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Make a Mini Dance
OurStory: An American Story in Dance and Music Make a Mini Dance Parent Guide Read the “Directions” sheets for step-by-step instructions. SUMMARY In this activity children will watch two very short videos online, then create their own mini dances. WHY This activity will get children thinking about the ways their bodies move. They will think about how movements can represent shapes, such as letters in a word. TIME ■ 10–20 minutes RECOMMENDED AGE GROUP This activity will work best for children in kindergarten through 4th grade. GET READY ■ Read Ballet for Martha: Making Appalachian Spring together. Ballet for Martha tells the story of three artists who worked together to make a treasured work of American art. For tips on reading this book together, check out the Guided Reading Activity (http://americanhistory.si.edu/ourstory/pdf/dance/dance_reading.pdf). ■ Read the Step Back in Time sheets. YOU NEED ■ Directions sheets (attached) ■ Ballet for Martha book (optional) ■ Step Back in Time sheets (attached) ■ ThinkAbout sheet (attached) ■ Open space to move ■ Video camera (optional) ■ Computer with Internet and speakers/headphones More information at http://americanhistory.si.edu/ourstory/activities/dance/. OurStory: An American Story in Dance and Music Make a Mini Dance Directions, page 1 of 2 For adults and kids to follow together. 1. On May 11, 2011, the Internet search company Google celebrated Martha Graham’s birthday with a special “Google Doodle,” which spelled out G-o-o-g-l-e using a dancer’s movements. Take a look at the video (http://www.google.com/logos/2011/ graham.html). -
State Finalist in Doodle 4 Google Contest Is Pine Grove 4Th Grader
Serving the Community of Orcutt, California • July 22, 2009 • www.OrcuttPioneer.com • Circulation 17,000 + State Finalist in Doodle 4 Google Bent Axles Car Show Brings Contest is Pine Grove 4th Grader Rolling History to Old Orcutt “At Google we believe in thinking big What she heard was a phone message and dreaming big, and we can’t think of regarding her achievement. Once the anything more important than encourag- relief at not being in trouble subsided, ing students to do the same.” the excitement set it. This simple statement is the philoso- “It was shocking!” she says, “And also phy behind the annual Doodle 4 Google important. It made me feel known.” contest in which the company invites When asked why she chose to enter the students from all over the country to re- contest, Madison says, “It’s a chance for invent their homepage logo. This year’s children to show their imagination. Last theme was entitled “What I Wish For The year I wasn’t able to enter and I never World”. thought of myself Pine Grove El- as a good draw- ementary School er, but I thought teacher Kelly Va- it would be fun. nAllen thought And I didn’t think this contest was I’d win!” the prefect com- Mrs. VanAllen is plement to what quick to point out s h e i s a l w a y s Madison’s won- trying to instill derful creative in her students side and is clear- – that the world ly proud of her is something not students’ global Bent Axles members display their rolling works of art. -
Activity Pack 1: Imagine
Activity Pack 1: Imagine Activity for Grades 6-8 Thomas Edison once said, “To have a great idea is to have a lot of them.” Brainstorming is a key part of this stage in the creative process. In fact, brainstorming remains one of the most effective creative thinking techniques in use today. The primary cornerstone to brainstorming is the absence of judgment or criticism. All ideas, no matter how non-traditional, have the right to exist at this stage. This is particularly valuable for those students who lack the confidence to publicly share their ideas. A comfortable, collaborative environment can help to inspire students during the “imagine” phase. Invite students to sit on beanbag chairs instead of at desks, in groups instead of by themselves, outdoors rather than inside the school, or listening to music instead of working in silence. This year’s Doodle 4 Google competition theme is: If I could invent one thing to make the world a better place. We can think of no greater purpose for students to show their creativity than to make the world better for others. It all starts with a little imagination! Graffiti Inspiration In this activity, students come up with 101 ideas for improving their schools and use their imaginations and the graffiti carousel brainstorming technique to generate creative ideas for how to make the world a better place. Strategy: This activity uses graffiti carousel brainstorming, a technique used to help generate creative ideas while stimulating physical movement. Large sheets of butcher paper are hung on walls, each with a different prompt or question. -
Google for Education National Parks VR Google Expeditions Google Arts & Culture Be Internet Awesome Made with Code CS First Google Science Fair
Google For Education National Parks VR Google Expeditions Google Arts & Culture Be Internet Awesome Made with Code CS First Google Science Fair Learn how tools built for teaching and learning, Discover the hidden worlds of our Take a field trip to virtually anywhere (even Explore works of art and stories from around Teach learners the fundamentals of digital Make the connection between coding and Learn the basics of Computer Science using the Create projects that show how Science, like Classroom, G Suite for Education, and National Parks on ranger-guided trips places school buses can’t go) using immersive the world with 360° tours of exhibits in over 70 safety and citizenship so they can be safe, creativity, empowering girls to engage with block-based programming language, Scratch. Technology, Engineering, and Math can be used Chromebooks, can increase engagement through virtual reality. AR and VR technology. different countries. confident explorers of the online world. technology and bring their ideas to life. to impact the world around us. and inspire curiosity. Google for National Google Google Arts Education Parks VR Expeditions & Culture Discover the hidden worlds of Explore works of art and stories Tools built for teaching and learning. Field trips to virtually anywhere. our National Parks. from around the world. Over 80 million teachers and students around the world Take a ranger-guided journey through the glaciers of What if you could journey to the surface of Mars or From The Metropolitan Museum of Art to Nairobi’s communicate and collaborate using Classroom and Alaska’s Kenai Fjords or get up close with active climb to the top of Machu Picchu without ever leaving Kenya National Archives, Google Arts & Culture offers G Suite for Education, while Chromebooks are the most volcanoes in Hawai’i. -
Expressions of Legislative Sentiment Recognizing
MAINE STATE LEGISLATURE The following document is provided by the LAW AND LEGISLATIVE DIGITAL LIBRARY at the Maine State Law and Legislative Reference Library http://legislature.maine.gov/lawlib Reproduced from electronic originals (may include minor formatting differences from printed original) Senate Legislative Record One Hundred and Twenty-Sixth Legislature State of Maine Daily Edition First Regular Session December 5, 2012 - July 9, 2013 First Special Session August 29, 2013 Second Regular Session January 8, 2014 - May 1, 2014 First Confirmation Session July 31, 2014 Second Confirmation Session September 30, 2014 pages 1 - 2435 SENATE LEGISLATIVE RECORD Senate Legislative Sentiment Appendix Cheryl DiCara, of Brunswick, on her retirement from the extend our appreciation to Mr. Seitzinger for his commitment to Department of Health and Human Services after 29 years of the citizens of Augusta and congratulate him on his receiving this service. During her career at the department, Ms. DiCara award; (SLS 7) provided direction and leadership for state initiatives concerning The Family Violence Project, of Augusta, which is the the prevention of injury and suicide. She helped to establish recipient of the 2012 Kennebec Valley Chamber of Commerce Maine as a national leader in the effort to prevent youth suicide Community Service Award. The Family Violence Project provides and has been fundamental in uniting public and private entities to support and services for survivors of domestic violence in assist in this important work. We send our appreciation to Ms. Kennebec County and Somerset County. Under the leadership of DiCara for her dedicated service and commitment to and Deborah Shephard, the Family Violence Project each year compassion for the people of Maine, and we extend our handles 4,000 calls and nearly 3,000 face to face visits with congratulations and best wishes to her on her retirement; (SLS 1) victims at its 3 outreach offices and provides 5,000 nights of Wild Oats Bakery and Cafe, of Brunswick, on its being safety for victims at its shelters. -
Producers of Popular Science Web Videos – Between New Professionalism and Old Gender Issues
Producers of Popular Science Web Videos – Between New Professionalism and Old Gender Issues Jesús Muñoz Morcillo1*, Klemens Czurda*, Andrea Geipel**, Caroline Y. Robertson-von Trotha* ABSTRACT: This article provides an overview of the web video production context related to science communication, based on a quantitative analysis of 190 YouTube videos. The authors explore the main characteristics and ongoing strategies of producers, focusing on three topics: professionalism, producer’s gender and age profile, and community building. In the discussion, the authors compare the quantitative results with recently published qualitative research on producers of popular science web videos. This complementary approach gives further evidence on the main characteristics of most popular science communicators on YouTube, it shows a new type of professionalism that surpasses the hitherto existing distinction between User Generated Content (UGC) and Professional Generated Content (PGC), raises gender issues, and questions the participatory culture of science communicators on YouTube. Keywords: Producers of Popular Science Web Videos, Commodification of Science, Gender in Science Communication, Community Building, Professionalism on YouTube Introduction Not very long ago YouTube was introduced as a platform for sharing videos without commodity logic. However, shortly after Google acquired YouTube in 2006, the free exchange of videos gradually shifted to an attention economy ruled by manifold and omnipresent advertising (cf. Jenkins, 2009: 120). YouTube has meanwhile become part of our everyday experience, of our “being in the world” (Merleau Ponty) with all our senses, as an active and constitutive dimension of our understanding of life, knowledge, and communication. However, because of the increasing exploitation of private data, some critical voices have arisen arguing against the production and distribution of free content and warning of the negative consequences for content quality and privacy (e.g., Keen, 2007; Welzer, 2016). -
The Ultimate Guide to Google Sheets Everything You Need to Build Powerful Spreadsheet Workflows in Google Sheets
The Ultimate Guide to Google Sheets Everything you need to build powerful spreadsheet workflows in Google Sheets. Zapier © 2016 Zapier Inc. Tweet This Book! Please help Zapier by spreading the word about this book on Twitter! The suggested tweet for this book is: Learn everything you need to become a spreadsheet expert with @zapier’s Ultimate Guide to Google Sheets: http://zpr.io/uBw4 It’s easy enough to list your expenses in a spreadsheet, use =sum(A1:A20) to see how much you spent, and add a graph to compare your expenses. It’s also easy to use a spreadsheet to deeply analyze your numbers, assist in research, and automate your work—but it seems a lot more tricky. Google Sheets, the free spreadsheet companion app to Google Docs, is a great tool to start out with spreadsheets. It’s free, easy to use, comes packed with hundreds of functions and the core tools you need, and lets you share spreadsheets and collaborate on them with others. But where do you start if you’ve never used a spreadsheet—or if you’re a spreadsheet professional, where do you dig in to create advanced workflows and build macros to automate your work? Here’s the guide for you. We’ll take you from beginner to expert, show you how to get started with spreadsheets, create advanced spreadsheet-powered dashboard, use spreadsheets for more than numbers, build powerful macros to automate your work, and more. You’ll also find tutorials on Google Sheets’ unique features that are only possible in an online spreadsheet, like built-in forms and survey tools and add-ons that can pull in research from the web or send emails right from your spreadsheet. -
Narrativa Fílmica E Internet Desconstrução Fílmica E Interatividade
Escola das Artes da Universidade Católica Portuguesa Mestrado em Som e Imagem Narrativa Fílmica e Internet Desconstrução Fílmica e Interatividade Cinema e Audiovisual 2014/2015 Nuno Miguel Rodrigues Meneses Professor Orientador: Carlos Sena Caires Setembro de 2015 Narrativa Fílmica e Internet – Desconstrução Fílmica e Interatividade Dedicatória Aos meus pais que sempre me apoiaram e me deram todas as ferramentas para ser feliz. À minha irmã que desde que nasceu me critica e me faz ser melhor. A todos os meus amigos que me obrigaram a escrever em vez de ver filmes e jogar computador. I Narrativa Fílmica e Internet – Desconstrução Fílmica e Interatividade Agradecimentos O agradecimento maior vai para a minha família, que sempre me apoiou em todos os aspetos. Aperceber-se que se tem um filho que quer ser artista não deve ser fácil, mas eles fizeram-no como se o fosse. À minha família devo tudo. Desde às despesas que causei às emoções que sentimos. Um muito obrigado a todos, em especial à mãe, pai e irmã. Não posso também deixar de agradecer ao professor Carlos Sena Caires que me conduziu na investigação e me fez perceber que a melhor maneira de começar é fazer. Agradeço ainda a todos os outros que estiveram direta ou indiretamente envolvidos nesta dissertação, ou que contribuíram para o seu sucesso. II Narrativa Fílmica e Internet – Desconstrução Fílmica e Interatividade Resumo Nos últimos anos o Cinema tem sofrido inúmeras alterações e evoluções. Quer através do seu desenvolvimento tecnológico, quer através da perceção e interpretação do público das histórias contadas. A tecnologia evolui, assim como a sensibilidade e compreensão artística das plateias. -
O. Zymovets, Teacher Zhytomyr Ivan Franko State University USING GOOGLE APPLICATIONS in the PROCESS of PROSPECTIVE FOREIGN LANGU
O. Zymovets, Teacher Zhytomyr Ivan Franko State University USING GOOGLE APPLICATIONS IN THE PROCESS OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL TRAINING Nowadays using Information and Communication Technology (ICT) is an urgent necessity in teaching process. Various educational programs on CD-ROMs, Internet recourses, authoring tools, online tests and other electronic materials help FL teachers to make lessons more exciting, modern, interactive and efficient. That is why a modern FL teacher should possess the skills connected with using ICT in the classroom as well as other fundamental professional skills: cognitive, project, constructive, organizational and communicative [1, p. 151]. The formation of prospective FL teachers’ professional skills can be performed in the process of studying various academic disciplines at the university such as Methods of Teaching English, Practical Course of the English Language, English Language (for professional purposes), etc. Taking into account the fact that ICT is one of the effective means of forming professional skills, we think it necessary to integrate ICT into the university courses mentioned above. The aim of the article is to describe the benefits of using such means of ICT as Google Applications (Apps) in the process of prospective FL teachers’ professional training. First, it should be noted that there are a lot of Google products that can be used in all spheres of human life including everyday activities, education, business, communication, rest, etc. Google products include web apps (Web search, Bookmarks, Google Chrome), specialized search apps (Custom Search, Trends, Scholar), home & office apps (Gmail, Docs, Slides, Drawings, Calendar, Hangouts, Sheets, Forms, Sites, Translate, Drive), social apps (Google+, Groups, Blogger), geo apps (Maps, Earth), media apps (Books, News, Image Search, Video Search), business apps (G Suite, AdMob, AdSense) and Mobile apps (Mobile, Search for mobile, Maps for mobile) [2]. -
Looking At, Through, and with Youtube Paul A
Santa Clara University Scholar Commons Communication College of Arts & Sciences 2014 Looking at, through, and with YouTube Paul A. Soukup Santa Clara University, [email protected] Follow this and additional works at: https://scholarcommons.scu.edu/comm Part of the Communication Commons Recommended Citation Soukup, Paul A. (2014). Looking at, through, and with YouTube. Communication Research Trends, 33(3), 3-34. CRT allows the authors to retain copyright. This Article is brought to you for free and open access by the College of Arts & Sciences at Scholar Commons. It has been accepted for inclusion in Communication by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Looking at, with, and through YouTube™ Paul A. Soukup, S.J. [email protected] 1. Looking at YouTube Begun in 2004, YouTube rapidly grew as a digi- history and a simple explanation of how the platform tal video site achieving 98.8 million viewers in the works.) YouTube was not the first attempt to manage United States watching 5.3 billion videos by early 2009 online video. One of the first, shareyourworld.com (Jarboe, 2009, p. xxii). Within a year of its founding, begin 1997, but failed, probably due to immature tech- Google purchased the platform. Succeeding far beyond nology (Woog, 2009, pp. 9–10). In 2000 Singingfish what and where other video sharing sites had attempt- appeared as a public site acquired by Thompson ed, YouTube soon held a dominant position as a Web Multimedia. Further acquired by AOL in 2003, it even- 2.0 anchor (Jarboe, 2009, pp. -
321444 1 En Bookbackmatter 533..564
Index 1 Abdominal aortic aneurysm, 123 10,000 Year Clock, 126 Abraham, 55, 92, 122 127.0.0.1, 100 Abrahamic religion, 53, 71, 73 Abundance, 483 2 Academy award, 80, 94 2001: A Space Odyssey, 154, 493 Academy of Philadelphia, 30 2004 Vital Progress Summit, 482 Accelerated Math, 385 2008 U.S. Presidential Election, 257 Access point, 306 2011 Egyptian revolution, 35 ACE. See artificial conversational entity 2011 State of the Union Address, 4 Acquired immune deficiency syndrome, 135, 2012 Black Hat security conference, 27 156 2012 U.S. Presidential Election, 257 Acxiom, 244 2014 Lok Sabha election, 256 Adam, 57, 121, 122 2016 Google I/O, 13, 155 Adams, Douglas, 95, 169 2016 State of the Union, 28 Adam Smith Institute, 493 2045 Initiative, 167 ADD. See Attention-Deficit Disorder 24 (TV Series), 66 Ad extension, 230 2M Companies, 118 Ad group, 219 Adiabatic quantum optimization, 170 3 Adichie, Chimamanda Ngozi, 21 3D bioprinting, 152 Adobe, 30 3M Cloud Library, 327 Adonis, 84 Adultery, 85, 89 4 Advanced Research Projects Agency Network, 401K, 57 38 42, 169 Advice to a Young Tradesman, 128 42-line Bible, 169 Adwaita, 131 AdWords campaign, 214 6 Affordable Care Act, 140 68th Street School, 358 Afghan Peace Volunteers, 22 Africa, 20 9 AGI. See Artificial General Intelligence 9/11 terrorist attacks, 69 Aging, 153 Aging disease, 118 A Aging process, 131 Aalborg University, 89 Agora (film), 65 Aaron Diamond AIDS Research Center, 135 Agriculture, 402 AbbVie, 118 Ahmad, Wasil, 66 ABC 20/20, 79 AI. See artificial intelligence © Springer Science+Business Media New York 2016 533 N. -
Trister Three 2018
Three NEWSLETTER Trister Vol 1 Nov 5 – Dec 21 Issue 3 2018 Technology INSIDE THIS Solutions ISSUE Happy Holidays DATES TO REMEMBER from CAPS NOV 5 ------------ CERNER (1ST YEAR) INTERNSHIP INTERVIEWS SCHEDULED Technology Solutions NOV 8 ------------ OMNILIFE VR TOUR AND VR DEMO Trister 3 Recap NOV 8 ------------ COMMUNITY OPEN HOUSE 5:30-7:00 PM Associates traveled and enjoyed various NOV 16 & 19 --- SOPHOMORE SHOWCASE technology based business tours and NOV 21-23 ------ THANKSGIVING BREAK DEC 6 ------------ TGS TOUR AND ACTIVITIES presentations during Trister 3. DEC 12 ----------- KCPD TOUR AND DEMO OF CALL CENTER & DISPATCH Community Open House & DEC 13 ----------- FEDERAL RESERVE BANK TOUR AND PRESENTATION Sophomore Showcase DEC 18 ----------- SEMESTER ONE STUDENT PRESENTATIONS Preparation, presentations, and activities. DEC 20 ----------- TRANE TOUR 2019-20 CAPS program DEC 21-JAN 6 -- WINTER BREAK Applications open for the 2019-2020 JAN 7-11 2019 - CAPS STUDENTS BACK AT CAPS/HCC FOR THE WEEK school year. JAN 14 ----------- SPRING INTERNSHIPS BEGIN HAPPY HOLIDAYS…Students, Parents, and Community Members Happy Holiday season from CAPS Technology Solutions! Thank you parents, community members and students for attending the Community Open House and Sophomore Showcase. It’s hard to believe 2018- 19 Semester One is in the bag. Year one students have been sharpening up their learning in various programming languages and getting ready to start their internships in January. Year two students have another semester of internship experiences to rave about. Please take a break, relax, and enjoy family and friends during the holidays. And of course, stay healthy and safe! Southland CAPS, Technology Solutions Instructor, Brenda Schaefer 816-268-7140, [email protected] • KCPD tour, demo of Call-Center/Dispatch Phones ringing, 911 emergency calls answered and dispatched, four computer monitors to track call data at each station- -organized chaos! Yet, all the operators were calm and collected while they spoke to the 911 callers.