We found 14 results that contain "environment"
Posted on: Smoke test group by...
Natural disasters can have devastating consequences, including: Loss of life and injury: Human casua
Edited: Natural disasters can have devastating consequences, including:
Loss of life and injury:
Human casualties are a tragic outcome of many natural disasters.
Property damage:
Buildings, infrastructure, and personal belongings can be destroyed or damaged.
Economic disruption:
Disasters can disrupt local economies, causing significant financial losses.
Environmental damage:
Natural disasters can lead to habitat destruction, pollution, and other environmental problems.
Importance of Preparedness:
While natural disasters are inevitable, being prepared can significantly reduce their impact:
Early warning systems: Timely warnings allow communities to evacuate and take necessary precautions.
Building codes and regulations: Stronger infrastructure can better withstand natural hazards.
Community awareness and education: Educating the public about disaster preparedness is crucial.
Emergency response plans: Having well-defined plans for responding to disasters can save lives and minimize damage.
Loss of life and injury:
Human casualties are a tragic outcome of many natural disasters.
Property damage:
Buildings, infrastructure, and personal belongings can be destroyed or damaged.
Economic disruption:
Disasters can disrupt local economies, causing significant financial losses.
Environmental damage:
Natural disasters can lead to habitat destruction, pollution, and other environmental problems.
Importance of Preparedness:
While natural disasters are inevitable, being prepared can significantly reduce their impact:
Early warning systems: Timely warnings allow communities to evacuate and take necessary precautions.
Building codes and regulations: Stronger infrastructure can better withstand natural hazards.
Community awareness and education: Educating the public about disaster preparedness is crucial.
Emergency response plans: Having well-defined plans for responding to disasters can save lives and minimize damage.
ASSESSING LEARNING
Posted on: Introduce Books, St...
Books play a vital role in both brain development and language skills -- Edited
Introduce Books, Storytelling And Narration
Books play a vital role in both brain development and language skills. They’re also the first step towards gross motor skill development (holding books, turning pages). I had introduced cloth books & soft sponge books to her when she was two months old, board books from five months, and paper books after she turned a year old. She liked colourful objects, animals, birds & shapes till around nine months and then loved listening to simple short stories from illustrated books (no fairy tales). And activity books (match the shadows, pairing similar objects) after she turned 2.
3. Ask Questions To Stimulate The Thinking Process
As I introduced the books, I named the objects she was seeing in all the languages I knew. Then I gradually started describing them (shape, colour, use). I explained the environment in which they are found and constantly asked her questions. For example, pointing at a rabbit, instead of asking “what is this?” I asked her, “it has long ears, a short fluffy tail, is soft & white like cotton. What is it?”. I continued with the exercise even when we went out to some shop or mall. We played the “I spy” game in the house & outdoors. I would describe objects and ask her to identify them. It was fun.
4. Let Your Kids Explore - Touch, Feel, Smell, Taste
I encouraged the natural tendency that kids have to explore the world around them. (But of course, with discretion). I never stopped her from playing with stones or mud in the garden, things like tasting sour lime or bitter gourd, smell a flower on the plant, etc. She learned by herself that stones were hard, mud was soft, ice was cold, the paper could be torn with hands and rubber bands were elastic & so on. Things that were not safe for her we explained to her & kept out of reach- like touching a hot cup of tea could burn her skin, pressing against a glass door could break the glass, playing with a sharp object could hurt, etc.
Books play a vital role in both brain development and language skills. They’re also the first step towards gross motor skill development (holding books, turning pages). I had introduced cloth books & soft sponge books to her when she was two months old, board books from five months, and paper books after she turned a year old. She liked colourful objects, animals, birds & shapes till around nine months and then loved listening to simple short stories from illustrated books (no fairy tales). And activity books (match the shadows, pairing similar objects) after she turned 2.
3. Ask Questions To Stimulate The Thinking Process
As I introduced the books, I named the objects she was seeing in all the languages I knew. Then I gradually started describing them (shape, colour, use). I explained the environment in which they are found and constantly asked her questions. For example, pointing at a rabbit, instead of asking “what is this?” I asked her, “it has long ears, a short fluffy tail, is soft & white like cotton. What is it?”. I continued with the exercise even when we went out to some shop or mall. We played the “I spy” game in the house & outdoors. I would describe objects and ask her to identify them. It was fun.
4. Let Your Kids Explore - Touch, Feel, Smell, Taste
I encouraged the natural tendency that kids have to explore the world around them. (But of course, with discretion). I never stopped her from playing with stones or mud in the garden, things like tasting sour lime or bitter gourd, smell a flower on the plant, etc. She learned by herself that stones were hard, mud was soft, ice was cold, the paper could be torn with hands and rubber bands were elastic & so on. Things that were not safe for her we explained to her & kept out of reach- like touching a hot cup of tea could burn her skin, pressing against a glass door could break the glass, playing with a sharp object could hurt, etc.
JUSTICE AND BELONGING
Posted on: Smoke test group by...
Edited: Natural disasters can have devastating consequences, including: Loss of life and injury:
Natural disasters can have devastating consequences, including:
Loss of life and injury:
Human casualties are a tragic outcome of many natural disasters.
Property damage:
Buildings, infrastructure, and personal belongings can be destroyed or damaged.
Economic disruption:
Disasters can disrupt local economies, causing significant financial losses.
Environmental damage:
Natural disasters can lead to habitat destruction, pollution, and other environmental problems.
Importance of Preparedness:
While natural disasters are inevitable, being prepared can significantly reduce their impact:
Early warning systems: Timely warnings allow communities to evacuate and take necessary precautions.
Building codes and regulations: Stronger infrastructure can better withstand natural hazards.
Community awareness and education: Educating the public about disaster preparedness is crucial.
Emergency response plans: Having well-defined plans for responding to disasters can save lives and minimize damage.
Loss of life and injury:
Human casualties are a tragic outcome of many natural disasters.
Property damage:
Buildings, infrastructure, and personal belongings can be destroyed or damaged.
Economic disruption:
Disasters can disrupt local economies, causing significant financial losses.
Environmental damage:
Natural disasters can lead to habitat destruction, pollution, and other environmental problems.
Importance of Preparedness:
While natural disasters are inevitable, being prepared can significantly reduce their impact:
Early warning systems: Timely warnings allow communities to evacuate and take necessary precautions.
Building codes and regulations: Stronger infrastructure can better withstand natural hazards.
Community awareness and education: Educating the public about disaster preparedness is crucial.
Emergency response plans: Having well-defined plans for responding to disasters can save lives and minimize damage.
Posted by: Scarlet Ethan Edien
Navigating Context
Posted on: Edited -- Time Mana...
Organizational Supports for ADHD Students
Primer text from the College of William & Mary.https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
Many students with ADHD have significant difficulties with organization. They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.
Clear rules and advanced planning are keys to success for teachers of students with ADHD.The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.Assignment Notebook: Provide the student with an assignment notebook to help organize homework and seatwork. Color-Coded Folders: Provide the student with color-coded fold
Many students with ADHD have significant difficulties with organization. They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.
Clear rules and advanced planning are keys to success for teachers of students with ADHD.The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.Assignment Notebook: Provide the student with an assignment notebook to help organize homework and seatwork. Color-Coded Folders: Provide the student with color-coded fold
Authored by: Chathu
Navigating Context
Posted on: Introduce Books, St...
Books play a vital role in both brain development and language skills. ---- Edited
Introduce Books, Storytelling And Narration --- EditedBooks play a vital role in both brain development and language skills. They’re also the first step towards gross motor skill development (holding books, turning pages). I had introduced cloth books & soft sponge books to her when she was two months old, board books from five months, and paper books after she turned a year old. She liked colourful objects, animals, birds & shapes till around nine months and then loved listening to simple short stories from illustrated books (no fairy tales). And activity books (match the shadows, pairing similar objects) after she turned 2.3. Ask Questions To Stimulate The Thinking ProcessAs I introduced the books, I named the objects she was seeing in all the languages I knew. Then I gradually started describing them (shape, colour, use). I explained the environment in which they are found and constantly asked her questions. For example, pointing at a rabbit, instead of asking “what is this?” I asked her, “it has long ears, a short fluffy tail, is soft & white like cotton. What is it?”. I continued with the exercise even when we went out to some shop or mall. We played the “I spy” game in the house & outdoors. I would describe objects and ask her to identify them. It was fun.4. Let Your Kids Explore - Touch, Feel, Smell, TasteI encouraged the natural tendency that kids have to explore the world around them. (But of course, with discretion). I never stopped her from playing with stones or mud in the garden, things like tasting sour lime or bitter gourd, smell a flower on the plant, etc. She learned by herself that stones were hard, mud was soft, ice was cold, the paper could be torn with hands and rubber bands were elastic & so on. Things that were not safe for her we explained to her & kept out of reach- like touching a hot cup of tea could burn her skin, pressing against a glass door could break the glass, playing with a sharp object could hurt, etc.
Name
Role
Chathuri
Project Manager
Rohit
Developer
Vijaya
QA
Name
Role
Chathuri
Project Manager
Rohit
Developer
Vijaya
QA
Posted by: Venturit Super Admin
Disciplinary Content
Posted on: 12 Best API Testing...
Assertible
Assertible automated QA tools test and monitor your web services across deployments and environments. These API tools provide assertions to test endpoints and sync tests with API changes.
Features:
Schedule tests to run automatically at specific intervals or continuous integration workflows.
This tool uses dynamic variables to manage and customize API requests, including environment-specific values and response data.
To test interactions, simulate API responses with mock endpoints without depending on live APIs.
Integrates with tools to execute web app tests when pushing code to GitHub or send alerts to Slack if failures happen.
This tool provides test reports.
--- Edited
Assertible automated QA tools test and monitor your web services across deployments and environments. These API tools provide assertions to test endpoints and sync tests with API changes.
Features:
Schedule tests to run automatically at specific intervals or continuous integration workflows.
This tool uses dynamic variables to manage and customize API requests, including environment-specific values and response data.
To test interactions, simulate API responses with mock endpoints without depending on live APIs.
Integrates with tools to execute web app tests when pushing code to GitHub or send alerts to Slack if failures happen.
This tool provides test reports.
--- Edited
Posted by: Scarlet Ethan Edien
Assessing Learning
Posted on: Smoke test group by...
Edited: Natural disasters can have devastating consequences, including:
Loss of life and injury:
Human casualties are a tragic outcome of many natural disasters.
Property damage:
Buildings, infrastructure, and personal belongings can be destroyed or damaged.
Economic disruption:
Disasters can disrupt local economies, causing significant financial losses.
Environmental damage:
Natural disasters can lead to habitat destruction, pollution, and other environmental problems.
Importance of Preparedness:
While natural disasters are inevitable, being prepared can significantly reduce their impact:
Early warning systems: Timely warnings allow communities to evacuate and take necessary precautions.
Building codes and regulations: Stronger infrastructure can better withstand natural hazards.
Community awareness and education: Educating the public about disaster preparedness is crucial.
Emergency response plans: Having well-defined plans for responding to disasters can save lives and minimize damage.
Loss of life and injury:
Human casualties are a tragic outcome of many natural disasters.
Property damage:
Buildings, infrastructure, and personal belongings can be destroyed or damaged.
Economic disruption:
Disasters can disrupt local economies, causing significant financial losses.
Environmental damage:
Natural disasters can lead to habitat destruction, pollution, and other environmental problems.
Importance of Preparedness:
While natural disasters are inevitable, being prepared can significantly reduce their impact:
Early warning systems: Timely warnings allow communities to evacuate and take necessary precautions.
Building codes and regulations: Stronger infrastructure can better withstand natural hazards.
Community awareness and education: Educating the public about disaster preparedness is crucial.
Emergency response plans: Having well-defined plans for responding to disasters can save lives and minimize damage.
Posted by: Scarlet Ethan Edien
Justice and Belonging
Posted on: Introduce Books, St...
Introduce Books, Storytelling And Narration -- Edited
Books play a vital role in both brain development and language skills. They’re also the first step towards gross motor skill development (holding books, turning pages). I had introduced cloth books & soft sponge books to her when she was two months old, board books from five months, and paper books after she turned a year old. She liked colourful objects, animals, birds & shapes till around nine months and then loved listening to simple short stories from illustrated books (no fairy tales). And activity books (match the shadows, pairing similar objects) after she turned 2.
3. Ask Questions To Stimulate The Thinking Process
As I introduced the books, I named the objects she was seeing in all the languages I knew. Then I gradually started describing them (shape, colour, use). I explained the environment in which they are found and constantly asked her questions. For example, pointing at a rabbit, instead of asking “what is this?” I asked her, “it has long ears, a short fluffy tail, is soft & white like cotton. What is it?”. I continued with the exercise even when we went out to some shop or mall. We played the “I spy” game in the house & outdoors. I would describe objects and ask her to identify them. It was fun.
4. Let Your Kids Explore - Touch, Feel, Smell, Taste
I encouraged the natural tendency that kids have to explore the world around them. (But of course, with discretion). I never stopped her from playing with stones or mud in the garden, things like tasting sour lime or bitter gourd, smell a flower on the plant, etc. She learned by herself that stones were hard, mud was soft, ice was cold, the paper could be torn with hands and rubber bands were elastic & so on. Things that were not safe for her we explained to her & kept out of reach- like touching a hot cup of tea could burn her skin, pressing against a glass door could break the glass, playing with a sharp object could hurt, etc.
5. Music-Dance-Physical Activity
Kids love music & I was not surprised the other day when she sang the whole song “lakdi ki kathi, kathi pe ghoda” and danced to the tune as well. She now sings quite a few songs & rhymes. It seems like she has a good ear for music because she has been listening to it since childhood. I also noticed that a soothing instrumental piece calms her down whereas a song like “lungi dance” excites her. So, dance becomes an excellent physical activity to channelise the never-ending energy of a kid, and singing & listening to songs becomes a great mental activity. ---- Edited
Books play a vital role in both brain development and language skills. They’re also the first step towards gross motor skill development (holding books, turning pages). I had introduced cloth books & soft sponge books to her when she was two months old, board books from five months, and paper books after she turned a year old. She liked colourful objects, animals, birds & shapes till around nine months and then loved listening to simple short stories from illustrated books (no fairy tales). And activity books (match the shadows, pairing similar objects) after she turned 2.
3. Ask Questions To Stimulate The Thinking Process
As I introduced the books, I named the objects she was seeing in all the languages I knew. Then I gradually started describing them (shape, colour, use). I explained the environment in which they are found and constantly asked her questions. For example, pointing at a rabbit, instead of asking “what is this?” I asked her, “it has long ears, a short fluffy tail, is soft & white like cotton. What is it?”. I continued with the exercise even when we went out to some shop or mall. We played the “I spy” game in the house & outdoors. I would describe objects and ask her to identify them. It was fun.
4. Let Your Kids Explore - Touch, Feel, Smell, Taste
I encouraged the natural tendency that kids have to explore the world around them. (But of course, with discretion). I never stopped her from playing with stones or mud in the garden, things like tasting sour lime or bitter gourd, smell a flower on the plant, etc. She learned by herself that stones were hard, mud was soft, ice was cold, the paper could be torn with hands and rubber bands were elastic & so on. Things that were not safe for her we explained to her & kept out of reach- like touching a hot cup of tea could burn her skin, pressing against a glass door could break the glass, playing with a sharp object could hurt, etc.
5. Music-Dance-Physical Activity
Kids love music & I was not surprised the other day when she sang the whole song “lakdi ki kathi, kathi pe ghoda” and danced to the tune as well. She now sings quite a few songs & rhymes. It seems like she has a good ear for music because she has been listening to it since childhood. I also noticed that a soothing instrumental piece calms her down whereas a song like “lungi dance” excites her. So, dance becomes an excellent physical activity to channelise the never-ending energy of a kid, and singing & listening to songs becomes a great mental activity. ---- Edited
Posted by: Venturit Super Admin
Disciplinary Content
Posted on: #iteachmsu
Edited -- A natural disaster is the highly harmful impact on a society or community following a natural hazard event. The term "disaster" itself is defined as follows: "Disasters are serious disruptions to the functioning of a community that exceed its capacity to cope using its own resources. Disasters can be caused by natural, man-made and technological hazards, as well as various factors that influence the exposure and vulnerability of a community."[17]
The US Federal Emergency Management Agency (FEMA) explains the relationship between natural disasters and natural hazards as follows: "Natural hazards and natural disasters are related but are not the same. A natural hazard is the threat of an event that will likely have a negative impact. A natural disaster is the negative impact following an actual occurrence of natural hazard in the event that it significantly harms a community.[1] An example of the distinction between a natural hazard and a disaster is that an earthquake is the hazard which caused the 1906 San Francisco earthquake disaster.
A natural hazard[18] is a natural phenomenon that might have a negative effect on humans and other animals, or the environment. Natural hazard events can be classified into two broad categories: geophysical and biological.[19] Natural hazards can be provoked or affected by anthropogenic processes, e.g. land-use change, drainage and construction.[20]
There are 18 natural hazards included in the National Risk Index of FEMA: avalanche, coastal flooding, cold wave, drought, earthquake, hail, heat wave, tropical cyclone, ice storm, landslide, lightning, riverine flooding, strong wind, tornado, tsunami, volcanic activity, wildfire, winter weather.[1] In addition there are also tornados and dust storms.
The US Federal Emergency Management Agency (FEMA) explains the relationship between natural disasters and natural hazards as follows: "Natural hazards and natural disasters are related but are not the same. A natural hazard is the threat of an event that will likely have a negative impact. A natural disaster is the negative impact following an actual occurrence of natural hazard in the event that it significantly harms a community.[1] An example of the distinction between a natural hazard and a disaster is that an earthquake is the hazard which caused the 1906 San Francisco earthquake disaster.
A natural hazard[18] is a natural phenomenon that might have a negative effect on humans and other animals, or the environment. Natural hazard events can be classified into two broad categories: geophysical and biological.[19] Natural hazards can be provoked or affected by anthropogenic processes, e.g. land-use change, drainage and construction.[20]
There are 18 natural hazards included in the National Risk Index of FEMA: avalanche, coastal flooding, cold wave, drought, earthquake, hail, heat wave, tropical cyclone, ice storm, landslide, lightning, riverine flooding, strong wind, tornado, tsunami, volcanic activity, wildfire, winter weather.[1] In addition there are also tornados and dust storms.
Posted by: Derek Matin 935
Disciplinary Content
Host: MSU Libraries
Artist Talk: “Where the Light Gets In” - Engaging the Community About Tree Removals on Campus
Artist and researcher Hailey Becker (Art, Art History and Design and Forestry) will give a brief talk about her series of art installations marking the removal of trees on campus with beams of light and recount her journey to display and document the work in the Digital Scholarship Lab (DSL), including a short 360 video and an interactive campus tour of the installations. After the talk and opportunity to view the work in the DSL, the artist will take attendees on the interactive campus tour to see how areas of campus have changed over time and how these changes affect our sense of place and relationship to the environment. Light refreshments will be provided.
Navigating Context
EXPIRED
Host: CTLI
Instructor Jumpstart: Part 2
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page.
Navigating Context
EXPIRED
Host: CTLI
Setting the Tone from the Start
The way a course begins is crucial for educators to establish an environment that fosters engagement, collaboration, and a sense of belonging. Join us for a one-hour hybrid workshop where Educator Developers with MSU's Center for Teaching and Learning Innovation will share actionable strategies that lay the groundwork for an engaging and inclusive course experience from day one including items related to syllabi, expectation setting and pedagogical transparency, checking in on learner needs throughout the term, and way to build a sense of classroom community.
In this workshop, we'll delve into practical techniques and approaches educators can employ to create a welcoming and motivating atmosphere that resonates with learners. The content in this workshop will be primarily targeted to classroom instructors and settings, but tools and strategies are relevant for adaptation and use by any educator in any context. Whether you're a seasoned educator or just embarking on your teaching journey this academic year, "Setting the Tone from the Start" is designed to equip you with actionable insights that will make a difference in your classroom.
Upon completion of this learning experience, participants will be able to:
learn how to craft an engaging and purposeful course introduction that communicates the course's relevance, objectives, and expectations
discover techniques for fostering an inclusive and supportive learning community, understanding how to encourage peer connections and embrace diverse viewpoints
be equipped with a range of interactive strategies, including icebreakers and technology tools, to effectively engage students and cultivate an active learning environment that persists throughout the course duration.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page..
Navigating Context
EXPIRED
Host: CTLI
Instructor Jumpstart: Part 1
Join the Center for Teaching and Learning Innovation (CTLI)- in partnership with the Office for Faculty and Academic Staff Development (OFASD)- for a two part introduction to high-level topics related to quality, inclusive teaching at Michigan State University. Each session in “Instructor Jumpstart” is a one-hour, hybrid, presentation, co-facilitated by Drs. Makena Neal and Ellie Louson.
Upon completion of this learning experience, participants will be able to:
participants will be able to identify key principles of quality and inclusive teaching practices at MSU
participants will recognize core strategies for creating an engaging and equitable learning environment
participants will describe foundational concepts related to effective instructional design and inclusive pedagogy.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page.
Navigating Context
EXPIRED