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Educator provides evidence
of their understanding of communication and outlines and provides evidence of a lesson that uses technology to support students’ use of communication in learning.
Method Components
What are the 4Cs?
The 4Cs for 21st century learning are Creativity, Critical Thinking, Communication, and Collaboration. They are part of the framework for 21st Century Learning and are designed to support student learning in today’s world and are skills they can use in college and career.
What is communication (and what isn’t it)?
The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience.
Example strategies that use technology to support communication in the classroom:

Host a TED-style conference or showcases for your students to present original ideas on a topic of interest to them to an authentic, external audience. Record and post the videos to a youtube stream.
Provide opportunities to listen and ask questions through back channel tools like Today’s Meet or even Twitter.
Have your students publish their work through blogs, by creating websites, and by building other online resources that are shared with authentic audiences.
For other ideas see the resources below.

Contextual targeting is a very effective method for targeting customers. It permits advertisers to display relevant ads on the website’s content.
It is all based on the user search, they see the ads of what they have searched for in the past. Also, it ensures that the ad content matches the page content and contextually relevant advertisements can lead the user to the right place.
Thus, creating a win-win situation. This also complements the overall video experience. Here, the advertisements get selected automatically by a system based on the identity and personality of the user.
Placement targeting in simple terms means that an advertiser selects a specific website where he wants his/her ad to appear. For his ad campaign, he can select his targeted sites where the maximum no. of his/her target market resides. For example – If I am a shoe seller and I want to increase my market reach, then I will try to get ad space on a good shoe review website. This will increase the trust of the customers on my brand and product and will ultimately lead to sales.

Nature heals
Being in nature, or even viewing scenes of nature, reduces anger, fear, and stress and increases pleasant feelings. Exposure to nature not only makes you feel better emotionally, but it also contributes to your physical wellbeing, reducing blood pressure, heart rate, muscle tension, and the production of stress hormones.
In addition, nature helps us cope with pain. Because we are genetically programmed to find trees, plants, water, and other nature elements engrossing, we are absorbed by nature scenes and distracted from our pain and discomfort.

muscle tension
physical wellbeing
reducing blood pressure

Nature restores
One of the most intriguing areas of current research is the impact of nature on general wellbeing. In one study in Mind, 95% of those interviewed said their mood improved after spending time outside, changing from depressed, stressed, and anxious to more calm and balanced. Other studies by Ulrich, Kim, and Cervinka show that time in nature or scenes of nature are associated with a positive mood, and psychological wellbeing, meaningfulness, and vitality.

Nature
Flowers
Plants

Through a case study on Mozambique's Gorongosa National Park, learners will explore how scientists study ecosystem
 
The idea that food webs and ecosystem functioning are intimately linked harkens back at least to the work of Forbes (1887). He pondered, in his lake as a microcosm paper, the complexity of lake ecosystems and how this complexity could be maintained given the complex network of trophic interactions. He also emphasized that spatial structure, both within and among lakes, could be important. Lindeman (1942) built on Forbes’s vision of a food web as a microcosm by linking a simplified view of food webs to ecosystem metabolism. Since then, much thinking has gone into understanding food webs and their links to ecosystem attributes (Odum 1957; Margalef 1963), but until recently the importance of space has not sufficiently been integrated into these thoughts. By contrast, the importance of space to populations and communities has been recognized for some time (Watt 1947; Skellam 1951; MacArthur & Wilson 1967), but the connection between this literature and food webs and ecosystems is only now being resolved (Loreau et al. 2003; Polis et al. 2004; Holt & Hoopes 2005; Pillai et al. 2009; Gravel et al. 2010a). Some progress has been made (e.g. Polis et al. 2004; Holyoak et al. 2005), but most of the work on the spatial food web and ecosystem properties has progressed along with two relatively independent traditions.
REF :links https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1461-0248.2011.01588.x
YouTube: https://youtu.be/C6YrPt1ygX8
 

Estimating and analyzing the Earth Energy Imbalance (EEI) is essential for understanding the evolution of the Earth’s climate. This is possible only through a careful computation and monitoring of the climate-energy budget. The climate system exchanges energy with outer space at the top of the atmosphere (TOA) (through radiation) and with solid Earth at the Earth’s crust surface (essentially through geothermal flux). If the climate system were free from external perturbations and internal variability during millennia, then the climate-energy budget would be in a steady state in which the net TOA radiation budget compensates the geothermal flux of +0.08 Wm–2 (Davies and Davies, 2010).
But the climate system is not free from external perturbations and from internal variability. Although the geothermal flux does not generate any perturbations at interannual to millennial time scales (because it varies only at geological time scales), other external forcings from natural origin (such as the solar radiation, the volcanic activity) or anthropogenic origin (such as Greenhouse Gas emissions –GHG-) perturb the system.
 
REf:https://www.frontiersin.org/articles/10.3389/fmars.2019.00432/full

Through a case study on Mozambique's Gorongosa National Park, learners will explore how scientists study ecosystem
 
The idea that food webs and ecosystem functioning are intimately linked harkens back at least to the work of Forbes (1887). He pondered, in his lake as a microcosm paper, the complexity of lake ecosystems and how this complexity could be maintained given the complex network of trophic interactions. He also emphasized that spatial structure, both within and among lakes, could be important. Lindeman (1942) built on Forbes’s vision of a food web as a microcosm by linking a simplified view of food webs to ecosystem metabolism. Since then, much thinking has gone into understanding food webs and their links to ecosystem attributes (Odum 1957; Margalef 1963), but until recently the importance of space has not sufficiently been integrated into these thoughts. By contrast, the importance of space to populations and communities has been recognized for some time (Watt 1947; Skellam 1951; MacArthur & Wilson 1967), but the connection between this literature and food webs and ecosystems is only now being resolved (Loreau et al. 2003; Polis et al. 2004; Holt & Hoopes 2005; Pillai et al. 2009; Gravel et al. 2010a). Some progress has been made (e.g. Polis et al. 2004; Holyoak et al. 2005), but most of the work on the spatial food web and ecosystem properties has progressed along with two relatively independent traditions.
REF :links https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1461-0248.2011.01588.x
YouTube: https://youtu.be/C6YrPt1ygX8

common myths
for Advanced
AI:A captivating conversation is taking place about the future of artificial intelligence and what it will/should mean for humanity. There are fascinating controversies where the world’s leading experts disagree, such as AI’s future impact on the job market; if/when human-level AI will be developed; whether this will lead to an intelligence explosion; and whether this is something we should welcome or fear. But there are also many examples of boring pseudo-controversies caused by people misunderstanding and talking past each other. 

TIMELINE MYTHS



The first myth regards the timeline: how long will it take until machines greatly supersede human-level intelligence? A common misconception is that we know the answer with great certainty.
One popular myth is that we know we’ll get superhuman AI this century. In fact, history is full of technological over-hyping. Where are those fusion power plants and flying cars we were promised we’d have by now? AI has also been repeatedly over-hyped in the past, even by some of the founders of the field. For example, John McCarthy (who coined the term “artificial intelligence”), Marvin Minsky, Nathaniel Rochester, and Claude Shannon wrote this overly optimistic forecast about what could be accomplished during two months with stone-age computers: “We propose that a 2 month, 10 man study of artificial intelligence be carried out during the summer of 1956 at Dartmouth College […] An attempt will be made to find how to make machines use language, form abstractions, and concepts, solve kinds of problems now reserved for humans, and improve themselves. We think that a significant advance can be made in one or more of these problems if a carefully selected group of scientists work on it together for a summer.”

CONTROVERSY MYTHS



Another common misconception is that the only people harboring concerns about AI and advocating AI safety research are Luddites who don’t know much about AI. When Stuart Russell, author of the standard AI textbook, mentioned this during his Puerto Rico talk, the audience laughed loudly. A related misconception is that supporting AI safety research is hugely controversial. In fact, to support a modest investment in AI safety research, people don’t need to be convinced that risks are high, merely non-negligible — just as a modest investment in home insurance is justified by a non-negligible probability of the home burning down.

What is communication (and what isn’t it)?
The P21 framework emphasizes the effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience.
Example strategies that use technology to support communication in the classroom:

Host a TED-style conference or showcases for your students to present original ideas on a topic of interest to them to an authentic, external audience. Record and post the videos to a youtube stream.
Provide opportunities to listen and ask questions through backchannel tools like Today’s Meet or even Twitter.

 

Have your students publish their work through blogs, by creating websites, and by building other online resources that are shared with authentic audiences.
For other ideas see the resources below.

https://youtu.be/KUM4AECEcUA