcome this increased level of scrutiny. It gives them a chance to show how efficient they can be, which represents a significant change of pace after decades of meetings with senior managers that only really wanted to know what the availability of IT services was without much regard to the actual budget. The challenge facing many IT organizations today, says Chris Pick, chief marketing officer for Apptio, a provider of IT financial management tools that are available as a service, is they just don't have the tools needed to delve into all the financial elements of the overall IT equation. For example, a new survey of 100 CIOs in the U.S. that was conducted by the market research firm Worldwide Executive Council on behal
Shannon Panzo

Reading, Speed Reading, Dyslexia, and Photographic Memory - 3 views

Speed Reading vs. Reading: …a short synopsis of some basic differences and misconceptions: How to gain the most from the written page is not found in the technique you learned ...

Brain Management Digital Product father of mental photography

started by Shannon Panzo on 02 Jul 15 no follow-up yet
Paulo Izidoro

Conceber e-tividades para "aprender a aprender" melhor - 0 views

  • Os resultados apresentados aqui têm a sua origem no desenvolvimento duma teoria relacionada com as qualificações para a gestão do conhecimento pessoal (PKM) relatada em trabalhos anteriores, onde essas habilitações estão divididas em dois grupos principais: qualificações de nível básico e avançado para PKM. As e-tividades apresentadas neste artigo podem constituir um primeiro quadro de referência, tanto para a definição dos objectos da aprendizagem (através da especificação das qualificações de nível básico e avançado para PKM) como para os contornos da moldura que envolverá os Módulos de desenvolvimento de qualificações em que se deverão ensinar as qualificações PKM.
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    Os resultados apresentados aqui têm a sua origem no desenvolvimento duma teoria relacionada com as qualificações para a gestão do conhecimento pessoal (PKM) relatada em trabalhos anteriores, onde essas habilitações estão divididas em dois grupos principais: qualificações de nível básico e avançado para PKM. As e-tividades apresentadas neste artigo podem constituir um primeiro quadro de referência, tanto para a definição dos objectos da aprendizagem (através da especificação das qualificações de nível básico e avançado para PKM) como para os contornos da moldura que envolverá os Módulos de desenvolvimento de qualificações em que se deverão ensinar as qualificações PKM.
tee jesud

jesus: Jesus said to him, "Truly, truly, I say to you, unless one is born again he cann... - 0 views

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    Jesus answered and said to him, "Are you the teacher of Israel and do not understand these things? 11 "Truly, truly, I say to you, we speak of what we know and testify of what we have seen, and you do not accept our testimony. 12 "If I told you earthly things and you do not believe, how will you believe if I tell you heavenly things?
tee jesud

jesus: Jesus said to them, Truly I say to you, If you do not take the flesh of the Son ... - 0 views

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    Then Jesus said to them, Truly I say to you, If you do not take the flesh of the Son of man for food, and if you do not take his blood for drink, you have no life in you. 54 He who takes my flesh for food and my blood for drink has eternal life: and I will take him up from the dead at the last day. 55 My flesh is true food and my blood is true drink. 56 He who takes my flesh for food and my blood for drink is in me and I in him.
Antwak Short videos

Top 10 Podcasts for Cybersecurity in 2021 - 0 views

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    Cybersecurity is an area that is new and exciting. People like to know how to be safe from cyber attacks to digital terrorism. It can at first seem daunting to dive into the field of cybersecurity because it is a complex topic. However, with technology being a greater part of everyday life, it is a must to know about cyber risks. Cybersecurity podcasts have been a useful tool for years to absorb security content, keep updated with the recent risks, hear about current events, and everything else you need to know in order to stay at the top of your game. If you work in technology or are only starting to learn about the field, these are the best podcasts on the topic of cybersecurity. There are several great podcasters lauding from the security field, delivering decades of experience, fresh experiences, and useful knowledge to listeners around the globe. We have discovered 10 podcasts full of engaging conversations, interviews, and resources on recent trends and events. These podcasts are great at keeping up on the news, gathering valuable advice, not to forget that they are fun to listen to, from the newest security technologies to the emergence of new malware. Here goes the list of top 10 podcasts in cybersecurity in 2021. 1. Darknet Diaries: Host: Jack Rhysider Date of podcast launch: September 2017 Three typical topics: ATM hacking, the history of carding, Stuxnet Available on: RSS, YouTube, Spotify, iTunes, Google, Overcast, Stitcher and others Average episode length: 60 minutes, bi-weekly Website: darknetdiaries.com Darkest Diaries is undoubtedly amongst one of the most fascinating and interesting podcasts. Something that should be on the top of your watchlist. This investigatory podcast digs deeper into actual tales about cybercrime, malware, and everything else on the internet that is suspicious. Darknet Diaries provides extensive review for those who are pragmatic about the data breaches faced to today's people and corporations, featuring "true stories f
Antwak Short videos

How to prevent Ransomware attacks in 2021? - 0 views

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    Do your systems have protection against Ransomware attacks? Ransomware is a sort of malware that cybercriminals use to extort cash. It holds information to ransom with encryption or by keeping users out of their devices. Few tips to prevent Ransomware attacks: This section gives you tips on the best way to safeguard from ransomware attacks. Never click on unverified weblinks Try not to click spam emails or on unfamiliar sites. Downloads that start when you click on malicious links is one way that your system could get tainted When the ransomware is on your system, it will encrypt your information or lock your system. When the ransomware has something to hold as "hostage", it will request a payoff with the goal that you can recover your data. Paying these payoffs may seem like the easiest solution. But it is actually what the criminal needs you to do and paying these payments doesn't ensure they will give you access to your device or your data back. Never open untrusted email attachments Another way that ransomware could get onto your system is through an email attachment (Email breach) Try not to open email attachments from senders you don't trust Always download from a reliable source To decrease the risk of downloading ransomware, don't download software or media documents from unknown sites. Go to verified, trusted sites on the off chance that you need to download something. Most respectable sites will have markers of trust that you can perceive. Simply look in the hunt bar to check whether the site utilizes 'HTTPS' rather than 'HTTP.' In case you're downloading something on your mobile, ensure you download from trustworthy sources. For instance, Android telephones should use the Google Play Store to download applications and iPhone clients should use the App Store. Avoid sharing personal data If you get a call, text, or email from an untrusted source that requests personal data, don't give it out. Cybercriminals planning
puzznbuzzus

Is English Language So Popular because of the USA? - 0 views

Americans might tend to inflate the influence of the United States in the history of the spread of English. Before the World Wars, particularly WWII, the US was a bit player on the world stage. The...

english quiz online

started by puzznbuzzus on 17 Feb 17 no follow-up yet
Martin Burrett

Gonnasphere - 0 views

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    Are you coping with your 'to do' list? How about following other people's lists? This site allows users to share and follow to do lists to better collaborate and organise together. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Shannon Panzo

Improve Your Memory With All Natural ZOXing - 4 views

Improving Your Memory … ZOXing is NATURAL! (ZOX Pro Training Series - Part 5) ZOX Pro Training is Good News for your Memory We want to show you how ZOXing can help you improve your memory. Here...

father of mental photography Brain Management Digital Product

started by Shannon Panzo on 06 Aug 15 no follow-up yet
David Wetzel

How to do Well in an Online Class in Distance Education Courses - 0 views

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    Enrolling in a distance education course can raise many concerns, with how to do well in an online class being a leading cause of for this anxiety. Avoiding this apprehension requires a good understanding of the process of using the computers during online classes. This also leads to the need for preparation, planning, and developing an understanding one's ability to learn and study.
Glenn Hoyle

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of L... - 0 views

  • This exploratory study sought to examine the experiences and preferences of adult learners concerning the various interactions that they encounter in a self-paced online course. The following four primary research questions guided data collection and analysis efforts: 1. What forms of interaction do adult learners engage in most in self-paced online courses? 2. What forms of interaction do adult learners value most in self-paced online courses? 3. What forms of interaction do adult learners identify as equivalent in self-paced online courses? 4. What impact do adult learners perceive interaction to have on their self-paced online learning experience?
  • Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences. (Anderson, 2003)
    • Mike Fandey
       
      The perception of high level is key. If a single interaction approach is selected and the learner opts not to engage, then "high level interaction" is not achieved.
  • Participants further noted that they engaged most actively with the instructor and course content, commensurate with findings of previous research pointing to the necessity of such fundamental interactions (Gallien & Early, 2008; Heinemann, 2003; Pawan, Paulus, Yalcin, & Chang, 2003; Perry & Edwards, 2005; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005). The results of this study further strengthen the literature calling for the development of specific competencies not only for those designing online learning but also for those who facilitate online learning experiences of various formats (Klein, Spector, Grabowski, & Teja, 2004; Varvel, 2007).
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  • Research Question 2: What forms of interaction do adult learners value most in self-paced online courses?
  • Participants hailed the blogging and social bookmarking activities as integral to the quality of the overall learning experience, noting the synergy of formal and informal interactions that such activities fostered.
  • Participants noted that although they enjoyed the interactions with other learners and often wished for more, they conceded that in the self-paced, online learning environment such interactions are challenging.
  • informal learning environment that was crafted placed maximum control with the learners. Such informal learning environments provide an open venue for learners to connect with others interested in the same concepts either in a different course section or at a different stage of the course (Rhode, 2006).
  • Participants identified interaction with the instructor and content as very nearly equivalent in a self-paced online course. Participants pointed out that quality interaction with content is indispensable in the self-paced learning environment and can not in any way be replaced. They also indicated that interaction with the instructor could potentially be diminished and compensated for through increased quality interactions with content or learners. Participants further noted that while interaction with other learners is desirable within the self-paced learning environment, the self-paced nature of the course makes such interactions challenging. Therefore, learners were willing to forgo interpersonal interactions deemed by some as tangential in exchange for the flexibility afforded by the self-paced learning approach.
  • In a granular analysis of the various interaction activities, participants generally reported the activity of blogging as equivalent or superior to asynchronous discussion via the discussion board in Blackboard. Such findings add to the burgeoning body of research supporting the pedagogical possibilities of blogging as a flexible asynchronous communication alternative to threaded discussion via a restricted learning management system
  • This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
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    Learning takes place through active engagement rather than passive transmission.
Dennis OConnor

ALA | Interview with Keith Curry Lance - 0 views

  • The basic question tackled in school library impact research to date have been if school libraries or librarians make a difference? And, if so, how much and how? At least in recent years, more attention has gone to measuring the impact of school libraries than to explaining how that impact is achieved; but, the focus is beginning to move from the former to the latter. Four studies, or sets of studies, illustrate the formative history of this line of research.
  • The findings documented, and elaborated upon, the SchoolMatch claim that [the level of] school library expenditures was a key predictor of academic achievement, as measured by standardized tests, specifically in Colorado, scores on the Iowa Tests of Basic Skills (ITBS).
  • other key library predictors, including the amount and level of library staffing, collection size, and the amount of time the school librarian spends playing an instructional role.
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  • by 2005, the Colorado study model had been replicated and elaborated upon to a greater or lesser extent in Colorado and more than a dozen other states by five different researchers or research teams. Collectively, they have studied the impact of school libraries in approximately 8,700 schools with enrollments totaling more than 2.6 million students.
  • using this research to advocate for school library programs has affected the relationships of school librarians with both principals and teachers. Four out of five respondents (81 percent) reported that they shared the research with their principals. (Between one-third and half also reported sharing this research with their superintendents, other administrators, technology staff, and/or parents.) Almost two out of three respondents (66 percent) reported sharing the research with teachers. As a result, approximately two-thirds of respondents report that sharing the research improved their relationships with their principals (69 percent) or teachers (66 percent).
  • Krashen suggests quite the reverse. Reading and library use are not direct consequences of students being from more prosperous homes, but rather from the fact that more prosperous homes tend to offer more books and other reading materials, and, thereby, to encourage reading and library use. Thus, he hypothesizes, libraries—both public and school—have an important role to play in equalizing access to books and other reading materials for disadvantaged students.
  • Overall, students and teachers confirmed that the school libraries studied helped students by making them more information- and computer-literate generally, but especially in their school work, and by encouraging them to read for pleasure and information—and, in the latter case, to read critically—beyond what they are required to do for school.
  • their core results were remarkably consistent. Across states and grade levels, test scores correlated positively and statistically significantly with staff and collection size; library staff activities related to learning and teaching, information access and delivery, and program administration; and the availability of networked computers, both in the library and elsewhere in the school, that provide access to library catalogs, licensed databases, and the World Wide Web. The cause-and-effect claim associated with these correlations was strengthened by the reliability of the relationships between key library variables (i.e., staffing levels, collection size, spending) and test scores when other school and community conditions were taken into account.
  • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
  • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
  • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
  • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
  • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
  • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
  • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
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    A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.
Leo de Carvalho

eLearn: Case Studies - Group Discussion in Online Statistics Courses - 0 views

  • However, one main advantage about using discussion groups in the online environment is that the instructor can witness the full evolution of a group's discussion.
    • Leo de Carvalho
       
      uma das vantagens de grupos de discussao é que o instrutor fica consciente de toda a evolucao da discussao do grupo.
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    In this article, Michelle Everson summarized her attempt to use small-group discussion assignments in an online introductory statistics course. She have found that these assignments can be successful, and they can lead to opportunities for students to reason more about statistical concepts and help each other learn important course material. When using such assignments, we would encourage instructors to (1) create assignments that do not have just one "right" answer so that students have ample opportunities to discuss different ideas and respond to what their group members post, (2) allow several days for students to work on the assignment, (3) provide students with clear guidelines for every assignment so they know exactly what they need to do as a group, (4) provide incentives for students to post not only their own thoughts, but respond to what their group members have said, and (5) provide students with examples of what it means to reflectively respond to their peers. Most of all, we would encourage instructors to make their presence known to the discussion group during every discussion. Assure students that you will be there in order to make sure everyone is on the right track, and take whatever opportunity you can to cheer the group on, highlight important ideas that different members of the group have posted, and question the group in order to get them to think more critically about the material.
Nik Peachey

Which ELT blogs do you most commonly read? - brainstorming and voting | tricider - 4 views

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    I'm doing some quick research into ELT blogging.  ( Which ELT blogs do you read? If any? ( Can you please vote for the 3 you most commonly read and add any that you think should be included in a list of most influential ELT blogs: http://www.tricider.com/brainstorming/3KwouJBTk07 
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buy5starshop1020

Buy Discord Account - Instant, Real & Cheap - 0 views

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    Why do people buy aged Discord accounts? There are a few reasons why you might want to buy an aged Discord account. One of them is for making money, but that's not the only one. First off, let's talk about how much money you can make by selling an aged account on the secondary market.
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    Buy discord accounts with badges Discord is a free voice and text chat app for gamers. It's designed to be lightweight and easy to use, so you can get your game on in no time. You can create your own server or join someone else's, then invite friends to join you on it. You'll need an account before you can do any of this though, so let's look at how to buy one!
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    First off, let's talk about how much money you can make by selling an aged account on the secondary market. As far as I know (and I've been doing this for years), there isn't much of a demand for new/young accounts so they don't sell very well. However when it comes to selling old ones with lots of friends and followers and reputation built up
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    Yes, it is allowed to buy and sell Discord accounts. It's not against the rules or against any law. If you're wondering why people would want to buy accounts, there are many reasons why someone might want an account with higher privileges on their server:
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    It could also be that he/she has gotten bored with playing games altogether but still enjoys interacting with others through text messaging apps like Skype/Discord etc., thus having access rights on certain servers would
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    They may also have had their account stolen or hijacked by someone else who then used it as a way of harassing other players on the server (this happened once before). The person selling these high-level accounts has either lost interest in playing games anymore or simply wants some money from selling off his/her old gaming equipment!
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    First off, let's talk about how much money you can make by selling an aged account on the secondary market. As far as I know (and I've been doing this for years), there isn't much of a demand for new/young accounts so they don't sell very well. However when it comes to selling old ones with lots of friends and followers and reputation built up over time…those things do matter! Aged accounts are more likely to be accepted by the community because they've already proven themselves valuable contributors; therefore it'll be easier for you to get your first few customers before having any problems with scammers trying their luck at getting free stuff from others who may not know better yet either."
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