有一類資產，在市場不確定的時候，反而越來越被需要。📈
Lockheed Martin（LMT），就是這種。🛡️
邏輯不複雜：
錢會流向「確定性」。💰
現在的位置，更像是過程，而不是終點。⏳
至於後面怎麼走，
我已經有自己的節奏了。🎯
感興趣的，可以聊。🤝
#投資思維 #市場觀察 #確定性 #資產配置 #LMT
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Die aktuelle Phase wirkt eher wie ein Prozess – nicht wie ein Endpunkt.
Wie es danach weitergeht?
Ich habe dafür bereits meinen eigenen Rhythmus gefunden.
Wer Interesse hat, kann sich gern austauschen.
#LMT #Rüstungsindustrie 🛡️ #Marktunsicherheit 📉 #Investieren 💼 #Strategie 📊
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Where we are now feels more like part of the process—not the end. 📊
As for what comes next, I’ve got my own rhythm mapped out.
If you’re interested, happy to chat 👀
#LMT #DefenceStocks #MarketStrategy #Investing #SafeHaven 📈
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Based on increasing digitalisation in schools, more and more research is being carried out on how students and teachers use data technology within their classes and schools. However, there is little research about the specific process of knowledge transfer between teachers, and even less so when it takes place in the digital space. In this article, we ask which digital knowledge practices are used by teaching staff at a German secondary school where a new digital tool concerning the knowledge transfer is being introduced. We analyse how teachers use school platforms (in this case IServ) when they share, store, organise, and search for relevant knowledge concerning their teaching. Using an ethnographic approach, we analyse data such as interviews and field notes to identify what practices teachers use when they pass on knowledge digitally and what chances and obstacles regarding digital knowledge transfer can be found. We identified the school platform as a digital collegial knowledge space that operates alongside a variety of platforms. Apart from identifying the changes in knowledge practices resulting from the introduction of a new digital tool, we also demonstrate where these practices came into conflict with established routines.
🟨 New Publication in #LMT 🟪
Jessica Löser & Marta García García explore how teachers in a German school, share, store, organise and search for knowledge that supports their teaching using a newly introduced Student Information System (SIS).
Read the article here (🔒): lnkd.in/gJUSwf5E
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#WMT #SCHD #COST #O #VZ #AMT #CVX #COP #LMT #8c5e1259-7735-412e-a126-1941f43d24d0 #investing
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The digital transformation creates persistent pressure for change in educational institutions and practice. Researchers actively involved in these digital change processes face specific methodological challenges that have so far been seldom discussed. Drawing on pragmatist methodology, this paper identifies and outlines key areas for methodological reflection that follow from the interlocked dynamics that characterize change-oriented research in education. Pragmatism proves productive for this endeavor due to its situational methodology and its socio-historical perspective on research. We identify seven reflection areas, each bridging methodological concerns with the social, political, and educational issues at stake: the digital transformation of research methods themselves, underlying assumptions of educational quality, appropriate generalization strategies, consideration of uncertainties and side effects, actor configurations, overlapping temporalities, and challenges to common wisdom. We discuss why each of these aspects points to important methodological issues and demonstrate how these reflection areas enable more deliberate engagement with established frameworks for change-oriented educational research, such as Evidence-Based Practice and Design-Based Research. The proposed methodological reflection areas thus respond to the pressing need for more reflexive research designs and strategies when researchers are themselves embedded in the digital transformation processes they investigate.
🟨 New Publication in #LMT 🟪
Kenneth Horvath and @barbaragetto.bsky.social explore some of the issues researchers are faced with while doing critical research about and with digital technologies. The authors provide 7 'areas' of reflection.
Read the article: lnkd.in/gXWx7KU5
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The increasing digitalisation of education has directed scholarly focus towards technologies and how they become part of the teaching practice and govern education. This study contributes to the research on digital technologies by examining a Norwegian Curriculum Planning Tool (CPT), introduced with the Knowledge Promotion Reform 2020 to support local curriculum work. Through the lens of actor-network theory (ANT), the study analyses how this instrument is contextualised or decontextualised through actor relations across schools. Building on teachers’ feedback about the instrument and interview data, this study explored misalignments restricting teachers’ planning practices, breakdowns and absences of relations that could ensure the durable use of the CPT. The messy ordering of relations across schools revealed the otherness of the CPT as an instrument that becomes partially contextualised, transformed or disconnected from teachers’ planning practices. The findings point to the multiplicity of governance through digital instruments across schools and stress the importance of contexts as constructed through relations in understanding the governance of education.
🟨 New Publication in #LMT 🟪
Simona Bernotaite shows how the adoption of a Norwegian Curriculum Planning Tool was constrained by absence (of relations) and the 'otherness' of the tool.
Read the article: lnkd.in/gXWx7KU5
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#LMT #BCHPY #BRCHF ForwardEdge ASIC Selects BrainChip’s Neuromorphic Computing for Future ASICs
www.stocktitan.net/news/LMT/forward-edge-as...
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🟨 New Publication in #LMT 🟪
Jaime Buchanan looks at how a Learning Management System (LMS) used in a higher education institution shapes what kind of feedback becomes possible, valued and enacted.
Read the article (🔒) : lnkd.in/gFJ5GXfe
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Aviation weather for Crater Lake-Klamath Regional airport in Klamath Falls area (USA) is “KLMT 171953Z 00000KT 10SM CLR 19/02 A3021 RMK AO2 SLP216 T01890017” : See what it means on https://www.bigorre.org/aero/meteo/klmt/en #craterlakeklamathregionalairport #airport #klamathfalls #usa #klmt #lmt […]
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$LMT up 35% YTD on war fears, but 45% in 3 months has some calling it overbought. Defense boom or bubble? 💥
#lmt #neuwelt #stocks #defense #investing
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#RKLB #AAPL #TSM #NVDA #LMT #259d5fb3-454f-475c-9ba5-550052a2c9f2 #investing #Industrials
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As generative AI becomes embedded in education, research has largely emphasised outputs, ethics, and performance, with less attention to how these systems shape learners’ conduct and dispositions through interaction. This conceptual paper addresses that gap by treating large language models (LLMs) not as neutral tools but as meaning-mediating infrastructures: interactive systems that organise what kinds of learning moves become easy, sensible, and repeatable, and how learners come to interpret effort, struggle, and success. Extending socio-cognitive accounts of feedback and norm perception through Luhmann’s systems theory, we introduce programmatic behaviour to describe how repeated engagement with structured environments – including AI systems – stabilises habitual orientations toward help-seeking, completion, and contestation. We also develop meaning mediation to explain how tone, pacing, dialogue structure, and closure shape the lived significance of error, progress, and competence in practice. On this basis, we outline three heuristic trajectories that may emerge through sustained LLM use – supportive, corrosive, and manipulative patterns – showing how behavioural drift is co-produced by interaction design and institutional framing. The paper argues that evaluating generative AI in education therefore requires attention to interactional defaults and their normative effects, and it proposes an AI literacy agenda centred on noticing and steering participation within AI-mediated infrastructures.
🟨 New Publication in #LMT 🟪
Steve Watson and Megan Ennion propose three interactional dynamics that are typical of GenAI learning: supportive, corrosive, and manipulative.
Read the article: lnkd.in/giuQZu-e
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Interrogating the role of technology in practice can be challenging because of the ubiquitous, yet often private, use of technology, rendering large parts of practice invisible. This article proposes screen recording as a promising method for studying digital environments in education, presenting three cases of integrating screen recordings into a qualitative design: social media use in the classroom, school leadership practice, and writing practices in multilingual classrooms. We consider collection and analysis of screen recording data in connection to conversation analysis and sociomaterial frameworks. By doing so, we use the co-constitution of theory and methodology as a framing device to discuss elements of practice which the screen recording method makes visible: private activities, distributed space and time, and materiality. While digital education research calls for methodologies that involve direct researcher engagement with technology, we argue that screen recording ensures a concurrent engagement with technology and with participants and their practices.
🟨 New Publication in #LMT 🟪
@idamlunde.bsky.social, @ingrid-rb.bsky.social, Fritjof Sahlström, Antti Paakkari & Verneri Valasmo, explore the use of screen recording as a method to study digital education environments.
Read the article: lnkd.in/gVZ9fYwJ
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The precise definition of digital literacy has long been contested. Although early definitions recognised the importance of traditional literacy (the ability to read and write) for engaging in digital practices (Gilster 1997), this connection is often overlooked in recent scholarship, policy initiatives, and digital literacy frameworks. This article draws on ethnographic data from two secondary schools in England to present a case that highlights the relationship between traditional and digital literacies, underscoring the importance of acknowledging and better understanding their interplay. Situated within a socio-technical approach and complemented by Rosenblatt’s transactional theory of reading (1978, 1986, 1995) to conceptualise technology-as-text and user-as-reader, the article presents analysis of three classroom vignettes to illustrate how students’ interactions with an ‘adaptive’ EdTech platform intended to support literacy learning are shaped by their traditional literacy skills. Our analysis identifies a series of transactional breakdowns between reader and text, each marking a moment in which no meaningful transaction can occur due to insufficient consideration of how traditional and digital literacies intersect. Framing EdTech as a straightforward solution to literacy challenges without attending to the nuanced and context-specific ways students engage with such technologies ultimately risks reinforcing the very disparities they seek to address.
🟨 New Publication in #LMT 🟪
Louise Couceiro, Rebecca Eynon & Laura Hakimi show how insufficient recognition of the interplay between traditional and digital literacies affects how students interact with an edtech platform aimed at improving literacy.
Read the article: lnkd.in/grPT6gNN
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🔊 New Being Exponential pod
- Energy spikes may hit SK's chip output
- Pentagon: Anthropic -> OpenAI
- Block #SQ layoffs point to broader AI job cuts
- Buy defense #LMT #NOC #RTX & drones #AVAV
- Prediction platforms may face crackdowns
- Keep core exposure to hard assets and AI
🔗🔽
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Elon Musk Sets Goal Of Over 1 Million Tons Of Payload To Orbit Per Year With Starship SpaceX CEO Elon Musk aims to deliver 1 million tons of orbital payload annually using Starship rocket, reaffirm...
#BA #Elon #Musk #LMT #NASA #SPACE #SpaceX #BA #US0970231058 […]
[Original post on benzinga.com]
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NASA Eyes Boeing-Lockheed Rocket Component For Moon Mission As Costs Skyrocket: Report NASA seeks rocket components from Boeing and Lockheed Martin's ULA joint venture amid delays and cost issu...
#BA #Donald #Trump #Elon #Musk #Equities #FOUR #LMT #NASA #Artemis #SPACE
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🚨 $LMT 🚨
Why is Lockheed Martin Corporation trending today? 🤔
#LMT #stocks #stockmarket
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This paper explores teachers’ perceptions of digital citizenship education and the causal mechanisms that influence their perceptions. While digital citizenship education is promoted across the curriculum in New Zealand, school cultures, leadership priorities, and systemic pressures influence how digital citizenship education is interpreted and enacted. Drawing on data from 11 semi-structured interviews with secondary school teachers from across the eight learning areas in New Zealand, this study presents a visual representation of teachers’ perceptions across four domains – safeguarding, equipping, empowering, and resistance – followed by an examination of the realities of digital citizenship education in practice. Analysis suggests some consistency in teachers’ perceptions, particularly techno-optimistic narratives, but indicates that school culture, leadership, and curriculum demands are key factors shaping digital citizenship education. The findings indicate the paradoxical role of schools as both enablers and constrainers of digital citizenship education. Despite teachers’ appreciation for the importance of ‘thick’ understandings of digital citizenship education that equip and empower students as digital citizens, the realities of schooling constrain digital citizenship education to ‘thin’ approaches focused on skill development and risk management. The research addresses a critical gap in understanding how systemic and organisational-level factors mediate digital citizenship education policy intentions and classroom realities.
🟨 New Publication in #LMT 🟪
Jack Webster looked at enablers and constrainers of #digitalcitizenship #education in #NewZealand #schools. He notably sheds a light on the conflict between "thick" and "thin" approaches.
Read the article: tinyurl.com/4jdxemew
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There are few things Red and Blue politicians agree on, except funding trillions in defense spending. #LMT
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#BA #LMT #NOC #bd36f4d1-75c9-40f8-9d05-a571ebcf3ce8 #investing #Industrials
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#KTOS #BA #LMT #GD #AVAV #RDW #RCAT #720dc981-7a46-4d12-8b1d-20c02d0560e7 #investing #Industrials
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Stock Market Today: S&P 500, Nasdaq 100 Futures Fall Amid Escalating US-Iran Tensions—Walmart, DoorDash, eBay In Focus U.S. stock futures dropped on Thursday after closing higher on Wednesday...
#$BTC #DASH #Earnings #EBAY #Equities #ETSY #LMT #Market #Summary #QQQ #SPY
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This article explores how more-than-human research approaches can respond to the complexity of political and ethical questions of AI-mediated practices amidst complex transformations of education practice. Three shifts to research practices are explored: understanding AI-data systems based on the day-to-day experiences of workers, evoking conceptual and methodological re-envisioning to produce new forms of situated data, and considering how researchers and professionals can work closely together to document and critically analyse the performative relations between AI systems and workers. A participatory research project, which worked with education practitioners to study how they are learning to work with AI-automated and assisted decision-making systems, provides empirical data to help illustrate facets of this methodology. Insights include working in the hyphenated AI-human space, materializing digital-human relations differently, and unsettling and shifting the gaze.
🟨 New Publication in #LMT 🟪
Terrie Lynn Thompson explores the use of #more-than-human approaches to study how #educators are learning to work with #AI and automated decision making.
Read the article: lnkd.in/g64QGqsd
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Voices of young people are essential in civic discourse about thriving futures. Yet dialogue can be complicated when the experiences of adults and young people are vastly different, for example in school spaces designed by adults in cities designed for adults. Vertical, highrise inner city schools represent this intersection. A new genre of school in Australia, vertical schools symbolise aspirations for young people and livable cities as designed by adults. This paper draws from data collected in the Thriving in Vertical Schools project to explore the importance of affective learning atmospheres for students, and the value of digital stories to prompt dialogue between young people and adults. 204 secondary students created 96 one-minute digital stories about what it takes to thrive in vertical schools. A close analysis of 4 representative videos shows how students communicated a wide range of affective, embodied experiences and used the friction inherent within digital narratives to highlight issues of importance, which promoted dialogue with adults in audio-recorded screening discussions. The power of digital stories to mediate civic discourse with adults, and new insights like the importance of unscripted, edge spaces as spaces for young people to learn to thrive, have implications for thriving schools and cities.
🟨 New Publication in #LMT 🟪
Prue Miles, Kylie Boltin, @spoyntz.bsky.social and Jill Willis explored how #videostorytelling could be used to convey students' #affect toward #verticalschools, informing decision-makers in the process.
Read more: tinyurl.com/y6s99nu2
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This paper positions itself within a growing body of critical scholarship on the increasing impact of private sector actors, including various types of intermediaries and brokers, on the implementation of educational technologies (ed-tech) in public schooling. While we argue that such research has been crucial in raising awareness of the many problematic effects of digitalization, we aim to challenge the implicit assumption and dichotomous narrative that casts private actors as ‘harmful’ and the public sector as inherently ‘good’. To support this argument, we present insights from interviews with (private, local, and big-tech-independent) consultancy actors involved in (digital) school development. These actors understand themselves as ‘transformative’ in the sense of being fundamentally critical of both the public and the ed-tech sector's prevalent approaches toward integrating digital technologies in schools. We use a ‘constellations of valuation’ approach to analyze consultants' narrations, disentangling their notions of non-/transformative valuations and their strategies to navigate or enact them. The findings expand existing research perspectives by highlighting the heterogeneity within the landscape of educational consultants, as – unlike common tech-solutionist approaches – ‘transformative’ consultants aim to promote more holistic, participatory, sustainable and humanistic approaches to school development in the digital age.
🟨 New Publication in #LMT 🟪
Lucas Joecks and Sigrid Hartong investigate the role of #digital #consultants in education. Using a ‘constellations of valuation’ approach they sketch a more nuanced picture of these stakeholders than inherently 'bad'.
Read more: tinyurl.com/3ezm7p3n
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