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All about me
All about me
tiffanymalcolm
Thankful by 3H & 3L
Thankful by 3H & 3L
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Nutrition by KP
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Students researched various community members and then created a word cloud to showcase their learning.
Community Helpers by 1D
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Runkle Educational Technology 2013
Runkle Educational Technology 2013
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Timelines of Explorers of the World created and illustrated by students in 4C.
Explorers of the World by 4C
Explorers of the World by 4C
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Recommandé
Powerpoint
All about me
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tiffanymalcolm
Thankful by 3H & 3L
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Nutrition by KP
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Students researched various community members and then created a word cloud to showcase their learning.
Community Helpers by 1D
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Jenny Murphy
Runkle Educational Technology 2013
Runkle Educational Technology 2013
Jenny Murphy
Timelines of Explorers of the World created and illustrated by students in 4C.
Explorers of the World by 4C
Explorers of the World by 4C
Jenny Murphy
Technology update for the PTO presented by Jenny Murphy, Educational Technology Specialist
Runkle Educational Technology 2012
Runkle Educational Technology 2012
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Structures of the World 2010
Structures of the World 2010
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Study of the Regions of the United States by 4C
Study of the Regions of the United States by 4C
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KidPix drawings created by third grade students. This piece is part of a collaborative (science, art, language arts, information literacy, technology) research project on famous structures of the world.
3H Structures
3H Structures
Jenny Murphy
KidPix drawings created by third grade students. This piece is part of a collaborative (science, art, language arts, information literacy, technology) research project on famous structures of the world.
3J Structures
3J Structures
Jenny Murphy
KidPix drawings created by third grade students. This piece is part of a collaborative (science, art, language arts, information literacy, technology) research project on famous structures of the world.
3L Structures
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Plains Native Americans
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Northwest Native Americans
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Northeast Native Americans
Northeast Native Americans
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Arctic Native Americans
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As Odoo is a comprehensive business management software suite, the Calendar view is a powerful tool used to visualize and manage events, tasks, meetings, deadlines and other time-sensitive activities across various modules such as CRM, Project management, HR modules and more. In this slide, we can just go through the the steps of creating a calendar view for a module in Odoo 17.
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
Celine George
Foster students' wonder and curiosity about infinity. The "mathematical concepts of the infinite can do much to engage and propel our thinking about God” Bradley & Howell, p. 56.
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
christianmathematics
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The basics of sentences session 2pptx copy.pptx
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My CV as of the end of April 2024
Holdier Curriculum Vitae (April 2024).pdf
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ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
AreebaZafar22
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
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kauryashika82
General introduction about Microwave assisted reactions.
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In this webinar, members learned the ABCs of keeping books for a nonprofit organization. Some of the key takeaways were: - What is accounting and how does it work? - How do you read a financial statement? - What are the three things that nonprofits are required to track? -And more
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As Odoo is a comprehensive business management software suite, the Calendar view is a powerful tool used to visualize and manage events, tasks, meetings, deadlines and other time-sensitive activities across various modules such as CRM, Project management, HR modules and more. In this slide, we can just go through the the steps of creating a calendar view for a module in Odoo 17.
Advanced Views - Calendar View in Odoo 17
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Celine George
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This PowerPoint helps students to consider the concept of infinity.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Regions of the United States by 4C
1.
Regions of the United
States by 4C
2.
Northeast
3.
Maine
4.
Midwest
5.
Michigan
6.
Mid-Atlantic
7.
Virginia
8.
Southeast
9.
Florida
10.
TennesSee
11.
South Central
12.
Texas
13.
Texas
14.
Texas
15.
Texas
16.
SouthWest
17.
California
18.
California
19.
California
20.
Hawaii
21.
Hawaii
22.
Hawaii
23.
Hawaii
24.
Alaska
25.
Alaska
26.
Other
27.
El Salvador