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One of my goals is to revamp my professional website, Virtual Gadfly , to focus more on sharing concrete tools for K-12 teachers. Future plans include expanding my YouTube channel to include videos on other complex ideas in literacy, such as dyslexia and other high-interest topics.

Also of interest are creating more of what I call dialogue videos , where I am informally talking with another educator about a specific topic in an unscripted way. I have done some dialogue videos with my colleague Dr. Jodi Tommerdahl and she brings her background in neuroscience and linguistics into our conversations on literacy topics of mutual interest. These videos are then also incorporated into my literacy teacher education courses and they are freely available online.

Beginning Reading: Dialogue with Dr. Peggy Semingson and Dr. Jodi Tommerdahl

Another idea I am seeing is the whole idea of teacher professional development as incre asingly decentralized away from formal training led by schools, districts, or outside vendors . Increasingly teachers are taking learning into their own hands via social media (e.g., Twitter), digital platforms, and mobile learning (m-learning).

We are all seeing and participating in self-directed learning, or what I call “DIY PD” (do -it-yourself PD) such as scheduled Twitter chats, hashtag learning and awareness (e.g., #weneeddiversebooks), crowdsourced resources, and direct teacher-to-teacher supports. This is part of a broader trend of decentralized learning across multiple social media platforms. I appreciate the grassroots nature of these types of digital learning activities that teachers can participate in. The dialogue taking place on Literacy Beat is another example of educators engaged in “DIY PD” and learning . I would like to do empirical research in this area of self-directed teacher professional development soon. Recently, I wrote a column about the use of Twitter in learning about young adult authors recently in The ALAN Review .

“DIY PD” (do -it-yourself PD) “DIY PD” and learning

What significant event in your life changed the focus of your work?

Teaching online, starting in 2008, made a huge impact on the focus of my practice and research. At first, I was a complete “deer-in-the-headlights” about teaching online and really didn’t know what to do or what my role was as an instructor. Most people need an overarching framework to guide their thinking about teaching online.

Related to digital teaching and learning, I learned about the Community of Inquiry (COI) framework from a former professor I still keep in touch with, Dave Caverly at Texas State University, San Marcos (in Texas). Learning about the Gabor 75637297563729 Brown a2yXOOnuHt
framework (Garrison Arbaugh, 2007) changed my whole approach to digital teaching and learning as a teacher educator!

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于 2017-3-6 下午12:05创建,最后由 padrian 于 2017-4-25 下午2:25修改。

This post discusses the Border Gateway Protocol (BGP) unnumbered and describes the configuration procedures for the Mellanox Spectrum installed with Cumulus Linux OS.

References

Unnumbered L3 interfaces are interfaces without unique IP addresses. In BGP, you configure unnumbered interfaces using Extended Next Hop Encoding (ENHE), which is defined by RFC 5549 . BGP unnumbered interfaces provide a means of advertising an IPv4 route with an IPv6 next-hop. Prior to RFC 5549, an IPv4 route could be advertised only with an IPv4 next-hop.

Extended Next Hop Encoding

BGP unnumbered interfaces are particularly useful in deployments where IPv4 prefixes are advertised through BGP over a section without any IPv4 address configuration on links. As a result, the routing entries are also IPv4 for destination lookup and have IPv6 next-hops for forwarding purposes.

Once enabled and active, BGP makes use of the available IPv6 next-hops for advertising any IPv4 prefixes. BGP learns the prefixes, calculates the routes, and installs them in IPv4 AFI-to-IPv6 AFI format. However, ENHE in a Mellanox switch (running Cumulus Linux) does not install routes into the kernel in IPv4 prefix-to-IPv6 next-hop format. For link-local peering enabled by dynamically learning the other end's link-local address using IPv6 neighbor discovery router advertisements, an IPv6 next-hop is converted into an IPv4 link-local address and a static neighbor entry is installed for this IPv4 link-local address with the MAC address derived from the link-local address of the other end.

1. Enable the IPv6 neighbor discovery.

# net add interface swp1 ipv6 nd ra-interval 5

# net del interface swp1 ipv6 nd suppress-ra

2. Create a loopback interface (router ID).

# net add loopback lo ip address 1.1.1.1/32

3. Create a loopback interface for adding a network, which can be advertised over the BGP connection.

4. Configure BGP with an Autonomous System (AS) number of 65000.

# net add bgp router-id 1.1.1.1

5. Configure BGP unnumbered with “group name as Fabric”.

# net add bgp bestpath compare-routerid

# net add bgp neighbor fabric peer-group

# net add bgp neighbor fabric remote-as external

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Welcome to the page with the answer to the clue Pertinent .

Pertinent

This is just one of the 7 puzzles found on this level. You can make another search to find the answers to the other puzzles, or just go to the homepage of 7 Little Words daily puzzles and then select the date and the puzzle in which you are blocked on.

Answer: Relevant

Now it’s time to pass on to the other puzzles.

This puzzle was found on Daily pack . Click to go to the page with all the answers to NCAA Georgia Tech Womens 13Inch Gameday Boots Brass GNWoa
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Daily pack

There are other daily puzzles for June 25 2018 – 7 Little Words :

Or you may find it easier to make another search for another clue.

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