Task1 conventions

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Task2 cost grid

Task2 cost grid

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INTERNET I EINES 2.0 PER FACILITAR LA TASCA DE COMANDAMENT Sessió 2

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Heise; Loosen; Reimer; Schmidt: Comparing attitudes and expectations towards ...

Heise; Loosen; Reimer; Schmidt: Comparing attitudes and expectations towards ...

Heise; Loosen; Reimer; Schmidt: Comparing attitudes and expectations towards ...

This presentation was held by PD Dr. Wiebke Loosen, Julius Reimer, M.A., and Dr. Jan-Hinrik Schmidt at the General Online Research Conference 2012 in Mannheim, Germany. It deals with an exploratory content analysis of 17 social media guidelines released by German, Swiss and Anglo-American news media organisations. The study focussed on the following questions: - Do the guidelines regulate or advice journalists' private and/or professional use of social media? - Which legal foundations and problems are addressed? - Which role or activities of the audience are mentioned? - Which journalistic activities (e.g. investigating, selection and observation of topics and events) are regulated and advised?

Social media guidelines in journalism

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Assessing audience participation in journalism through the concepts of inclus...

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En vedette (11)

Task2 cost grid

Task2 cost grid

Task2 cost grid

INTERNET I EINES 2.0 PER FACILITAR LA TASCA DE COMANDAMENT Sessió 2

INTERNET I EINES 2.0 PER FACILITAR LA TASCA DE COMANDAMENT Sessió 2

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cloning

RFID

Heise; Loosen; Reimer; Schmidt: Comparing attitudes and expectations towards ...

Heise; Loosen; Reimer; Schmidt: Comparing attitudes and expectations towards ...

Heise; Loosen; Reimer; Schmidt: Comparing attitudes and expectations towards ...

Social media guidelines in journalism

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Social media guidelines in journalism

Assessing audience participation in journalism through the concepts of inclus...

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Public participation in the news. Expectations and practices of audience in...

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Journalists and participatory media

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Plus de meganbyrne

Task 11 photo permission

Task 11 photo permission

Task 11 photo permission

Task 8 target audience magazines

Task 8 target audience magazines

Task 8 target audience magazines

Task 7

Task 5 magazine collage

Task 5 magazine collage

Task 5 magazine collage

Task 4 magazine types

Task 4 magazine types

Task 4 magazine types

Task 12 magazine costs

Task 12 magazine costs

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Plus de meganbyrne (6)

Task 11 photo permission

Task 11 photo permission

Task 11 photo permission

Task 8 target audience magazines

Task 8 target audience magazines

Task 8 target audience magazines

Task 7

Task 5 magazine collage

Task 5 magazine collage

Task 5 magazine collage

Task 4 magazine types

Task 4 magazine types

Task 4 magazine types

Task 12 magazine costs

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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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Task1 conventions

1. Title. date price Main image Web address. shock barcode

2. title price Main image shock barcode. Web address

3. The best one Second best Third best