6 top apps for teachers in 2018

6 top apps for teachers in 2018 Fact of life: teachers are busy, both in the classroom and outside of it. Apps can be a godsend to help keep organized and improve the classroom experience for students. But there are so many apps out there- which ones are tops for teachers and can help streamline their lives inside and outside of the classroom? Let’s look at some of the best apps for educators for 2018, designed to help these busy professionals keep their days (and their classrooms) organized.TeacherkitTeacherkit is special-made for teachers, and used by more than 1 million people around the world. It can log student attendance, keep notes on individual students, record grades, and generate reports for students and parents, among other tasks. This is an app that can be used by teachers at all levels: K-12, college, and beyond.Available on: iOS, AndroidCost: Free, though you can upgrade to a premium version of the appClassDojoClassDojo helps teachers enhance the classroom experience by taking a multimedia appr oach to setting up student groups, maintaining real-time classroom data, generating creative classroom project ideas and activities, playing music or videos in the classroom, and sharing data with parents or colleagues so they can see what’s going on day-to-day.Available on: iOS, Android, Kindle Fire, any computerCost: FreeRemindTired of giving the same reminders and announcements over and over, or sending out emails that you know are never read? Billing itself as â€Å"the end of unread emails and handouts,† Remind eases teacher communication by sending out reminders and messages to targeted groups. You can be sure the people who need to get messages are receiving them and schedule reminders that go out as automated messages. Remind is great for use with students and parents, as well as colleagues and administration.Available on: iOS and AndroidCost: FreeEdmodoIf you’re looking for a way to build your classroom community (engaging parents and families, keeping students involved in their progress), then Edmodo could be the communication app for you.Available on: iOS and AndroidCost: FreeToo NoisyIs â€Å"indoor voice, please† part of your daily repertoire? Too Noisy is a bit counterintuitive- it uses chaos to combat noise. As the classroom gets louder, the app has custom tracking that displays changing graphics and alarms that tell students things are getting too loud. Students learn what â€Å"normal† sounds like, and the teacher can set whatever trigger levels he or she wants.Available on: iOS and AndroidCost: $3.99AnimotoIf your classroom presentations could use a little jazzing up (and really, whose couldn’t?) Animoto gives teachers fun templates for slide shows, as well as access to a large database of music and videos that can be exported for presentations, emails, or other digital documents.Available on: iOS and AndroidCost: FreeIf your goals for the year include a more organized classroom or more fun ways to en gage your students and the school community, any of these options will help you hit those with digital style.

What Is the International Baccalaureate (IB) Program

What Is the International Baccalaureate (IB) Program SAT / ACT Prep Online Guides and Tips If you are checking out this article, you have probably heard of this thing called IB or International Baccalaureate. You may have heard that it is something like AP. You might have read our article on What's Better for You: IB or AP? College Expert Guide. I am actually a recipient of an IB Diploma from Suncoast Community High School in Riviera Beach, Florida. I know the program from the inside, so in this article, I'll give you a factual overview of IB as well as my opinions. What Is IB? What Is the International Baccalaureate Program? The International Baccalaureate (IB) program was designed in Switzerland in the 1960s.The program was designed to be a rigorous, internationally recognized diploma for entry into universities that students all around the world could earn.You can read more about the history and philosophy of the IB program over at their website. An IB diploma is a credential issued to students by the IBO and recognized by most colleges and universities (I will go into more detail on this below). Not all students who pursue an IB diploma will receive one. To earn an IB diploma, you have to go to an IB-approved school and meet the requirements, including taking classes in the six subject groups, passing their exams, and completing three additional core requirements.All of which I'll cover more in-depth in our other article on IB Diploma Requirements. If you don’t want to pursue the diploma, some schools allow you to take a few IB classes without doing the full-blown diploma program, though each high school sets its own policy on this.My school did NOT allow anyone who was not a diploma candidate to take IB classes.Find out the school policy before you decide to attend. Find a school in your hometown in our complete list of IB Schools in the US; email the IB coordinator to ask their policy. Where Can You Take IB Classes? Where Can You Get an IB Diploma? You can take IB classes and get your IB diploma at many local schools.There are 873 IB Diploma Program Schools in the US, and there are 4,162 schools in the world offering IB programs, though not all of these offer the Diploma Program (there are programs just for elementary and middle school students as well as a career program). To find out if there is a school near you check out our other article on IB Schools in the US.You can also take certain IB classes online at Pamoja Education.However, you cannot get your IB diploma online because Pamoja Education does not offer Group 1 nor Group 4 classes online.For a full list of online classes, check out our other article on Which IB Courses Can I Take Online? Can I Get an Online IB Diploma? Will IB be useful in college? Can You Get College Credit for IB Classes or an IB Diploma? Yes! Each school may have slightly different qualifications for getting credit for IB classes, but most college classes give you credit for IB HL classes with an exam score of 5 or higher.Some colleges even wave your general education requirements for those students with an IB Diploma.Others like University of Southern California (my alma mater) give you a full year’s worth of credit to those with an IB Diploma. Look up colleges' individual IB college credit policy by googling â€Å"[Name of College/University] IB credit policy.†Most universities have a dedicated web page for explaining their IB credit policy. What Is the Difference Between IB and AP? While AP exams are typically all or mostly multiple-choice, IB exams are mostly written, essay-based.IB classes tend to have a wider worldview: making you read a lot of foreign books, learn foreign history, and learn a foreign language. AP classes typically focus heavily on the test material. IB is a more well-rounded education in my opinion because you are required to submit a written component (typically a report or essay) that will count towards your ultimate IB score in addition to the IB exam at the end of the course. For example, for science classes, you are required to complete extensive lab reports. Another example, for history, you are required to do an extensive report on a specific subject that aligns with the history you are learning about, and you get to choose the topic you write about.I learned about European history, and my report focused on Allied Prisoners of War in Europe in WWII. IB is far less popular than AP in the United States.2.3 million took AP exams in 2014, about 1 million of those students are in the US, while only about 135,000 students took IB exams in 2014, and about 73,000 of those students are in the US, the rest are international.67,524 were diploma candidates – students completing the full IB program in hopes of earning an IB diploma. IB is more expensive than AP classes.For IB, there is a $160 registration fee plus a $110 fee per exam. While this is a lot of money, it is much less than the tuition you would pay for the same intro-level college course. Many schools also have their own financial aid programs for IB.Some schools cover the cost of IB registration and exam fees.My public school (Suncoast Community High School) covered all of the costs for IB registration and exam fees as well as AP exam fees for all students as long as they were enrolled in the corresponding class, so I never paid for any testing.Ask your local IB school what their policy is by emailing the IB coordinator(you can find their contact information throughour other article IB Schools).Read more aboutfees from the IBO. AP exams only cost $91 each without a registration fee, so they are cheaper, but both are still much less expensive than the cost of a college course.Also, AP does not currently offer a diploma program. Why Should You Take IB Classes or Pursue an IB Diploma? On top of the opportunity for college credit, I truly think the IB program is the best preparation for college (even better than the community college classes I took using a dual-enrollment program).IB prepares students to think globally and to write about a variety of topics.I really believe in the IB program. It provides students with more creative opportunities than AP classes.Students are allowed to choose topics for their reports and are not typically assigned one specific topic. For example,I am very passionate about film and theatre.I got to explore that passion through my extended essay as I mentioned before, and I also got to explore it in my oral presentation for my Spanish B class in which I talked about Pedro Almodovar and Spanish Cinema. Also, I am very interested in my family history.As I mentioned in my history class, I wrote a report on Allied Prisoners of War in Europe in WWII. My own grandfather was a prisoner of war. I got to track down details of his experiences and include it in my report. IB is a fantastic program for gifted students who love to read and learn about the world.IB allows students to pursue their interests and find their passions. What’s Next? Trying to figure out what extracurricular you should do? Learn more about participating in Science Olympiad, starting a club, doing volunteer work, andjoining Student Government. Studying for the SAT? Check out our complete guide to the SAT.Taking the SAT in the next month? Check out our guide to cramming. Not sure where you want to go to college? Check out our guide to finding your target school.Also, figure out your target SAT score or target ACT score. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Circuits design and application Essay Example | Topics and Well Written Essays - 1250 words

Circuits design and application - Essay Example Here the output of the analyzer is audio, so it can use any scope for the display. The analyzer functions as a Tunable RF Voltmeter. This makes it function as a natural receiver / transmitter tracing signals. A display of the frequency is provided using the analyzer on a transmitter. Owing to the high sensitivity of the instrument signal tracing receiver circuits are permitted from the antenna through the low-level Radio Frequency stages. Whereas a conventional RF voltmeter adds up all the individual voltages as a summation without indicating the components it is not the case with a spectrum analyzer. Additionally the analyzer displays local oscillator signal and its frequency and injection levels. A tracking generator added to the basic spectrum analyzer makes a powerful receiver system for measurements of stimulus-responses. The tracking generator is a signal source whose RF output tracks the tuning of the analyzer. Since the instantaneous output frequency is matched with the input frequency of the analyzer, this swept frequency test system actually substitutes for an effective synchronous detector. This ideally caters to the measurement of the frequency response of devices such as amplifiers, attenuators, mixers, transmission lines, couplers and even antennas used with an external bridge. Two or more oscillators mixed together generate the output. Typical application of the tracking generator consists of the RF output being connected to the device under test and its output in turn connected to input of the spectrum analyzer. The display resulting is the instantaneous plotting of the frequency response of the device under test. If one were looking out for a CRT display all t hat was needed was a 3 digit readout that could display 0 to 500 MHZ directly covering anywhere from a few MHZ to several hundred. Besides the conventional all-digital circuit solution there exists an alternate solution based on the Precision Frequency-to-voltage converter IC, along with the output of the pre-scaler IC. This is a low cost alternative for directly displaying the received frequency of almost any receiver. Simple adjustments to a potentiometer is all that is required to accommodate any IF frequency from zero to hundreds of MHZ. When the circuit is designed with a digital voltmeter and the DVM set on the 20 volt scale, 0 to 500 MHZ will be displayed as 0.00 to 5.00 volts. Front Panel Layout Instead nowadays we have the digital panel meter module such as the above which is ideal and reads directly in MHZ. Typical Design specifications for a Spectrum Analyzer R3132: 9 kHz to 3 GHz R3132N: 9 kHz to 2.2 GHz (75 ohms) R3162: 9 kHz to 8 GHz Signal Purity - 105 dBc/Hz 20 kHz Offset 100 dBc/Hz 10 kHz Offset Total Level Accuracy - Maximum 1.5 dB High-speed GPIB, Effective for System Applications High Speed Measurement - 20 Traces per Second 6.5-inch TFT Color LCD Built-in Frequency Counter 3 GHz Tracking Generator (Option) Floppy Disk for Data Saving Large Numeric Display for Measurement Results (In Counter and Power Measurement Mode) Printer Port RS-232 Port VGA output 20 dB Preamp QP detector and EMC filtersSpectrum analyzers are used widely to make measurements of radio frequencies. Performances at high levels are guaranteed as compared to a few years ago.

In this age of globalisation, while it is absolutely necessary for Essay

In this age of globalisation, while it is absolutely necessary for large listed companies in different countries to prepare fina - Essay Example It focuses on effective use of the resources in a dynamic and competitive environment. Therefore, management accounting is concerned with resource management for facilitating decision making in an organization in tune with the changes continuously taking place due to various factors which may be internal or external to the business. International Financial Reporting Standards have not been developed with a view to report management decision making or management control. However, changes in the technology sphere, especially information technology enabled development of Management Accounting Software involving complex analysis of the business situations for the purpose of making strategic management decisions. Globalization and liberalization of the economies calls for uniformity and standardization in various fields for easy dissemination of information. Therefore, the need for uniformity in management policies, procedures and methods of applications of management techniques will even tually lead to incorporation of management accounting in IFRS over a period of time. Evolution of standards The developments taking place in the businesses are accepted slowly and shaped up by the conventions followed in the society or country in the early stages. These principles undergo various judicial tests in the evolutionary process before passing through the legislature. Therefore translation of the management accounting concepts into International Financial Reporting Standards will take time, since management accounting is relatively new compared to financial accounting which has been followed by the business for many centuries. There are differences in its adoption even in the developed countries. For instance, â€Å"there are many major differences between IFRSs and the standards issued by FASB (USA), although efforts are underway to remove them to ensure convergence† (Banerjee, 2010, p. 685). For example, the practical considerations such as adoption of current val ue for the purpose of valuation of say, land or properties will be relevant in decision making process, whereas under GAAP it is required to be stated at historical cost in the financial reports. The transitional process from GAAP to IFRS in US is expected to begin in 2014. The adoption of Management accounting in developing countries is still restricted only to the larger companies. Therefore, accounting bodies of these countries are not in a hurry to push forward the cause of management accounting at this stage. The adoption of management accounting practices by an organization is a prerequisite for management accounting reports, and it will happen only when the benefits are appreciated at the company level and the cost of operating a suitable system in respect of collection and analysis of data is reasonable and consistent with the benefits derived. Impact of IAS and IFRS on Management Accounting Prochazka and Ilinitchi (n.d.) state â€Å"The implementation of IFRS into Czech le gislation has brought new quality to financial reporting. Due to their usefulness, IFRS infiltrate into management accounting systems. In fact, in many companies IFRS carry out (satisfy, meet) the function of internal management accounting (with some modification allowing better internal performance evaluation).† However, it is restricted to certain disclosures where information available from the financial accounts is not adequate. The level of integration of financial and management accoun

Environmental Science Essay Example for Free

Environmental Science Essay Towards the end of the second millennium, particularly the 18th and 19th centuries, rapid changes occurred across the economic fabric of the world. Various industries underwent mechanization, transportation infrastructure improved to facilitate the expansion of trade, and steam power dramatically enhanced production and mobility. Manual labor was supplanted or enhanced by machines in the manufacturing industries, whilst increased production lead to increased consumption of natural resources and greater material abundance across the classes. Brown (2003) observes that at the foundation of this period, historically referred to as the Inustrial Revolution, was a shift in sources of energy from wood to fossil fuel. The exponential energy gain to be had from such a shift translated to the expansion of economic activity. The Industrial Revolution did not stop there though. Rather, the Industrial Revolution was a continuous process of economic expansion that resulted in a transformation of how natural resources were viewed. While concerns had already been raised since the 17th century about the use of natural resources for economic activity, industrialization spread the casual acceptance of natural resources as capital. (Peterson del Mar, 2006) In effect, the Industrial Revolution impacted the environment by disseminating economical assumptions about the value of natural resources, and magnified the rate at which resources were being consumed. Under the lens of industrial capitalism, trees have no value unless logged, rivers and streams have no value unfished and wildlife have no value unharvested. As such, there was little in the way of popular resistance against the use of natural resources for commerce and industry. It was deemed that the improvement of human civilization necessitated the harvesting of wildlife, the logging of forests, the expansion of fisheries and the industrialization of agriculture. As mentioned above, concern for environmental welfare dates back to the 17th century. Some of this concern for environmental welfare came from upper-class urban dwellers, who felt that the conditions of city living disconnected them from the spiritual nourishment of nature’s aesthetic. The other source of concern came from scientists and economists who felt that resource conservation and protection was necessary to ensure continued economic health. However, Environmentalism as a movement or revolution did not fully come into being until the 20th century. (Peterson del Mar, 2006) While technology and industrialization grew to become a defining feature of not just commerce and industry but modern living, there was also an increase in the anxiety over their potential effects on the cultural and natural landscape. For many, the tipping points that took environmental sentiment towards movement and/or revolution were the publication of books such as Rachel Carson’s Silent Spring and Paul Ehrlich’s The Population Bomb. Both writers took a good look at the environmental impacts of modern life – Carson examined the health impacts and environmental consequences of the indiscriminate use of DDT as a pesticide, while Ehrlich questioned the ability of economic expansion and use of natural resources could outpace the demands of a growing population – and ultimately, both of them provoked examination into the relationship between man and environment in the industrial age.   The result was increased interest in environmental problems and the formation of various environmental groups designed to pressure industry and commerce to take environmental matters seriously. In the 21st century, it will be necessary for environmentalism to persist, not just as a fashionable lifestyle or an alternative form of consumption, but as a means to examine whether modern life is not just sustainable or desirable. Environmentalism is not a spiritual or moral issue, but a practical one that encourages us to redesign industry, commerce and personal living to be more than just desirable but sustainable and eternal.   REFERENCES Peterson del Mar, D. (2006) A short history of a big idea: Environmentalism. Pearson Education Limited: Essex, England. Brown, L.R. (2003) Eco-Economy: Building an Econom

Asperger’s Autism and The Classroom Setting Essay -- Education

I am very interested in high at risk student populations in traditional schools. While many students labeled as high at risk exist in ever-increasing numbers, there is little in the field that demonstrates the remediation of the student. There have been successful ventures in some instances, however, the greater question of what works and what does not work exists in piece meal fashion (Grenier, 2010). The high at-risk population I am interested in is the special needs child. I have spent numerous years working with autistic children in school settings. The enduring social emotional issues and the mechanics of social interaction have made me contemplate the question of what works best for these children to learn. I have worked in schools where special needs children were the sole students, and in schools that mainstreamed. Towards my EdD, I am looking at the pragmatic results of inclusion versus mainstreaming versus self-contained classrooms. All three offer different learning envir onments and are based upon public law 94-142, now called the Individual with Disabilities Education Act (Demonte, 2010). Until 1975, schools simply had to describe the student as different to either exclude the student from school or tell the parent to institutionalize the student (p.158). When the IDEA came into being, schools acknowledged special needs students who previously they would not accept into their school (p.165). I remember distinctly in 1969, that separate classrooms housed and educated students with disabilities. It was the beginning of my journey in working with at risk populations. Mr. Papanek was the special education teacher and I remember his compassion and commitment to these children. I often volunteered to use my study hall cl... ....proxy1.ncu.edu/docview/750493608?accountid=28180 Higbee, J.L., Katz, R.E., & Schultz, J.L. (2010). Disability in higher education: Redefining mainstreaming. Journal of Diversity Management, 5(2), 7-16. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/506637577?accountid=28180 Litvack, M.S., Ritchie, K.C., & Shore, B.M. (2011) High- and average-achieving students' perceptions of disabilities and of students with disabilities in inclusive classrooms. Exceptional Children, 77(4), 474-487. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/877027165?accountid=28180 Loefgren, E. (2011). The missing piece of the autism jigsaw puzzle: How the IDEA should better address discipline problems. Law & Psychology Review, 35(1), 225-238. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/896739171?accountid=28180

Compare and Contrast the Spread of Islam Essay

Two of the most significant religions are Islam and Christianity, their spread has effected many places throughout the world. Throughout the years these religions have had substantial impact on the course of history. There are many things alike and different between the spread of Islam in Africa and the spread of Christianity in Europe. During the first two centuries of the existence of each religion there were fundamental differences between the expansion of Christianity and that of Islam, despite early similarities in the way they spread. Christianity existed several centuries prior to the birth of Islam, and by the time Muhammad founded Islam in the Middle East, Christianity had moved its center to Europe, where it had firmly established itself as the official religion. But Christianity originally sprouted in the Middle East after Christ’s resurrection in A.D. 30. The church began in Jerusalem and the surrounding area, and it initially preached the Gospel only to the Jews. It grew quite rapidly for a time—in fact, the book of Acts records the conversion of 3000 Jews in a single, extraordinary day. During this early period, however, Christianity did not expand far beyond Jerusalem and its vicinity. That would soon change. After the first few years of relative peace for the church, a terrible persecution broke out following the stoning of Stephen. Jewish leaders hunted down the followers of Jesus and threw them into prison. At this time many in the church scattered to the surrounding countryside of Judea and Samaria. Christianity’s worldwide expansion was beginning (Nosotro 1). When Islam was founded about 550 years later, around the beginning of the seventh century, its initial experience was strikingly similar to the early experience of the Christian church. In 610 A.D. Muhammad claimed that he received revelations from God that called him to preach a new religion called Islam. At first he began to do so secretly, but after three years he found the courage to proclaim his new faith publicly and gained a growing number of followers. However, his monotheistic message was not well received by many in his polytheistic city, where people were used to profiting from pagan pilgrims. As a result, the early Muslim converts faced persecution, just as the early Christians had. Islam’s growth was limited during this  time, and it did not spread far beyond Mecca. Eventually the harassment forced Muhammad to leave Mecca, so he fled to Medina. Here he gathered many converts who became his militant followers. As with the early Christian church, therefore, persecution caused the first significant spread of Islam (Goddard 128). The histories of Christian and Muslim expansion, however, lost much of their similarity after the points of their initial dispersions caused by persecution. Christians, for example, generally established new churches in cities, intending that the gospel would diffuse into the countryside from there. But this made the spread of Christianity during the first two centuries an essentially urban phenomenon, and it became an urban religion. In contrast, Arabia had very few cities, so Islam spread mostly through villages and rural areas. Another contrast was that the Christian church continued to face persecution throughout its first two centuries, and yet it continued to grow. On the other hand, persecution against Muslims had essentially ended by the time Muhammad died. Many such distinctions made the spread of Christianity and the spread of Islam extremely different (Hutchinson 122). Perhaps the most significant difference between the first two centuries of the expansion of Christianity and Islam was between the methods used to spread their messages. These methods stemmed from the beliefs of each religion. Their contrasting attitudes caused Christians and Muslims to go about conversion in different manners. During their first two centuries, Christians did not force their religion on others but relied on missionaries, preaching, and leading godly lives to draw people to the one true God. Muslims, on the other hand, did not rely solely on preaching to spread their faith—they turned also to the sword. While it is true that many did convert willingly to Islam, the Muslims also conquered vast areas of land in the Middle East and Northern Africa during the seventh and eighth centuries. When they attacked or occupied new territory, they gave its inhabitants three options: convert to Islam, pay a special tax, or die. Under these circumstances many chose to pay the tax, and many others chose to convert to Islam (Nosotro 1). The differing methods of expansion actually helped determine the area each religion would cover as it spread. Christians during the first two centuries traveled from city to city in the Roman Empire, taking advantage of the excellent Roman roads. As a result, the first two centuries saw the Gospel spread primarily in Roman territory, although it was also carried to some other areas, including Ethiopia and perhaps even India. By the year 200 A.D., Christian communities existed throughout the Middle East and Turkey, and there were several in Greece and Italy as well. Islam, however, spread from Saudi Arabia and conquered most of the Middle East and North Africa. Muslims even extended themselves into the Iberian Peninsula and pressed north, nearly reaching Paris before Charles Martel checked their advance by defeating them at the Battle of Tours in 732. Because Islam advanced by force, it met with hostility and resistance in Europe, where Christianity was already strong. But in other areas, such as Egypt and Syria, it was accepted readily by people who had been living under suppressive rule. As a result of its method of expansion Islam could not spread far north into Europe but remained in the territory south of Europe instead (Neander 224). Clearly, the first two centuries of Christian expansion differed greatly from Islam’s first two centuries of expansion, in spite of some early similarities. Although the spread of both religions was initially sparked by persecution, they went about spreading their messages in very different ways. As a result of Christianity’s reliance on missionaries, it spread primarily in the Roman Empire. Since Islam used force to expand its territory, it could not expand far into Europe because it met military opposition. Instead it engulfed most of the Middle East and North Africa. Even today the marks of Christianity and Islam can be seen in the areas where they first spread. After its first two centuries of expansion, Christianity eventually became the official religion of the Roman Empire, and it profoundly influenced the development of Europe and of the Americas. Islam still remains dominant in much of the Middle East and North Africa where it once created an empire (Nosotro 5) . In the beginning these two religions started on the same path of expansion.  But their expansions began to differ more and more throughout the years. The spread of Islam has greatly influenced Africa. Likewise, Christianity had a great influence on Europe. Both these religions have, and will continue to have, major effects throughout history. Work Cited Goddard, Hugh. Christians and Muslims. New York: Routledge, 1995. Hutchinson, Paul. The Spread of Christianity. Boston: Abingdon Press, 1922. Neander, Augustus. General History of the Christian Religion and Church. Boston: Crocker & Brewster, 1854. Nosotro, Rita. â€Å"The Spread of Christianity and Islam†. April 07, 2008 http://www.hyperhistory.net/apwh/essays/comp/cw11christislamexpand.htm.