We found 21 results that contain "jh"
Posted on: #iteachmsu
Global warming
global warming, the phenomenon of increasing average air temperatures near the surface of Earth over the past one to two centuries. Climate scientists have since the mid-20th century gathered detailed observations of various weather phenomena (such as temperatures, precipitation, and storms) and of related influences on climate (such as ocean currents and the atmosphere’s chemical composition). These data indicate that Earth’s climate has changed over almost every conceivable timescale since the beginning of geologic time and that human activities since at least the beginning of the Industrial Revolution have a growing influence over the pace and extent of present-day climate change.
Posted on: #iteachmsu
Global warming
global warming, the phenomenon of increasing average air temperatures near the surface of Earth over the past one to two centuries. Climate scientists have since the mid-20th century gathered detailed observations of various weather phenomena (such as temperatures, precipitation, and storms) and of related influences on climate (such as ocean currents and the atmosphere’s chemical composition). These data indicate that Earth’s climate has changed over almost every conceivable timescale since the beginning of geologic time and that human activities since at least the beginning of the Industrial Revolution have a growing influence over the pace and extent of present-day climate change.
Posted on: #iteachmsu
ADHD and School interventions
School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
PEDAGOGICAL DESIGN
Posted on: New Eduction
What is Attention Deficit Hyperactivity Disorder?
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet
Primer text from The College of William & Mary
ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list three types of ADHD and the accompanying characteristics.
Primer text from The College of William & Mary
ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list three types of ADHD and the accompanying characteristics.
NAVIGATING CONTEXT
Posted on: #iteachmsu
Getting Started
What is the #iteachmsu Commons?
Welcome to the #iteachmsu Commons
You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice.
#iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find short posts, blog-like articles, curated playlists, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
How to login
To begin creating content of your own on the #iteachmsu Commons, simply click the green Login button in the upper right hand corner of the screen. Your account will automatically be provisioned after successfully logging into the MSU Net ID login prompt. Currently, only authenticated MSU faculty, staff and students can create content on the #iteachmsu Commons. However, external users are free to browse and share public facing content without logging into the site.
Where to start
If you are looking for brief instructive videos on the core functionality of the site, take a look at our Getting Started playlist. After viewing each one of the video tutorials on the playlist, you will receive a Contributor badge which will display on your profile
What Are the #iteachmsu Commons Policies?
Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate. We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:
Follow the MSU Guidelines for Social Media.
Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.Do not share private or confidential information via shared content on the #iteachmsu Commons.
Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University.
Other important policies:
MSU's Web Accessibility Statement
MSU's Privacy Statement
What if I Have #iteachmsu Commons Questions and/or Feedback?
If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.
Stay up to date with the #iteachmsu Digest
Welcome to the #iteachmsu Commons
You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice.
#iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find short posts, blog-like articles, curated playlists, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond.
How to login
To begin creating content of your own on the #iteachmsu Commons, simply click the green Login button in the upper right hand corner of the screen. Your account will automatically be provisioned after successfully logging into the MSU Net ID login prompt. Currently, only authenticated MSU faculty, staff and students can create content on the #iteachmsu Commons. However, external users are free to browse and share public facing content without logging into the site.
Where to start
If you are looking for brief instructive videos on the core functionality of the site, take a look at our Getting Started playlist. After viewing each one of the video tutorials on the playlist, you will receive a Contributor badge which will display on your profile
What Are the #iteachmsu Commons Policies?
Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate. We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:
Follow the MSU Guidelines for Social Media.
Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.Do not share private or confidential information via shared content on the #iteachmsu Commons.
Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University.
Other important policies:
MSU's Web Accessibility Statement
MSU's Privacy Statement
What if I Have #iteachmsu Commons Questions and/or Feedback?
If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.
Stay up to date with the #iteachmsu Digest
Authored by: Admin #iteachmsu
Navigating Context
Posted on: #iteachmsu
image in description
image in description
Types of people who will benefit from the Eisenhower Matrix:
People in leadership positions
Critical thinkers
4. Parkinson’s Law
British historian Cyril Northcote Parkinson became famous for the phrase “work expands so as to fill the time available for its completion.” In other words, the amount of time you give yourself to complete a specific task is the amount of time it will take you to complete that task.
How it works:
This is not a time management technique per se. It’s a law that, when understood, can be applied as one of the most beneficial time management methods out there—but you will have to put in the work. That means working more efficiently in shorter bursts of time. Here are some time management tips:
Try working without a computer charger. This will force you to finish a project before your computer dies.
Get it done early. Instead of finishing an essay by midnight, try to get it done by noon.
Set a deadline. Give yourself a set time to do something—and then cut it in half.
Limit time for tasks. Give yourself only 20 minutes in the morning to answer emails.
Types of people this works for:
Procrastinators
People who work well under pressure
5. Time Blocking Method
Inventor Elon Musk is known for being productive. He manages his time so efficiently that he can work over 80 hours a week and still make time for himself. What’s his secret? Time blocking.
Types of people who will benefit from the Eisenhower Matrix:
People in leadership positions
Critical thinkers
4. Parkinson’s Law
British historian Cyril Northcote Parkinson became famous for the phrase “work expands so as to fill the time available for its completion.” In other words, the amount of time you give yourself to complete a specific task is the amount of time it will take you to complete that task.
How it works:
This is not a time management technique per se. It’s a law that, when understood, can be applied as one of the most beneficial time management methods out there—but you will have to put in the work. That means working more efficiently in shorter bursts of time. Here are some time management tips:
Try working without a computer charger. This will force you to finish a project before your computer dies.
Get it done early. Instead of finishing an essay by midnight, try to get it done by noon.
Set a deadline. Give yourself a set time to do something—and then cut it in half.
Limit time for tasks. Give yourself only 20 minutes in the morning to answer emails.
Types of people this works for:
Procrastinators
People who work well under pressure
5. Time Blocking Method
Inventor Elon Musk is known for being productive. He manages his time so efficiently that he can work over 80 hours a week and still make time for himself. What’s his secret? Time blocking.
Posted by: Venturit Super Admin
Navigating Context
Posted on: Smoke test group on...
Smoke test article 1 : 12 Jyotirlingas of Lord Shiv
The jyotirlinga is the supreme partless reality, out of which Shiva partly appears. The jyothirlinga shrines, thus are places where Shiva appeared as a fiery column of light. Originally there were believed to be 64 jyothirlingas while 12 of them are considered to be very auspicious and holy. Each of the twelve jyothirlinga sites take the name of the presiding deity – each considered different manifestation of Shiva. At all these sites, the primary image is lingam representing the beginningless and endless Stambha pillar, symbolizing the infinite nature of Shiva. The twelve jyothirlinga are Somnath in Gujarat, Mallikarjuna at Srisailam in Andra Pradesh, Mahakaleswar at Ujjain in Madhya Pradesh, Omkareshwar in Madhya Pradesh, Kedarnath in Himalayas, Bhimashankar in Maharashtra, Viswanath at Varanasi in Uttar Pradesh, Triambakeshwar in Maharashtra, Vaidyanath Jyotirlinga at Deogarh in Jharkhand, Nageswar at Dwarka in Gujarat, Rameshwar at Rameswaram in Tamil Nadu and Ghushmeshwar at Shiwar in Sawai Madhopur district Rajasthan, 12th joytrilinga is Grishneshwar at ellora in aurangabad district Maharashtra.The following sanskrit sloka ( द्वादश ज्योतिर्लिंग स्तोत्रम्) (Dwadasha Jyotirlingum Strota) describes about the 12 Jyotirlingas
Authored by: Venturit
Navigating Context
Posted on: #iteachmsu
Culture of Collaboration
Culture of Collaboration
Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner.
Form of Directions: Provide written directions or steps, or a visual model of a completed project. Teach students how to refer to these items as reminders of process steps to complete tasks. This strategy is particularly helpful for long-term projects.
Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotor skills difficulties, motor planning issues, and difficulty alternating their attention from a book to their written responses.
Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units.
Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner.
Form of Directions: Provide written directions or steps, or a visual model of a completed project. Teach students how to refer to these items as reminders of process steps to complete tasks. This strategy is particularly helpful for long-term projects.
Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotor skills difficulties, motor planning issues, and difficulty alternating their attention from a book to their written responses.
Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units.
Authored by: Henry
Posted on: Educator Development
AI in Qualitative Research: ChatGPT vs. Human Coders
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.
An MSU study examined ChatGPT’s role in qualitative data analysis, comparing AI-augmented and human coding of hotel guest experiences. AI-generated themes aligned with human-coded ones but missed social interactions and safety concerns. A hybrid approach—AI for initial coding with human refinement—balances efficiency and analytical rigor.
Posted by: Jhon Carlos
Posted on: Organizational Supp...
In recent years, the depletion of natural resources has become a major focus of governments and organizations such as the United Nations (UN). This is evident in the UN's Agenda 21 Section Two, which outlines the necessary steps for countries to take to sustain their natural resources.[11] The depletion of natural resources is considered a sustainable development issue.[12] The term sustainable development has many interpretations, most notably the Brundtland Commission's 'to ensure that it meets the needs of the present without compromising the ability of future generations to meet their own needs';[13] however, in broad terms it is balancing the needs of the planet's people and species now and in the future.[11] In regards to natural resources, depletion is of concern for sustainable development as it has the ability to degrade current environments[14] and the potential to impact the needs of future generations.[12]
"The conservation of natural resources is the fundamental problem. Unless we solve that problem, it will avail us little to solve all others."
Theodore Roosevelt[15]
Depletion of natural resources is associated with social inequity. Considering most biodiversity are located in developing countries,[16] depletion of this resource could result in losses of ecosystem services for these countries.[17] Some view this depletion as a major source of social unrest and conflicts in developing nations.[18]
"The conservation of natural resources is the fundamental problem. Unless we solve that problem, it will avail us little to solve all others."
Theodore Roosevelt[15]
Depletion of natural resources is associated with social inequity. Considering most biodiversity are located in developing countries,[16] depletion of this resource could result in losses of ecosystem services for these countries.[17] Some view this depletion as a major source of social unrest and conflicts in developing nations.[18]
Posted by: Jhon Carlos
Navigating Context
Posted on: #iteachmsu
Extractive industries represent a large growing activity in many less-developed countries but the wealth generated does not always lead to sustainable and inclusive growth. People often accuse extractive industry businesses as acting only to maximize short-term value, implying that less-developed countries are vulnerable to powerful corporations. Alternatively, host governments are often assumed to be only maximizing immediate revenue. Researchers argue there are areas of common interest where development goals and business cross. These present opportunities for international governmental agencies to engage with the private sector and host governments through revenue management and expenditure accountability, infrastructure development, employment creation, skills and enterprise development, and impacts on children, especially girls and women.[8] A strong civil society can play an important role in ensuring the effective management of natural resources. Norway can serve as a role model in this regard as it has good institutions and open and dynamic public debate with strong civil society actors that provide an effective checks and balances system for the government's management of extractive industries, such as the Extractive Industries Transparency Initiative (EITI), a global standard for the good governance of oil, gas and mineral resources. It seeks to address the key governance issues in the extractive sectors.[9] However, in countries that do not have a very strong and unified society, meaning that there are dissidents who are not as happy with the government as in Norway's case, natural resources can actually be a factor in whether a civil war starts and how long the war lasts.
https://en.wikipedia.org/wiki/Natural_resource
https://en.wikipedia.org/wiki/Natural_resource
Posted by: Jhon Carlos
Disciplinary Content
Posted on: New Eduction
Primer text from The College of William & Mary
ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list
three types of ADHD and the accompanying characteristics.
ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list
three types of ADHD and the accompanying characteristics.
Posted by: Jhon Carlos
Posted on: Behavior management...
Environmental pollution is a significant environmental problem affecting organisms, and the responses of biomarkers can assess the consequences.
Posted by: Jhon Carlos
Navigating Context
Posted on: #iteachmsu
We can be creatures of habit. Things that are expected and planned allow us to feel more in control of our lives and our time. With all the uncertainty in the world, from the unstable financial markets to the heightened political tensions, we are likely feeling the stress of uncertainty. This presentation will address best practices for self-care.
Posted by: Jhon Carlos
Navigating Context
Posted on: Quality Assurance S...
Test data transfered from prod as ref
Video Production Are you thinking about incorporating video into your courses? Check out this site to learn about the available options and campus resources.
https://hub.msu.edu/video-production-support/
Video Production Are you thinking about incorporating video into your courses? Check out this site to learn about the available options and campus resources.
https://hub.msu.edu/video-production-support/
Posted by: Jhon Carlos
Disciplinary Content