In a world where climate change has never been experienced, it is time to do something. This poster aims to encourage people to act, by raising awareness of the importance of talking about climate change. This poster highlights the respect for nature by using powerful images and colors.
This poster is about Climate Change: A Call to Action. This material can be used in mitigating Climate Change around the world.
Climate Warriors is a space dedicated to combating scientific misinformation to build a healthy information system through different initiatives. The most notable is the publication of REAs. The resources, which include multimedia reports, comics and videos, among others, seek to promote critical thinking about sustainability and climate action (RD Spain 822/2021) as well as Goals 11, 12 and 13. They have been developed by students from different university degrees, assigned to the field of Communication and Education.The initiative has been developed by the Ciberimaginario Group of the Universidad Rey Juan Carlos, and participates in the Educational Innovation Project "Open Knowledge Environments Ecosystem (ECO2), of the II Call for Educational Innovation Projects of the Universidad Rey Juan Carlos, developed by the Teaching Innovation Group - COMTEDEA
This lesson plan was created by Kellee Vornhagen as part of the 2021 Nebraska CTE-Beginning Teachers Institute. The attached lesson plan is designed for students in grades 9-12 as a introduction to a collaboration in the classroom. This lesson plan can also be used in any class requiring group work of any kind. Students will create a list of expectations for collaboration, create a poster and present it to the rest of the class. These will be the norms used for group work for the rest of the term.
The updated AASL Standards Framework for Learners includes the shared foundation of Collaboration. The standard calls for students to engage in cooperative learning in order to grow their own knowledge base. Students may have experienced varying levels of success with group learning experiences. The following lesson provides students an opportunity to improve their group learning skills and gain an understanding of the benefits of collaborative learning. Learning Objectives Students will collaboratively determine what makes a successful collaborative learning experience. Students will identify the major benefits of collaborative learning. Students will identify important components of self-reflection and peer evaluation. Cover image attribution: "Collaboration" by diannehope14 at Pixabay.com
This is a resource for teachers to teach students reading strategies for the textbook.
College Success takes a fresh look at what it means, in today’s world, with today’s students, to be successful in college.Although many of the topics included—from study skills to personal health, from test-taking to managing time and money—will look familiar to those who have used student success texts that have been around for many editions, College Success takes a new approach. The focus is on realistic, practical tools for the students who need them. This is a book designed, frankly, for students who may have difficulty with traditional college texts. The style is direct and to the point. Information is presented concisely and as simply as possible. This is not a weighty tome that discusses student success—this is a manual for doing it.College student demographics have changed considerably in recent decades. More than a third of all students enroll not directly from high school but after a delay of some years. More students are working and have families. More students come from varied ethnic and cultural backgrounds. More students are the first in their family to attend college. More students have grown up with electronic media and now read and think in ways different from the previous generation. With these and so many other cultural changes, more students are not well prepared for a college education with the study skills and life skills they need to become successful students.For each student to get the most out of College Success and their college experience they must understand who they are as it relates to college. To that end, in every chapter students explore themselves, because success starts with recognizing your own strengths and weaknesses. Students make their own goals based on this self-assessment, determining what success in college really means for them as individuals. Interactive activities then help students learn the choices available to them and the possibilities for improving their skills. Skills are presented in step-by-step processes, tips for success in manageable highlighted displays. Most important, students always see the value of what they are reading—and how they can begin to apply it immediately in their own lives.College Success is intended for use in Freshmen Orientation, Study Skills or Student Success courses. A 2009 study revealed that currently nationwide, 34% of college freshmen do not return to their college for their sophomore year. This book is designed to help change that.
Course outline that adopts the textbook Stand up, Speak out: https://open.lib.umn.edu/publicspeaking/. Spreadsheet tabs include assessments.
Course Description
Introduces speechmaking based primarily on a traditional public speaking approach. Covers classical rhetorical theory and highlights rhetoric's importance to public speaking. Develops theoretical understanding and practical application of oral communication skills. Includes techniques in controlling speech anxiety, how to structure and organize information to present to a variety of audiences, and physical and vocal delivery skills.
Upon successful completion, students should be able to:
Use learned public speaking skills in order to present an effective and efficient message.
Use an understanding of the 5 canons of rhetoric to create and present effective speeches.
Provide skills for community leadership through increased practice in organization and presentation of ideas.
Make responsible decisions through the increased ability to critically examine ideas and information.
Use strategies and skills to manage communication anxiety.
Use knowledge of digital presentation tools to create and present effective presentations.
AE 868 examines the theories and design practices of solar electric systems in the context of utility and commercial-scale applications. An important goal of the course is to equip solar professionals with skills to follow the impact of hardware trends in industry on feasibility, design, and the commissioning of such systems. Students will learn how to design solar electric systems as well as the processes required for permitting, construction, and commissioning. Topics include conceptual design of solar electric systems, solar electric technologies, inverter and power management technologies, design theory and economic analysis tools, system design processes for grid-tied and off-grid systems, integration of energy storage and demand response systems, construction project management, permitting, safety and commissioning, system monitoring, and maintenance.
Let’s consider some common mistakes you should avoid as a presenter.
This guide walks you through the part of the Common Sense website that focuses on K-12 Digital Citizenship curriculum. The lesson plans include everything educators need to begin teaching this content in their classrooms and many have accompanying high-quality videos. There are also engaging games for younger students and an interactive social media simulation for older students. Topics include: media balance & well-being, privacy & security, digital footprint & identity, relationships & comunication, cyberbullying, digital drama & hate speech, and news & media literacy.
**Published by Common Sense Media and Cornell University.Cornell Social Media Lab and Common Sense Education collaborated to create Social Media TestDrive, a simulated social media environment where young people can practice and prepare for real-life experiences in the digital world.
A listing of commonly confused words in the English language. Created by Professor Eileen Cusick for OIT-110, Communications and Editing, at Springfield Technical Community College.
It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts - or for that matter, people - we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries.
“Communicating Across Cultures” is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.
It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts - or for that matter, people - we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries.
“Communicating Across Cultures” is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.
Communicating With Data has a distinctive structure and content, combining fundamental quantitative techniques of using data to make informed management decisions with illustrations of how real decision makers, even highly trained professionals, fall prey to errors and biases in their understanding. We present the fundamental concepts underlying the quantitative techniques as a way of thinking, not just a way of calculating, in order to enhance decision-making skills. Rather than survey all of the techniques of management science, we stress those fundamental concepts and tools that we believe are most important for the practical analysis of management decisions, presenting the material as much as possible in the context of realistic business situations from a variety of settings. Exercises and examples drawn from marketing, finance, operations management, strategy, and other management functions.
Communication is key in our daily lives. We need to have access to what is on our calendar – the school calendar. And yes, it’s great to have it electronically, but when there is a large group of people checking dates for an event it’s nice to have a large format for at-a-glance information. In this lesson, students will learn to create a large format 18” x 24” calendar file that could be printed and posted in a classroom to use for reference to upcoming events for the month. In our small community it has also become a public relations tool for our school and several are posted in businesses throughout our school district. Using the picture file format of the design, the calendar is also shared electronically each month for smaller print format in the community newsletter and online access.
In Communicating in American Culture(s), bilingual students examine how various aspects of American culture—history, geography, institutions, traditions, values—have shaped dominant Anglo-American communication norms and responses to critical events in the world. In addition, you can expect to practice and strengthen your analytical and communication skills in a carefully scaffolded manner, starting with frequent short writing and speaking tasks and progressing to longer, more formal tasks.
This course focuses on an exploration of the role that communication plays in the work of the contemporary engineering and science professional. Emphasis is placed on analyzing how composition and publication contribute to work management and knowledge production, as well as the “how-to” aspects of writing specific kinds of documents in a clear style. Topics include: communication as organizational process, electronic modes such as e-mail and the Internet, the informational and social roles of specific document forms, writing as collaboration, the writing process, the elements of style, methods of oral presentation, and communication ethics. Case studies used as the basis for class discussion and some writing assignments. Several short documents, a longer report or article, and a short oral presentation are required.
These resources will prepare culturally and linguistically diverse students for academic study in situations involving intercultural communication.