The document summarizes a school district's budget challenges due to declining enrollment and state funding reductions caused by an economic recession. Enrollment is projected to decline by 139 students in 2009-2010, reducing state funding. State budget deficits are projected to significantly reduce funding to schools. This could result in an 11% reduction to the district's general fund budget. Federal stimulus funds may not fully offset the losses unless regulations are changed. The district is considering cost saving measures like reducing employee costs and program spending to balance the budget.
The document summarizes information about ITC Alumni, a worldwide alumni network of ITC, a specialized institute for geo-information science and earth observation located in the Netherlands. ITC has educated over 20,000 students from over 170 countries in applied earth sciences, geoinformatics, governance and spatial information management, and other related fields over the past 60 years. The ITC Alumni network provides benefits like lifelong learning, employment prospects, and capacity building for alumni, client organizations, and ITC.
Presentation made to n4a conference - July 2013 - Louisville, KY. Topic: Using social media for advocacy. Presented by Catherine Edwards, Executive Director - MA4.
Accompanying remarks available at www.ma4web.org.
Direct download remark link: http://www.ma4web.org/wp-content/uploads/2013/08/Social-Media-Presentation7-22.docx
Los principales sectores económicos de Bubión son la agricultura de subsistencia, la ganadería trashumante y el turismo rural. La construcción es la principal actividad del sector secundario, mientras que el consultorio y la farmacia pertenecen al sector servicios.
The document provides context and commentary on the Occupy movement from 2011. It summarizes the legal challenges faced by Occupy protests in various cities. It also outlines both support for and opposition to the movement from political and media figures. While critics derided protesters, support came from those acknowledging economic frustrations and constitutional rights to protest.
The document summarizes a school district's budget challenges due to declining enrollment and state funding reductions caused by an economic recession. Enrollment is projected to decline by 139 students in 2009-2010, reducing state funding. State budget deficits are projected to significantly reduce funding to schools. This could result in an 11% reduction to the district's general fund budget. Federal stimulus funds may not fully offset the losses unless regulations are changed. The district is considering cost saving measures like reducing employee costs and program spending to balance the budget.
The document summarizes information about ITC Alumni, a worldwide alumni network of ITC, a specialized institute for geo-information science and earth observation located in the Netherlands. ITC has educated over 20,000 students from over 170 countries in applied earth sciences, geoinformatics, governance and spatial information management, and other related fields over the past 60 years. The ITC Alumni network provides benefits like lifelong learning, employment prospects, and capacity building for alumni, client organizations, and ITC.
Presentation made to n4a conference - July 2013 - Louisville, KY. Topic: Using social media for advocacy. Presented by Catherine Edwards, Executive Director - MA4.
Accompanying remarks available at www.ma4web.org.
Direct download remark link: http://www.ma4web.org/wp-content/uploads/2013/08/Social-Media-Presentation7-22.docx
Los principales sectores económicos de Bubión son la agricultura de subsistencia, la ganadería trashumante y el turismo rural. La construcción es la principal actividad del sector secundario, mientras que el consultorio y la farmacia pertenecen al sector servicios.
The document provides context and commentary on the Occupy movement from 2011. It summarizes the legal challenges faced by Occupy protests in various cities. It also outlines both support for and opposition to the movement from political and media figures. While critics derided protesters, support came from those acknowledging economic frustrations and constitutional rights to protest.
Social Media-Q&A, tutorial, best practices, etcagawestfal
The document discusses 4 main ways that businesses use social media: 1) Build a community for customers/employees to support each other, 2) Energize passionate fans, 3) Find good ideas from customers/community, 4) Meet a need to make a connection. It emphasizes that social media should provide value to both customers and the brand by landing in the middle of being true to the brand and unexpected.
This document provides guidance on garden maintenance tasks including watering, fertilizing, weeding, pest control and harvest. It outlines best practices for watering gardens deeply but infrequently, using organic fertilizers and compost, thinning seedlings, mulching beds, and identifying and managing common pests organically. The document also discusses fall cleanup and preparing the garden for the next season.
The document proposes increasing Washington State's high school graduation requirements (CORE 24) to better prepare students for college, careers or apprenticeships. It would raise credit requirements in English, math, science and social studies while allowing flexibility. The changes aim to ensure students develop an education plan and have options after graduation for college, workforce or apprenticeships. Implementation requires legislative approval and funding.
Indian Traditional Games Festival, Singapore 2010Vivek Sathe
Vivekanand Seva Sangh (Singapore) Limited has organised this Indian Traditional Games Festival on 18 April 2010. Presentation captures moments of fun excitement and joy.
1. The document provides instructions for students to create a presentation using the web tool Screencast-O-Matic to introduce their final logo design project.
2. Students will work in groups of four to design a logo, then use Screencast-O-Matic to record a presentation explaining their design process and final logo.
3. The presentation will include screenshots and videos of their sketches, design decisions, and final digital logo without necessarily appearing on camera themselves. They will then edit the screencast into a video file to share.
This document describes the "Creative Questions" thinking routine which is used to generate questions about a logotype or company image. Students will judge a professional logotype and come up with questions about it. Their questions will then be used to transform and improve upon the original logotype design. Each student will select one question and redesign one of the logotypes to answer that question. Finally, the class will come together to reflect on the results and see if students applied what they learned. This routine is meant to increase student curiosity, motivation, and confidence by giving them the opportunity to improve upon a professional work and apply their skills.
This document outlines a peer assessment evaluation for a group project. It will be used to distribute up to 100 points among group members based on their general contribution, contribution to the group setting, and contribution to the project. General contribution is worth up to 20 points and considers overall contribution to the group. Contribution to the group setting is worth up to 40 points and evaluates integration, responsibility, problem solving, and work habits. Contribution to the project is worth up to 40 points and looks at original ideas, content consideration, and meeting conditions of the commission.
This document discusses the importance of understanding what students already know about a topic (K), what the teacher wants them to learn (W), and what they should have learned by the end of a unit (L). It provides an example for a unit on visual design, noting that initially students likely know basic colors, shapes, typography, and descriptions, and by the end of the unit should have learned new adjectives, sensations, how images transmit information and benefits, and be able to discuss and justify visual elements of images.
The document describes how a class will be organized and two cooperative learning techniques that will be used in a unit plan. The class will initially work as a whole group and then be split into pairs and groups of four. For the first technique, called Circumlocution, students will work in pairs to describe logos to each other without saying the logo name. For the second technique, which combines Think-Pair-Share and Numbered Heads Together, students will work first individually and then in groups of four to design a logo for a simulated company based on provided conditions.
This document provides guidance for developing the communicative skills and language functions to include in a CLIL unit plan. It instructs the reader to complete a chart identifying the Content Language (CALP), vocabulary and structures to be taught, Basic Interpersonal Language (BICS) needed for classroom interactions, and Scaffolded Language. Tables then list terms related to logo design and corporate identity as potential Content Language, and example sentence frames for describing, comparing, and critiquing logos to support the target language functions.
This document outlines a CLIL unit plan for a 4th grade Art class on corporate design. The unit will teach students about logos and how graphic designers represent a company's image through visual elements like shapes, colors, and typography. Students will learn 20 related vocabulary words and apply competencies like linguistic skills, digital skills, learning skills, and cultural awareness. They will create their own logo representing given adjectives, easiest by using image editing software on laptops. The unit connects to ICT and entrepreneurship subjects and aims to develop students' creativity, communication, knowledge application, analysis, collaboration, and computer drawing skills.
This document presents a SWOT analysis of CLIL (Content and Language Integrated Learning). It identifies strengths such as learning language in context through meaningful activities and helping classmates. Weaknesses include the extra work for teachers and potential difficulties for students if they don't understand the language. Opportunities listed are increasing ICT, fostering thinking skills, and preparing students for future opportunities. Threats include harming other subjects for weaker language students, and lack of resources, time, recognition, small class sizes, and prepared materials.
Social Media-Q&A, tutorial, best practices, etcagawestfal
The document discusses 4 main ways that businesses use social media: 1) Build a community for customers/employees to support each other, 2) Energize passionate fans, 3) Find good ideas from customers/community, 4) Meet a need to make a connection. It emphasizes that social media should provide value to both customers and the brand by landing in the middle of being true to the brand and unexpected.
This document provides guidance on garden maintenance tasks including watering, fertilizing, weeding, pest control and harvest. It outlines best practices for watering gardens deeply but infrequently, using organic fertilizers and compost, thinning seedlings, mulching beds, and identifying and managing common pests organically. The document also discusses fall cleanup and preparing the garden for the next season.
The document proposes increasing Washington State's high school graduation requirements (CORE 24) to better prepare students for college, careers or apprenticeships. It would raise credit requirements in English, math, science and social studies while allowing flexibility. The changes aim to ensure students develop an education plan and have options after graduation for college, workforce or apprenticeships. Implementation requires legislative approval and funding.
Indian Traditional Games Festival, Singapore 2010Vivek Sathe
Vivekanand Seva Sangh (Singapore) Limited has organised this Indian Traditional Games Festival on 18 April 2010. Presentation captures moments of fun excitement and joy.
1. The document provides instructions for students to create a presentation using the web tool Screencast-O-Matic to introduce their final logo design project.
2. Students will work in groups of four to design a logo, then use Screencast-O-Matic to record a presentation explaining their design process and final logo.
3. The presentation will include screenshots and videos of their sketches, design decisions, and final digital logo without necessarily appearing on camera themselves. They will then edit the screencast into a video file to share.
This document describes the "Creative Questions" thinking routine which is used to generate questions about a logotype or company image. Students will judge a professional logotype and come up with questions about it. Their questions will then be used to transform and improve upon the original logotype design. Each student will select one question and redesign one of the logotypes to answer that question. Finally, the class will come together to reflect on the results and see if students applied what they learned. This routine is meant to increase student curiosity, motivation, and confidence by giving them the opportunity to improve upon a professional work and apply their skills.
This document outlines a peer assessment evaluation for a group project. It will be used to distribute up to 100 points among group members based on their general contribution, contribution to the group setting, and contribution to the project. General contribution is worth up to 20 points and considers overall contribution to the group. Contribution to the group setting is worth up to 40 points and evaluates integration, responsibility, problem solving, and work habits. Contribution to the project is worth up to 40 points and looks at original ideas, content consideration, and meeting conditions of the commission.
This document discusses the importance of understanding what students already know about a topic (K), what the teacher wants them to learn (W), and what they should have learned by the end of a unit (L). It provides an example for a unit on visual design, noting that initially students likely know basic colors, shapes, typography, and descriptions, and by the end of the unit should have learned new adjectives, sensations, how images transmit information and benefits, and be able to discuss and justify visual elements of images.
The document describes how a class will be organized and two cooperative learning techniques that will be used in a unit plan. The class will initially work as a whole group and then be split into pairs and groups of four. For the first technique, called Circumlocution, students will work in pairs to describe logos to each other without saying the logo name. For the second technique, which combines Think-Pair-Share and Numbered Heads Together, students will work first individually and then in groups of four to design a logo for a simulated company based on provided conditions.
This document provides guidance for developing the communicative skills and language functions to include in a CLIL unit plan. It instructs the reader to complete a chart identifying the Content Language (CALP), vocabulary and structures to be taught, Basic Interpersonal Language (BICS) needed for classroom interactions, and Scaffolded Language. Tables then list terms related to logo design and corporate identity as potential Content Language, and example sentence frames for describing, comparing, and critiquing logos to support the target language functions.
This document outlines a CLIL unit plan for a 4th grade Art class on corporate design. The unit will teach students about logos and how graphic designers represent a company's image through visual elements like shapes, colors, and typography. Students will learn 20 related vocabulary words and apply competencies like linguistic skills, digital skills, learning skills, and cultural awareness. They will create their own logo representing given adjectives, easiest by using image editing software on laptops. The unit connects to ICT and entrepreneurship subjects and aims to develop students' creativity, communication, knowledge application, analysis, collaboration, and computer drawing skills.
This document presents a SWOT analysis of CLIL (Content and Language Integrated Learning). It identifies strengths such as learning language in context through meaningful activities and helping classmates. Weaknesses include the extra work for teachers and potential difficulties for students if they don't understand the language. Opportunities listed are increasing ICT, fostering thinking skills, and preparing students for future opportunities. Threats include harming other subjects for weaker language students, and lack of resources, time, recognition, small class sizes, and prepared materials.