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Artlandis' Webinar & Workshop

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this small presentation gives a brief part of an important speech given by the Rev. Sun Myung Moon in Yankee Stadium in 1976. The speech calls upon theTrue American people, those "who believe in the one family of humankind, transcendent of color and nationality as willed by God", to revive the founding spirit of the nation and bring back God to our homes, and churches. "America must return to Godism, an absolutely God-centered ideology."

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IN THIS SUMMARY In Partnership of Equals, Peter McGinn discusses the various ways in which CEOs and board members can productively work together to resolve conflict and make a better, more effective healthcare organization. The CEO advises the board and has a position of influence rather than authority. There are many situations where the board has the ultimate say, but that does not mean that CEOs should hold back their opinions until they are asked. They are there for a reason, and that is to share their thoughts and experiences. The board should appreciate input from the CEO, but they should not allow the CEO to make decisions or accomplish activities that are the board’s responsibility. SUBSCRIBE TODAY

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Two ancestors of today's america

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Artlandis' Webinar & Workshop

Mappa schematica di orientamento alla gestione delle licenze d'uso. Cosa si intende per "Licenza d'uso" di una risorsa scaricata o acquistata? Come si definiscono i limiti ed i vincoli associati ad ogni risorsa di cui ci si dota per lo sviluppo dei progetti? Che differenza c'è tra le licenze standard e le Creative Commons? Sai cosa si intende per "FairUse"? Proviamo a chiarirci le idee. L'infografica è parte integrante dell'articolo di riferimento sul blog Zooppa: : https://blog.zooppa.com/it/2018/10/guida-alle-licenze-uso/ ‎ E del webinar disponibile su Youtube in coda alle slides.

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Storytelling - matrice essenziale per social media

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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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