?zg¨¹r bir ya?am i?imizdeki t¨¹m olumsuz duygulardan kinden, nefretten, k?skan?l?k ve hasislikten, endi?elerden ve korkulardan hem kalbimizi hem de zihnimizi ar?nd?rarak sahip olabilece?imiz bir ?eydir.
This document discusses the creation of makerspaces and intellectual design spaces in classrooms. It defines makerspaces as publicly accessible places for designing and creating, and fab labs as low-cost digital spaces for project-based learning. The document provides resources for creating a classroom makerspace, including guides from the Digital Harbor Foundation. It also describes an activity for a digital card/digital badge project using LEDs and foam construction sheets.
This certificate of appreciation recognizes Mr. Ameya Sonkusale for his valuable contributions to Indian Nerve's digital marketing team from 2013 to 2014. He played a key role in establishing their social media presence on platforms like Facebook and Twitter. Indian Nerve acknowledges Mr. Sonkusale's commitment and assistance as part of the team, and wishes him the best in his future endeavors.
If 'impact' equals 'engagement'..., there is a lot to fixTon Dobbe
?
This was the theme of a keynote presentation I did at the Unit4 Connect Conference in Singapore in August 2016. It challenges the audience around the topic how they add value in their job - and whether technology a help ... or a hinder. I showcased how software powered by artificial intelligence can make a big impact on productivity and engagement of employees.
4.2 how making connects to new learning standards slideshow_finalbrucemortland
?
The Next Generation Science Standards include learning about engineering practices like design projects. Ohio's new science standards also embrace engineering and design. Project-based learning increases long-term retention of content compared to traditional instruction, and helps improve problem-solving, collaboration, and student attitudes towards learning. References are provided about the Next Generation Science Standards, project-based learning research, and open portfolios used for assessment of maker projects.
The document outlines the nine elements of digital citizenship according to the International Society for Technology in Education: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. It defines digital citizenship and discusses teaching the nine elements at all grade levels through awareness, guided practice, modeling and demonstration, and feedback/analysis.
The document provides resources for finding free content for teaching digital citizenship to both adults and students. For adults, it recommends the book "Digital Citizenship in Schools" by Mike Ribble, which covers the nine elements of digital citizenship, and websites from Utah Education Network and Josten's with tools and ideas for social media in the classroom. For students, it suggests the digital literacy curriculum from Common Sense Media used in schools nationwide, the "Digital Driver's License Project" case studies from the University of Kentucky, and the private social platform Edmodo for grades PreK-6.
This document discusses how creativity scores in American children have been declining since 1990 according to the Torrance Tests of Creative Thinking. It then discusses how making and hands-on learning can be a response to boost creativity. It provides definitions for making, constructionism, and tinkering. It also discusses how making can make students' thinking visible and provide shareable artifacts. Examples of making projects in schools and communities like the Bay Area Maker Faire are also mentioned.
The document discusses strategies for Air India to improve its customer service and brand image in order to become profitable again. It recommends making service tangible by focusing on appearance, empathy, responsiveness, reliability and assurance. It also suggests a proactive strategy of personalizing service through 3i (instant recognition, instant configuration, instant gratification), focusing on experience over price, building network commitment through hostmanship, nurturing relationships, validating claims, and assaulting customers' five senses. Additional recommendations include empowering and engaging employees, using authentic consultants, and planned advertising to attract new customers. The goal is to deliver a pleasurable experience that encourages customer loyalty and advocacy.
The document provides resources for finding content to teach digital citizenship to both adults and students. For adults, it recommends the book "Digital Citizenship in Schools" which covers major issues around digital citizenship. It also lists websites with tools and ideas for using social media in the classroom from Utah Education Network and a resource from Josten's called "Pause Before You Post" for parents. For students, it recommends the K12 Digital Literacy & Citizenship Curriculum from Common Sense Media and the Digital Driver's License Project from the University of Kentucky, which contains case studies for students K-12.
Calynn was found abandoned in China in 2006 and cared for at an orphanage due to her heart condition. Reed and Charity Quinn learned of Calynn's story in 2007 and felt prompted through prayer to adopt her. In August 2008, Calynn came to the US for lifesaving heart surgery, and Reed and Charity decided to adopt her, seeing it as part of God's plan for their family. The surgery was a success, though Calynn's heart condition remained terminal, and Reed and Charity brought her home to be part of their family.
Imagine a world that¡¯s safe.., sustainable.., free of poverty, with
growth opportunities for everyone¡
This was the theme of a presentation I provided as part of the Taste the Future event in Munchen on November 9th 2016.
This was the business plan I wrote and entered into the BYU, Utah State, Wake Forest, Oregon State, San Diego State, and Moot Corp Graduate Business Plan Competitions. My Cousin Michelle and I traveled to each of the competitions and presented before over a hundred judges in dozens of rounds of competitions. We took 1st place at virtually every competition with the notable exception of BYU, raising over $200,000. To start the business.
This document discusses the creation of makerspaces and intellectual design spaces in classrooms. It defines makerspaces as publicly accessible places for designing and creating, and fab labs as low-cost digital spaces for project-based learning. The document provides resources for creating a classroom makerspace, including guides from the Digital Harbor Foundation. It also describes an activity for a digital card/digital badge project using LEDs and foam construction sheets.
This certificate of appreciation recognizes Mr. Ameya Sonkusale for his valuable contributions to Indian Nerve's digital marketing team from 2013 to 2014. He played a key role in establishing their social media presence on platforms like Facebook and Twitter. Indian Nerve acknowledges Mr. Sonkusale's commitment and assistance as part of the team, and wishes him the best in his future endeavors.
If 'impact' equals 'engagement'..., there is a lot to fixTon Dobbe
?
This was the theme of a keynote presentation I did at the Unit4 Connect Conference in Singapore in August 2016. It challenges the audience around the topic how they add value in their job - and whether technology a help ... or a hinder. I showcased how software powered by artificial intelligence can make a big impact on productivity and engagement of employees.
4.2 how making connects to new learning standards slideshow_finalbrucemortland
?
The Next Generation Science Standards include learning about engineering practices like design projects. Ohio's new science standards also embrace engineering and design. Project-based learning increases long-term retention of content compared to traditional instruction, and helps improve problem-solving, collaboration, and student attitudes towards learning. References are provided about the Next Generation Science Standards, project-based learning research, and open portfolios used for assessment of maker projects.
The document outlines the nine elements of digital citizenship according to the International Society for Technology in Education: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. It defines digital citizenship and discusses teaching the nine elements at all grade levels through awareness, guided practice, modeling and demonstration, and feedback/analysis.
The document provides resources for finding free content for teaching digital citizenship to both adults and students. For adults, it recommends the book "Digital Citizenship in Schools" by Mike Ribble, which covers the nine elements of digital citizenship, and websites from Utah Education Network and Josten's with tools and ideas for social media in the classroom. For students, it suggests the digital literacy curriculum from Common Sense Media used in schools nationwide, the "Digital Driver's License Project" case studies from the University of Kentucky, and the private social platform Edmodo for grades PreK-6.
This document discusses how creativity scores in American children have been declining since 1990 according to the Torrance Tests of Creative Thinking. It then discusses how making and hands-on learning can be a response to boost creativity. It provides definitions for making, constructionism, and tinkering. It also discusses how making can make students' thinking visible and provide shareable artifacts. Examples of making projects in schools and communities like the Bay Area Maker Faire are also mentioned.
The document discusses strategies for Air India to improve its customer service and brand image in order to become profitable again. It recommends making service tangible by focusing on appearance, empathy, responsiveness, reliability and assurance. It also suggests a proactive strategy of personalizing service through 3i (instant recognition, instant configuration, instant gratification), focusing on experience over price, building network commitment through hostmanship, nurturing relationships, validating claims, and assaulting customers' five senses. Additional recommendations include empowering and engaging employees, using authentic consultants, and planned advertising to attract new customers. The goal is to deliver a pleasurable experience that encourages customer loyalty and advocacy.
The document provides resources for finding content to teach digital citizenship to both adults and students. For adults, it recommends the book "Digital Citizenship in Schools" which covers major issues around digital citizenship. It also lists websites with tools and ideas for using social media in the classroom from Utah Education Network and a resource from Josten's called "Pause Before You Post" for parents. For students, it recommends the K12 Digital Literacy & Citizenship Curriculum from Common Sense Media and the Digital Driver's License Project from the University of Kentucky, which contains case studies for students K-12.
Calynn was found abandoned in China in 2006 and cared for at an orphanage due to her heart condition. Reed and Charity Quinn learned of Calynn's story in 2007 and felt prompted through prayer to adopt her. In August 2008, Calynn came to the US for lifesaving heart surgery, and Reed and Charity decided to adopt her, seeing it as part of God's plan for their family. The surgery was a success, though Calynn's heart condition remained terminal, and Reed and Charity brought her home to be part of their family.
Imagine a world that¡¯s safe.., sustainable.., free of poverty, with
growth opportunities for everyone¡
This was the theme of a presentation I provided as part of the Taste the Future event in Munchen on November 9th 2016.
This was the business plan I wrote and entered into the BYU, Utah State, Wake Forest, Oregon State, San Diego State, and Moot Corp Graduate Business Plan Competitions. My Cousin Michelle and I traveled to each of the competitions and presented before over a hundred judges in dozens of rounds of competitions. We took 1st place at virtually every competition with the notable exception of BYU, raising over $200,000. To start the business.
4. Hepimiz birer dahi olarak do?ar?z. Ama
¨¹z¨¹c¨¹d¨¹r ki ?o?umuz s?radanl??? kabul ederek
hayata veda ederiz. Ben sadece, i? ya?ant?mda
beni ba?ar?ya g?t¨¹recek bir dizi ola?an¨¹st¨¹
s?rr? ??renme ve bunlar? hayat?na uygulama
?ans?n? yakalam?? bir adam?m. ?yi haber ?u ki;
harika bir macerada kazand???m her ?eyi size
de sunuyorum. B?ylece bug¨¹nden ba?layarak
siz de, hayat?n?z? dolu dolu ya?ayabilir ve
ola?an¨¹st¨¹ bir performansla ?al??abilirsiniz.
BLAKE DAV?S
5. Her ?ey anne ve babam ?ld¨¹r¨¹ld¨¹?¨¹nde de?i?ti. D¨¹nya
ayaklar?m?n alt?ndan kayd?. T¨¹m g¨¹venimi kaybettim.
Kendimi verebilece?im hi?bir ?ey kalmam??t?. Hayat?m
??kmaza girmeye ba?lam??t?.
6. En b¨¹y¨¹k insanlar en b¨¹y¨¹k
k¨¹t¨¹phanelere sahip
olanlar aras?ndan
??kar.
10. ?lk Liderlik konu?mas?:
Lider olmak i?in unvana ihtiyac?n?z yoktur.
¡°Bir adam?n ??p?¨¹
oldu?u s?yleniyorsa, o
adam sokaklar?
temizlerken i?ini,
Michelangelo¡¯nun
tablolar?n? ya da
Beethoven¡¯in bestelerini
yapt??? gibi yapmal?. ??ini
o kadar iyi yapmal? ki
yery¨¹z¨¹nde ve cennetten
bakan herkes durup,
¡®Burada ulu bir ??p?¨¹
ya??yor¡¯ desin. ¡°
MART?N LUTHER
11. Hangi ko?ullar i?inde
Bu y¨¹zden, bu mesle?e
olursak olal?m insan
elimden gelenin en
olarak sahip oldu?umuz
iyisinden daha az?n?
en b¨¹y¨¹k ?zg¨¹rl¨¹k, bu
d¨¹nyadaki rol¨¹m¨¹z¨¹
vermemeye karar verdim.
nas?l g?rece?imizi
se?me ?zg¨¹rl¨¹?¨¹m¨¹z ve
olumlu kararlar alabilme
g¨¹c¨¹m¨¹zd¨¹r.
25. A?IRI DERECEDE
M?TEVAZ? OL.
VE KEND?NE,
?NSANLARIN
SANA
HAYRANLIK
DUYACA?I
KADAR SA?LAM
B?R
KARAKTER?N
OLMASI ???N
U?RA?ACA?INA
DA?R S?Z VER.
26. ?K?NC? L?DERL?K KONU?MASI:
?ALKANTILI ZAMANLAR MUHTE?EM L?DERLER DO?URUR
¡°BA?ARILI OLANA KADAR
VAZGE?MEYECE??M.BU D?NYAYA
YEN?G?YE GELMED?M VE
DAMARLARIMDA YEN?LG? DE AKMIYOR.
BEN ?OBAN TARAFINDAN G?D?LMEY?
BEKLEYEN B?R KOYUN DA DE??L?M.BEN
ASLANIM VE KOYUNLARLA Y?R?MEY?,
KONU?MAYI VE UYUMAYI DA
REDDETT?M.BA?ARILI OLANA KADAR
VAZGE?MEYECE??M.¡±
OG MAND?NO
28. Unvans?z bir lider daima daha
zay?f ve daha kusurlu insanlar?n
yapmakta zorland?klar?
konu?malar? yapar. Onlar her
zaman g?z al?c? ve fevkalade
do?ru konu?urlar. Onlar sesleri
titrerken, hatta avu?lar?
terlerken bile ger?e?i ilk
s?yleyen ki?ilerdir.
29. ?NCEL?K TANIMAK
Daha az ama
daha iyi ?eyler
yap. ?¨¹nk¨¹ her
?eyi ba?armaya
?al??an biri
sonunda hi?bir
?eyi ba?aramaz¡
ODAKLAN¡
ODAKLAN¡
ODAKLAN¡
34. Hayat?n?n geri kalan?n?,
yap?lan en k¨¹?¨¹k olumlu bir
hareketin bile alk??lanmas?
i?in, insan ve insanlar?
cesaretlendiren biri olmak
i?in u?ra?. Ger?ek bir lider
ba?kalar? do?ru
yapt?klar?nda onlar?
alk??lamas?n? bilir.
47. ?LHAM ALMADI?IN B?R G?N,
TAM OLARAK YA?AMADI?IN
B?R G?ND?R. ?LHAM
PINARINI HER G?N
TAZELEMEL?S?N, ??NK?
YA?AMIN ??ER?S?NDEK?
M?CADELELER ONU HERG?N
KURUTUR.
48. A?LEN TARAFINDAN SEV?LMEN?N VE
?NEMSENMEN?N H?SS? L?DERL???N
VE K???SEL BA?ARILARIN ???N
G??L? B?R HIZLANDIRICIDIR.
49. HAYATIMIZI PE?LER?NDE
KO?ARAK GE??RD???M?Z
?EYLER GER?EKTE
?NEML? DE??LD?R.
YA?AMIMIZ
SONLANDI?INDA
?HT?YACIMIZ OLAN ?EY
?ZER?M?Z? ?RTECEK
KADAR TOPRAKTIR. O
ZAMAN ?NEML? OLAN
GER?DE NE
BIRAKACA?IMIZDIR.