Mentor Orientation for Apprenticeships in Science and Engineering (ASE) ProgramJulia Soto
Guidance for mentors and supervisors for Saturday Academy's high school internship program (ASE). Including how the program works, what we expect, and tips for helping your student be successful during an eight-week internship.
2015 ASE Orientation for Students - online versionJulia Soto
This summary provides an overview of the 2015 ASE Student Orientation agenda:
1) The orientation agenda covers an overview of the ASE program, participant and mentor expectations, how interns can make the most of their internship, and activities focused on goal setting and problem solving.
2) Key events that interns are expected to participate in are the Midsummer Conference and Symposium, which provide opportunities for hands-on learning, presentations, and networking.
3) The orientation materials outline the support system available to interns, including their mentor, teacher monitor, ASE staff, and parents/guardians, and how to approach challenges like illness, scheduling issues, or injuries.
2014 Student Orientation for Apprenticeships in Science and Engineering (ASE)...Julia Soto
The document provides information about the 2014 Student Orientation for the ASE (Academic Science Experience) internship program. It includes expectations for interns, mentors, monitors and parents. It also outlines the orientation agenda, program overview, participant expectations, and support available from ASE staff. Interns are expected to complete 296 hours by August 31st and participate in required activities like conferences. The goal of the program is to provide real-world research and job experiences to students.
This document discusses mentoring colleagues and the role of an instructional coach. It provides an overview of the Australian Professional Standards for Teachers, which outline what teachers should know and be able to do at various stages of their career. An instructional coach can help mentors grow by modeling high-level teaching skills, supporting colleagues undergoing accreditation, and establishing a professional learning hub for workshops, observations, and sharing best practices. The coaching process involves setting goals, lesson planning, observations, and debrief meetings to help teachers improve.
- The document summarizes an ISP instructor's meeting that covered various topics: how ISPs scored last year, provider feedback, the UAI assessment, licensing inspectors, fun training activities, and instructor needs.
- Providers said the most helpful parts of training were the emphasis on teamwork in ISP development and better understanding key concepts like the UAI and individualizing goals. The least helpful parts included not having enough time and inconsistencies between inspectors.
- Instructors shared ideas for training activities like icebreakers using M&Ms and demonstrating individual needs with a pretend broken arm. They discussed approaches for explaining sample ISPs and having trainees practice writing ISPs in small groups. Suggestions were
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
The Role of Faculty in the Use of Twitter in Large Lecture CoursesHeather M. Ross
Three university courses used Twitter as a backchannel for student engagement and learning. Surveys found that students who participated more in Twitter felt it was more helpful for learning and recommended its use. However, participation did not increase feelings of connection or comfort. While some students lacked interest or found it distracting, instructors saw value and planned to continue and expand Twitter use with lessons learned. Good training and active instructor involvement are needed for effective Twitter integration.
Student Mentoring Programme - Training Workshop Presentation - November 2017Joe O'Donnell
This document provides an agenda and overview for a workshop training mentors for a student mentoring program. The workshop will introduce mentors to Business in the Community, outline the mentoring program and the roles of mentors. It will also provide an overview of the two participating schools. The training will cover child protection guidelines, planning mentoring sessions, potential session topics and a mentoring schedule. Mentors will learn about the benefits of mentoring for students, schools and volunteers. They will discuss the skills of good mentors and practice mentoring techniques. The goal is to enable mentors' development and ensure they understand how to support students in their education and career pathways.
Mentor Orientation for Apprenticeships in Science and Engineering (ASE) ProgramJulia Soto
Guidance for mentors and supervisors for Saturday Academy's high school internship program (ASE). Including how the program works, what we expect, and tips for helping your student be successful during an eight-week internship.
2015 ASE Orientation for Students - online versionJulia Soto
This summary provides an overview of the 2015 ASE Student Orientation agenda:
1) The orientation agenda covers an overview of the ASE program, participant and mentor expectations, how interns can make the most of their internship, and activities focused on goal setting and problem solving.
2) Key events that interns are expected to participate in are the Midsummer Conference and Symposium, which provide opportunities for hands-on learning, presentations, and networking.
3) The orientation materials outline the support system available to interns, including their mentor, teacher monitor, ASE staff, and parents/guardians, and how to approach challenges like illness, scheduling issues, or injuries.
2014 Student Orientation for Apprenticeships in Science and Engineering (ASE)...Julia Soto
The document provides information about the 2014 Student Orientation for the ASE (Academic Science Experience) internship program. It includes expectations for interns, mentors, monitors and parents. It also outlines the orientation agenda, program overview, participant expectations, and support available from ASE staff. Interns are expected to complete 296 hours by August 31st and participate in required activities like conferences. The goal of the program is to provide real-world research and job experiences to students.
This document discusses mentoring colleagues and the role of an instructional coach. It provides an overview of the Australian Professional Standards for Teachers, which outline what teachers should know and be able to do at various stages of their career. An instructional coach can help mentors grow by modeling high-level teaching skills, supporting colleagues undergoing accreditation, and establishing a professional learning hub for workshops, observations, and sharing best practices. The coaching process involves setting goals, lesson planning, observations, and debrief meetings to help teachers improve.
- The document summarizes an ISP instructor's meeting that covered various topics: how ISPs scored last year, provider feedback, the UAI assessment, licensing inspectors, fun training activities, and instructor needs.
- Providers said the most helpful parts of training were the emphasis on teamwork in ISP development and better understanding key concepts like the UAI and individualizing goals. The least helpful parts included not having enough time and inconsistencies between inspectors.
- Instructors shared ideas for training activities like icebreakers using M&Ms and demonstrating individual needs with a pretend broken arm. They discussed approaches for explaining sample ISPs and having trainees practice writing ISPs in small groups. Suggestions were
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
The Role of Faculty in the Use of Twitter in Large Lecture CoursesHeather M. Ross
Three university courses used Twitter as a backchannel for student engagement and learning. Surveys found that students who participated more in Twitter felt it was more helpful for learning and recommended its use. However, participation did not increase feelings of connection or comfort. While some students lacked interest or found it distracting, instructors saw value and planned to continue and expand Twitter use with lessons learned. Good training and active instructor involvement are needed for effective Twitter integration.
Student Mentoring Programme - Training Workshop Presentation - November 2017Joe O'Donnell
This document provides an agenda and overview for a workshop training mentors for a student mentoring program. The workshop will introduce mentors to Business in the Community, outline the mentoring program and the roles of mentors. It will also provide an overview of the two participating schools. The training will cover child protection guidelines, planning mentoring sessions, potential session topics and a mentoring schedule. Mentors will learn about the benefits of mentoring for students, schools and volunteers. They will discuss the skills of good mentors and practice mentoring techniques. The goal is to enable mentors' development and ensure they understand how to support students in their education and career pathways.
This document summarizes an instructor orientation meeting held by the Department of Social Services (DSS) in August 2013. The agenda included introductions, a recap of spring and summer 2013 trainings, an information refresher, an overview of upcoming fall 2013 trainings, and tips for teaching adult learners. Panelists discussed feedback on recent nutrition and medication safety trainings and addressed questions about continuing education units, returning training materials, and logistical policies. Upcoming fall topics and changes were presented, and instructors were encouraged to promote the department's programs. Best practices for engaging adult learners through reflection, participation, and interactive activities were shared.
Ohana Middle School aims to create students who are college ready, career ready and community ready through a personalized learning model. The school serves 6th to 8th grade students and will expand to a maximum capacity of 600 students by year four. Students develop individualized learning plans and e-portfolios to track competencies and badge achievements across various subjects and career exploration activities. The school uses a blended rotational model to deliver personalized instruction based on student needs through independent work, small group lessons, technology centers and collaboration. An elective C-Block course infuses career pathways, endorsements and college planning using AVID strategies and Naviance. The school's vision is for all students to be college ready, career ready and community ready.
What is the true scope of learning analytics? Which part of the institution should be involved? How are they connected. A-LASI workshop co-presented with Phil Renner
This document provides guidance for school administrators on best practices and responsibilities. It discusses establishing clear expectations and communication, focusing on safety, handling parents and crises, developing leaders, and creating a positive learning environment. Key responsibilities include supporting teaching staff, managing operations, and becoming a role model. The document emphasizes treating others with respect, giving clear information, and acting with professionalism and maturity. The overall message is that administrators should focus on leadership, communication, and creating an environment conducive to learning.
This document outlines high-impact strategies for supporting pupils eligible for pupil premium (PP) and pupil premium plus (PP+) funding to narrow the attainment gap. It discusses the roles of inclusion staff like assistant SENCOs and academic mentors in providing focused academic and pastoral support. Key strategies mentioned include targeted interventions in literacy and numeracy, revision classes, and ensuring data is used to set and track SMART targets in personal education plans for looked-after children. A whole-school approach is emphasized to avoid support being dependent only on certain staff.
This document provides an orientation for instructors of DSS training programs. It includes introductions of panel members, an agenda, feedback from previous trainings, clarification of logistics and policies, and announcements of changes for upcoming sessions. Instructors are encouraged to consult their manuals for guidance and to share strategies for managing paperwork. A pilot program combining two topics and a new CE program for healthcare professionals are also announced. The orientation aims to prepare instructors to effectively deliver training and address participant needs and questions.
Yuanyuan Tan is a psychology major and information systems minor at the University of Cincinnati expected to graduate in December 2017 with a 3.83 GPA. She has worked as a research assistant at the university's Human Resources and Workplace Effectiveness Lab since May 2015 where she has assisted with research study design, literature reviews, and data entry. Tan has also served as a teaching assistant for personality and research methods & statistics courses. She is involved with campus organizations and has skills in Microsoft Office, SPSS, communication, customer service, and is bilingual in Chinese and English.
This document outlines various learning skills and strategies for students, including goals and motivation, self-regulation, organization, time management, collaboration, and developing long-term memory. It provides examples of how students can improve in these areas, such as setting individual goals, assessing their own strengths and needs, organizing their papers and workspace, participating in group activities, and using strategies like daily review to strengthen memory retention. The document also includes charts and statistics about student performance, attitudes, and study habits to illustrate how developing these learning skills can help improve academic achievement.
The document discusses student-led conferences (SLCs) that will take place for the 2011-12 school year. SLCs encourage students to take responsibility for their academic performance by facilitating a conference where they assess their work, set goals, and share their learning progress with parents and teachers. SLCs benefit students by increasing independence, ownership over learning, and skills like organization and communication. They also benefit parents by helping them play a more active role, and teachers by increasing student and parent involvement in the learning process.
This document provides an overview of the Upward Bound program for students and parents. It discusses the program's mission to help low-income and first-generation students prepare for and complete higher education. The program offers academic support like tutoring, college planning assistance, and a summer residential program to help students succeed. It also outlines the program's values of passion, compassion, empowerment, mentorship, support, and success. The orientation concludes by emphasizing that Upward Bound aims to create a supportive family-like community for students.
This senior reorientation module provides guidance to graduating students on goal setting, values, ethics, mentors, global citizenship, and reflection as they transition out of college. It encourages students to develop 5-year goals plans, examine their values, identify qualities to look for in mentors, consider their role as global citizens, and reflect on how their college experiences have shaped them. Students are prompted to think about how principles from the modules can influence their goals, decisions, and role in society post-graduation.
The document discusses a "Bridge to Loyola" program that helps facilitate the transition to college for students identified as "at-risk". It provides an overview of the program, which includes a summer residential component with orientation, courses, workshops and faculty meetings. During the fall and spring semesters, students take cohort sections of courses and seminars on leadership development. Assessment data found no students dismissed for academic reasons, with GPAs rising after the first year. Students noted benefits like community development and familiarity with resources, while faculty saw improved study skills. Challenges included costs and differing student needs. The program aims to further research progress and benchmark with other institutions.
Jennifer L. Lynch has over 17 years of experience working in early childhood education. She has a BA in Early Childhood Education from Otterbein College and an Associates Degree in Child Development from Columbus State Community College. Ms. Lynch is currently a lead teacher at the Schoenbaum Family Center in Columbus, Ohio. She has a valid Early Childhood Teacher License and has completed over 21 verified training sessions focused on child development, learning experiences, and professional development.
NTLT 2012 - The assessment busters: A collaborative approach which turns asse...NTLT Conference
This document discusses a collaborative approach called "Targeted Learning Sessions" to help first-year tertiary students with assessment preparation. The approach brings students, academics, and professional staff together to address concerns with poor first-year assessment that can cause student disengagement. Targeted Learning Sessions have two goals: to help students complete assignments and help academics refine assessments. This approach works for all groups by making assessment support convenient and discipline-specific, increasing collaboration, and improving student results through higher assignment submission and pass rates.
This document summarizes an assessment of Supplemental Instruction (SI) conducted at Northern Essex Community College. The assessment found that student attendance at SI sessions varied significantly across subjects, with the highest attendance in a math class and the lowest in an English class. Students who attended over half of the SI sessions were more likely to earn a C or better and less likely to fail. Based on these results, the college plans to take steps to better promote SI sessions to students and encourage attendance, with a goal of one-third of students attending over half of sessions. They will collect additional data in the fall to evaluate whether these measures improve attendance and student outcomes.
Evaluating Single Group Visits to The Noguchi MuseumRebecca Herz
The Noguchi Museum evaluated single visit school tours to understand what elements were most and least effective. Tours that scored highest had guides explicitly asking students to look at and describe artworks, modeling close observation, and demonstrating they heard student responses. Tours that scored lowest had guides asking open-ended questions, challenging interpretive thinking, allowing personal connections, and waiting for many student responses. The findings suggest congratulating effective educators and using low scores to reflect on improving guided discussion techniques and student focus.
Flipping the Classroom: Empowering the Learner through Flipped LearningZoraini Wati Abas, EdD
This document discusses flipping the classroom through a presentation given by Prof Dr. Zoraini Wati Abas. It begins by recalling traditional teaching methods and how student access and motivation has changed with technology. It then defines flipping the classroom as assigning instructional content as homework using videos or readings, and using class time for hands-on learning and problem solving. The benefits are highlighted as helping all students learn at their own pace, increasing interaction with teachers, and better preparing students for self-directed learning.
Héroes del silencio 1993 - el espíritu del vinoasdfghjklo
Definición de isómeros
Se llaman isómeros a moléculas que tienen la misma formula molecular pero distinta estructura. Se clasifican en isómeros de cadena, posición y función.
Isómeros de cadena
Se distinguen por la diferente estructura de las cadenas carbonadas. Un ejemplo de este tipo de isómeros son el butano y el 2-metilpropano.
ParkLake Plaza – Property Xpress (PropertyXpress.com)Property Xpress
Property Xpress (PropertyXpress.com) - ParkLake Plaza is set to become one of Eastern Europe’s most prestigious and sought-after retail locations. Situated in the heart of Bucharest, serving the local community with the most diverse retail, leisure and entertainment offerings, ParkLake Plaza will become the hub of community life for the Titan district of Bucharest.
This document summarizes an instructor orientation meeting held by the Department of Social Services (DSS) in August 2013. The agenda included introductions, a recap of spring and summer 2013 trainings, an information refresher, an overview of upcoming fall 2013 trainings, and tips for teaching adult learners. Panelists discussed feedback on recent nutrition and medication safety trainings and addressed questions about continuing education units, returning training materials, and logistical policies. Upcoming fall topics and changes were presented, and instructors were encouraged to promote the department's programs. Best practices for engaging adult learners through reflection, participation, and interactive activities were shared.
Ohana Middle School aims to create students who are college ready, career ready and community ready through a personalized learning model. The school serves 6th to 8th grade students and will expand to a maximum capacity of 600 students by year four. Students develop individualized learning plans and e-portfolios to track competencies and badge achievements across various subjects and career exploration activities. The school uses a blended rotational model to deliver personalized instruction based on student needs through independent work, small group lessons, technology centers and collaboration. An elective C-Block course infuses career pathways, endorsements and college planning using AVID strategies and Naviance. The school's vision is for all students to be college ready, career ready and community ready.
What is the true scope of learning analytics? Which part of the institution should be involved? How are they connected. A-LASI workshop co-presented with Phil Renner
This document provides guidance for school administrators on best practices and responsibilities. It discusses establishing clear expectations and communication, focusing on safety, handling parents and crises, developing leaders, and creating a positive learning environment. Key responsibilities include supporting teaching staff, managing operations, and becoming a role model. The document emphasizes treating others with respect, giving clear information, and acting with professionalism and maturity. The overall message is that administrators should focus on leadership, communication, and creating an environment conducive to learning.
This document outlines high-impact strategies for supporting pupils eligible for pupil premium (PP) and pupil premium plus (PP+) funding to narrow the attainment gap. It discusses the roles of inclusion staff like assistant SENCOs and academic mentors in providing focused academic and pastoral support. Key strategies mentioned include targeted interventions in literacy and numeracy, revision classes, and ensuring data is used to set and track SMART targets in personal education plans for looked-after children. A whole-school approach is emphasized to avoid support being dependent only on certain staff.
This document provides an orientation for instructors of DSS training programs. It includes introductions of panel members, an agenda, feedback from previous trainings, clarification of logistics and policies, and announcements of changes for upcoming sessions. Instructors are encouraged to consult their manuals for guidance and to share strategies for managing paperwork. A pilot program combining two topics and a new CE program for healthcare professionals are also announced. The orientation aims to prepare instructors to effectively deliver training and address participant needs and questions.
Yuanyuan Tan is a psychology major and information systems minor at the University of Cincinnati expected to graduate in December 2017 with a 3.83 GPA. She has worked as a research assistant at the university's Human Resources and Workplace Effectiveness Lab since May 2015 where she has assisted with research study design, literature reviews, and data entry. Tan has also served as a teaching assistant for personality and research methods & statistics courses. She is involved with campus organizations and has skills in Microsoft Office, SPSS, communication, customer service, and is bilingual in Chinese and English.
This document outlines various learning skills and strategies for students, including goals and motivation, self-regulation, organization, time management, collaboration, and developing long-term memory. It provides examples of how students can improve in these areas, such as setting individual goals, assessing their own strengths and needs, organizing their papers and workspace, participating in group activities, and using strategies like daily review to strengthen memory retention. The document also includes charts and statistics about student performance, attitudes, and study habits to illustrate how developing these learning skills can help improve academic achievement.
The document discusses student-led conferences (SLCs) that will take place for the 2011-12 school year. SLCs encourage students to take responsibility for their academic performance by facilitating a conference where they assess their work, set goals, and share their learning progress with parents and teachers. SLCs benefit students by increasing independence, ownership over learning, and skills like organization and communication. They also benefit parents by helping them play a more active role, and teachers by increasing student and parent involvement in the learning process.
This document provides an overview of the Upward Bound program for students and parents. It discusses the program's mission to help low-income and first-generation students prepare for and complete higher education. The program offers academic support like tutoring, college planning assistance, and a summer residential program to help students succeed. It also outlines the program's values of passion, compassion, empowerment, mentorship, support, and success. The orientation concludes by emphasizing that Upward Bound aims to create a supportive family-like community for students.
This senior reorientation module provides guidance to graduating students on goal setting, values, ethics, mentors, global citizenship, and reflection as they transition out of college. It encourages students to develop 5-year goals plans, examine their values, identify qualities to look for in mentors, consider their role as global citizens, and reflect on how their college experiences have shaped them. Students are prompted to think about how principles from the modules can influence their goals, decisions, and role in society post-graduation.
The document discusses a "Bridge to Loyola" program that helps facilitate the transition to college for students identified as "at-risk". It provides an overview of the program, which includes a summer residential component with orientation, courses, workshops and faculty meetings. During the fall and spring semesters, students take cohort sections of courses and seminars on leadership development. Assessment data found no students dismissed for academic reasons, with GPAs rising after the first year. Students noted benefits like community development and familiarity with resources, while faculty saw improved study skills. Challenges included costs and differing student needs. The program aims to further research progress and benchmark with other institutions.
Jennifer L. Lynch has over 17 years of experience working in early childhood education. She has a BA in Early Childhood Education from Otterbein College and an Associates Degree in Child Development from Columbus State Community College. Ms. Lynch is currently a lead teacher at the Schoenbaum Family Center in Columbus, Ohio. She has a valid Early Childhood Teacher License and has completed over 21 verified training sessions focused on child development, learning experiences, and professional development.
NTLT 2012 - The assessment busters: A collaborative approach which turns asse...NTLT Conference
This document discusses a collaborative approach called "Targeted Learning Sessions" to help first-year tertiary students with assessment preparation. The approach brings students, academics, and professional staff together to address concerns with poor first-year assessment that can cause student disengagement. Targeted Learning Sessions have two goals: to help students complete assignments and help academics refine assessments. This approach works for all groups by making assessment support convenient and discipline-specific, increasing collaboration, and improving student results through higher assignment submission and pass rates.
This document summarizes an assessment of Supplemental Instruction (SI) conducted at Northern Essex Community College. The assessment found that student attendance at SI sessions varied significantly across subjects, with the highest attendance in a math class and the lowest in an English class. Students who attended over half of the SI sessions were more likely to earn a C or better and less likely to fail. Based on these results, the college plans to take steps to better promote SI sessions to students and encourage attendance, with a goal of one-third of students attending over half of sessions. They will collect additional data in the fall to evaluate whether these measures improve attendance and student outcomes.
Evaluating Single Group Visits to The Noguchi MuseumRebecca Herz
The Noguchi Museum evaluated single visit school tours to understand what elements were most and least effective. Tours that scored highest had guides explicitly asking students to look at and describe artworks, modeling close observation, and demonstrating they heard student responses. Tours that scored lowest had guides asking open-ended questions, challenging interpretive thinking, allowing personal connections, and waiting for many student responses. The findings suggest congratulating effective educators and using low scores to reflect on improving guided discussion techniques and student focus.
Flipping the Classroom: Empowering the Learner through Flipped LearningZoraini Wati Abas, EdD
This document discusses flipping the classroom through a presentation given by Prof Dr. Zoraini Wati Abas. It begins by recalling traditional teaching methods and how student access and motivation has changed with technology. It then defines flipping the classroom as assigning instructional content as homework using videos or readings, and using class time for hands-on learning and problem solving. The benefits are highlighted as helping all students learn at their own pace, increasing interaction with teachers, and better preparing students for self-directed learning.
Héroes del silencio 1993 - el espíritu del vinoasdfghjklo
Definición de isómeros
Se llaman isómeros a moléculas que tienen la misma formula molecular pero distinta estructura. Se clasifican en isómeros de cadena, posición y función.
Isómeros de cadena
Se distinguen por la diferente estructura de las cadenas carbonadas. Un ejemplo de este tipo de isómeros son el butano y el 2-metilpropano.
ParkLake Plaza – Property Xpress (PropertyXpress.com)Property Xpress
Property Xpress (PropertyXpress.com) - ParkLake Plaza is set to become one of Eastern Europe’s most prestigious and sought-after retail locations. Situated in the heart of Bucharest, serving the local community with the most diverse retail, leisure and entertainment offerings, ParkLake Plaza will become the hub of community life for the Titan district of Bucharest.
Safari Destinations offer a huge variety of accommodation options from affordable to luxury and up market accommodation for all kind of special occasions. bookings@safaridestinations.co.za
La valutazione delle capacità genitoriali in coppie omosessuali e transessualiRiccardo Giordani
La valutazione delle capacità genitoriali in coppie omosessuali e transessuali
Roma, 17 maggio 2013
Prof. Giovanni B. Camerini
Neuropsichiatra infantile e Psichiatra
El documento habla sobre cómo los memes se contagian entre las personas como un virus y cómo este meme en particular es un homenaje al niño interior de cada uno. Menciona que para crear un meme hay que recurrir a los recuerdos de la infancia y finaliza deseando un feliz día a todos los participantes.
Este documento discute varios temas relacionados con la profecía bíblica. Brevemente resume la historia del Arca del Pacto, explicando que existen teorías sobre su paradero actual pero que probablemente aún se encuentra en Jerusalén debajo de la Mezquita de la Cúpula de la Roca. También habla sobre la necesidad de un tercer templo judío para que se cumplan profecías sobre el Anticristo. Finalmente, analiza brevemente el rollo con siete sellos mencionado en Apocalipsis 5.
Charles Margeson has over 16 years of experience in operations and project management roles requiring team leadership, process management, and technology skills. He has a track record of successfully executing projects to improve business processes and systems. His career includes management positions with responsibilities for contact centers, project delivery, performance reporting, and systems support. He led major initiatives such as transitioning a call center to new operations and upgrading automated and workforce management systems.
This study evaluated the efficacy and safety of continuous intravenous infusion of a plasma-derived factor IX concentrate (Mononine) in 28 patients with haemophilia B undergoing surgery, experiencing trauma, or having a spontaneous haemorrhage. A subset of 13 patients underwent pharmacokinetic testing to determine individualized dosing for infusion. Patients received a bolus dose followed by a continuous infusion over 72-120 hours to maintain factor IX levels between 0.4-1.0 IU/mL. Efficacy was reported as excellent in 96% of patients and good in 4% of patients, with no severe bleeding. Adverse events were minor and related to infusion site irritation. Continuous infusion of Mononine was found to be
El documento describe un sistema de gestión por procesos que tiene como objetivo cumplir con los requisitos de la norma ISO 9001. El sistema identifica los procesos clave de la organización y establece objetivos e indicadores para cada proceso. También describe los procedimientos para realizar auditorías internas, gestionar la documentación, tratar las no conformidades y mejorar continuamente el sistema.
Levate l'ancora! Rotte senza problemi con ZF2Diego Drigani
Introduzione al routing di Zend Framework 2, tenuta allo Zend Framework Day del 01/02/2013 a Milano.
Avere URL pulite e ben strutturate è molto importante, sia da un punto di vista SEO, che di organizzazione delle proprie API. In Zend Framework 2 è il router ad occuparsi di gestire le richieste http, di delegare l'esecuzione delle stesse all'opportuno frammento di codice sorgente, e quindi di estrarne gli eventuali parametri. Questo talk introduce le potenti funzionalità del nuovo sistema di routing di ZF2. Grazie a esempi reali (con gestione di richiestte http, ma anche CLI), sarete in grado di utilizzare il nuovo router di ZF2 in tutta la sua flessibilità.
Este documento presenta una guía para personas afectadas por el Síndrome de Sensibilidad Química Múltiple (SSQM) y otras personas interesadas en mejorar su calidad de vida. El documento define el SSQM, describe los signos y síntomas asociados, y ofrece consejos sobre cómo llevar a cabo un control ambiental efectivo mediante la mejora de la calidad del aire, la alimentación, el agua y otros aspectos del estilo de vida para reducir la exposición a sustancias químicas dañinas. El control ambiental se
Using Social Media Advertising to Find and Convert Your Target B2B Audience -...Marketing Mojo
This document discusses using social media advertising to target B2B audiences. It recommends LinkedIn as the best platform for B2B due to its large professional network and robust targeting options. LinkedIn advertising options include self-serve ads, sponsored updates, and managed display ads. Facebook and Twitter are also options for retargeting visitors with mobile newsfeed ads. The document stresses integrating advertising across channels using retargeting pixels and cookies to properly attribute conversions.
Este documento presenta la Declaración de los Derechos del Niño de Janusz Korczak, un pediatra y escritor polaco que defendió los derechos de los niños. La declaración establece que los niños tienen derecho al amor, respeto, las mejores condiciones para su desarrollo, a vivir en el presente, a ser ellos mismos, a equivocarse y ser tomados en serio. También tienen derecho a la educación, a tener secretos y a un tribunal de niños donde sean juzgados por sus pares.
El documento habla sobre el voluntariado corporativo y la responsabilidad social de las empresas. Explica que el voluntariado corporativo permite que los empleados realicen acciones voluntarias a través de organizaciones sociales. Ofrece beneficios para la comunidad, las organizaciones sociales, los empleados y las empresas. También describe el proceso de planificación, acción y evaluación necesario para llevar a cabo un programa de voluntariado corporativo de manera efectiva.
Este documento presenta varios tipos de señales de seguridad para centros de trabajo, incluyendo señales generales, de advertencia, prohibición, extinción y evacuación. Proporciona detalles como medidas, precios y referencias de cada señal. El objetivo es proveer una señalización adecuada para prevenir accidentes en cumplimiento con la ley.
El documento describe diferentes tipos de proyectos de vida y propone que las personas desarrollen un proyecto de vida centrado en convertirse en un "emprendedor animal". Explica que un proyecto de vida es un plan para lograr metas personales a corto, mediano y largo plazo. Luego, describe 10 tipos de proyectos de vida no deseados y propone que las personas cultiven las competencias de un emprendedor para tener éxito en la vida.
Este documento describe los aspectos teóricos relacionados con la elaboración de morcilla. Define la morcilla como un producto cárnico elaborado principalmente con sangre como ingrediente característico. Explica los ingredientes clave como la sangre, grasa, tripas y condimentos, y sus funciones en el proceso de elaboración. Además, clasifica los diferentes tipos de tripas y describe los procesos básicos para la elaboración de morcilla.
The document provides information about BBS/BBA/BMS degrees, including why students pursue them, typical course curriculums, eligibility criteria, and details about entrance exams and top colleges offering these programs in India. It discusses the job and career opportunities these degrees provide, as well as the holistic development of students' personalities. Examples of course topics, sample business awareness questions from entrance exams, and information about a test preparation provider called The Pratham EDGE are also included.
This document outlines the agenda and information provided in a course representative training session. The session aimed to refresh representatives on their role in gathering student feedback, raise awareness of the importance of the student voice, and inform representatives about upcoming quality assurance events. Representatives were taught how to effectively research issues, campaign on student concerns, and behave professionally in meetings. They were also provided with contact information for support services and elected officers.
This document summarizes the key points from a Division of Student Affairs and Academic Support Directors meeting in March 2018. The summary includes:
1) An upcoming Midlands Heart Walk event on March 24th with heart healthy activities starting at 8am and the walk starting at 9:30am at the Colonial Life Arena intramural field.
2) Prizes for the Student Affairs & Academic Support department and individuals who raise the most funds for the Heart Walk.
3) Upcoming professional development events in March and April including a LETS listening series, division meeting, and awards nominations.
4) A presentation on the Winter Session 2018 hosted by the Office of On Your Time Initiatives, including enrollment numbers
Guided Pathways and iPASS: Supporting Student Success from Start to FinishHobsons
Stella and Charles Guttman Community College, the newest community college in the City University of New York, is an equity-driven, guided learning pathways institution. Having just completed our fourth year, Guttman’s educational model is proving to be successful in helping students make timely progress towards degree completion; our two- and three-year graduation rates are well above the national average.
This document discusses assessment, accreditation, and compliance from the Higher Learning Commission. It provides an overview of the HLC criteria that institutions must meet, including having a clear mission, operating with integrity, and providing quality education. It notes areas that the institution met with conditions, including operating with integrity, commitment to assessment, and commitment to retention/completion. It outlines recommendations from an accreditation team visit, including following up on restructuring co-requisite programs, improving faculty credentialing and assessment systems, and shared governance. It also discusses the institution's co-requisite model, assessment systems, and shared governance plans.
The document describes the creation of a peer coaching program at SUNY Empire State College's Northeast Center Office of Academic Support. It provides an overview of the program, including that peer coaches are trained students who provide academic support to other students. The document outlines how the program was intentionally designed around principles like professional standards, tailored training, and ongoing evaluation and professional development. It also provides details on the implementation of the program, reporting that it has trained over 13 peer coaches since 2011 who have helped over 25 students through 47 appointments. Student feedback indicates the peer coaching is helpful, and the program seems to have had a positive impact on student grades.
This document summarizes the best practices of an educational leader intern during her internship. She worked to support students through data analysis, interventions, and relationship building. She provided professional development for teachers, modeled lessons, and supported collaboration. As a leader, she created a vision and improvement plan, ensured safety, and promoted family and community involvement. Her goal is to increase student achievement through strong partnerships, collaboration, and communication.
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...statisfactions
Here are the slides for Dr. Michelle Everson's presentation to the Winter 2014 Meeting of the American Statistical Association's Twin Cities Chapter, focused on statistics education. Dr. Everson is Senior Lecturer in the Department of Educational Psychology at the University of Minnesota—Twin Cities.
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
TxDLA 2018 presentation - Online Learning Strategies and Student Orientationltingting
In this presentation we
- review literature and lessons learned in our own teaching and support experiences
- discuss factors contributing to academic tenacity and student success in online learning
- provide insights for teachers.
Here are some key points on positive communication and interpersonal skills for peer coaches:
- Establish rapport by making small talk and making students feel welcome. Listen actively to understand their needs.
- Set clear expectations by asking students what they want to focus on and setting realistic goals for the session.
- Assess the situation by asking open-ended questions and paraphrasing to understand challenges. Inquire about study habits respectfully.
- Collaborate by having students explain concepts, look up information, and take notes. Avoid interrupting and assume an authoritative role.
- Summarize accomplishments, set goals, and offer to schedule follow-ups to close sessions positively.
The overall approach is to
This document provides information for students attending induction at a college. It outlines the aims of induction, which are to welcome students, provide timetables, introduce college policies and procedures, and have fun. It discusses the college's values in providing a supportive learning environment. The document then covers specific policies, resources and support available to students, such as personal tutors, learning support, health and well-being services, finance assistance, and opportunities for enrichment and having a student voice.
Northern Collaboration Conference 2014: Peer Assisted Study Sessions by Sue M...northerncollaboration
'The PASS programme has been fundamental to my experience as a first year' - Introducing peer support at Teesside University library. Delivered at The Northern Collaboration 2014 conference, 5th September 2014.
This document provides information from the Back-to-School Night presentation for Jefferson Middle School. It summarizes the school's instructional programs, which include comprehensive curricula across subjects to support college and career readiness. It highlights the school's focus on developing the whole student through various extracurricular activities and support systems. The presentation also reviews communication channels between the school and parents and encourages parental involvement through volunteering, attending events, and supporting school organizations. It concludes by outlining the schedule and goals for the Back-to-School Night event.
How do we ensure that every student has an adult advocate who understands and guides his/her academic and social development? In this session, we will answer that question by examining how we build strong advisory and advocacy programs in our middle schools.
Palm Trees, Flip Flops, and Peer AdvisorsJames Hardin
The document summarizes the peer advising program at Auburn University's College of Sciences and Mathematics (COSAM). The program began in 2004 with 8 peer advisors and has grown to 12 peer advisors. Peer advisors are juniors and seniors who provide advising support such as office hours, assisting with course registration, and leading freshman orientation classes. Research shows that peer advising programs can help communicate with students and increase retention. The program faces challenges with funding and time commitment but provides benefits such as cost efficiency and leadership opportunities for peer advisors.
This document discusses the WASC accreditation process for CDS school for the 2014-2015 school year. It explains that CDS is currently in year 2 of the 6-year process. The school's goals are to involve all staff and stakeholders, create a continuous WASC process, and improve the school. To receive accreditation, the school must complete a self-study report and single plan for student achievement. The self-study will be completed by leadership, home, and focus groups to analyze student achievement and how the school supports it. The focus groups will examine criteria related to student learning, curriculum/instruction/assessment, student growth, and resource management.
Similar to 2015 ASE Orientation for Mentors - online version (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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3. “The experience was more than I could have expected and
allowed me the freedom to develop as a student.” - ASE Intern
“He was more productive than many of the graduate students
I have had in the past. It was a pleasure working with him. I
learned quite a bit as a result of his research…” -PSU mentor
4. Major Grant Support for 2015 ASE provided by:
J.F.R. Foundation
Additional Grant Support for 2015 ASE provided by:
Financial support also provided by
mentor organizations and individual contributions
5. • ASE: An Overview
• Mentors: The Value of Mentoring
• Participants: What we expect
• Relationships: What can you expect
• Q&A
Orientation Agenda
6. Saturday Academy’s Mission:
To engage motivated young people
in hands-on, in-depth learning and
problem solving by connecting them
with community experts who serve as
instructors and mentors
The ASE Program is part
of Saturday Academy,
a 501(c)(3) nonprofit
organization
7. • Started in 1989
• Over 3,600 interns
• 163 interns in 2015
• 149 mentors in 37
organizations
• 3 dedicated program staff
• 15 Teacher Monitors
ASE by the numbers
9. ACTIVITY: Who mentored you?
Who helped ignite your passion for STEM?
What qualities did this person embody?
How did s/he help shape your development, education
and career choices?
10. Value of Mentoring
• Early 1990’s research finds “caring, committed
adults” central to healthy growth of young people
• Relationships recognized as the mechanism
through which psychological development occurs
• The more Developmental Assets young people
acquire, the better their chances of succeeding
11. …science is moving very quickly, …we can’t even imagine
the scientific techniques they’ll be using, or the careers
they will have.
The only thing that is certain is that our students won’t be
using the techniques we use or have the careers that we
have...Our 21stth century challenge is to mentor that
there are no boundaries for what science can be done
and that passion drives discovery.
Jeri Janowsky, PhD
Executive Director, Saturday Academy
The Real Challenge
14. Expectations of Mentors
• Provide pre-professional and
educational
• Ensure a safe environment
• Set students up for success
– Provide clear expectations and goals
– Give regular feedback
– Keep them engaged; stretch their minds;
provide opportunities to discover
– Address any issues; use Teacher
Monitors and ASE Staff to help
15. Expectations of Mentors
• Make your intern part of your team
– Debrief daily with designated staff
member for ~2 weeks; 1-3 times per
week thereafter
– Integrate them into the work community
• Host parents for one site visit
• Have fun
You will make a difference in your
student’s future success!
16. • 8 weeks “full-time” schedule
• Complete 296 hours by Aug. 31
• Manage schedule and time
• Follow all workplace policies
• Act professionally
• Inform mentor of any problems or
issues and work together to resolve
Expectations of Interns
17. Expectations of Interns
• Clarify expectations and goals
• Learn the subject matter, ask
questions, keep a log
• Participate fully in required program
activities: Midsummer Conference &
Symposium
• Respond to Teacher Monitor’s requests
• Write Thank You Notes and Summaries
18. Quiz: True or false?
Student Says:
“I have to leave early (2pm) on Mon/Wed/Fri
for my tennis team work outs”
You (the mentor) says:
“Sure, whatever…”
19. Expectations of Teacher Monitors
• Provide support to student - program logistics, transportation
assistance
• Conduct 2 site visits and interviews with interns and mentors
(Teacher Monitor will contact you to schedule visits)
• Take photos
• Coordinate Thank You Letters
• Serve as resource to interns, mentors, and ASE staff
• Assist with events, like this Orientation and conferences
• Available if issues arise
20. Support from ASE Staff
• Ensure a quality program and experience
• Point of contact in event of an emergency
• Organize conferences
• Disburse stipend payments
• Provide liability insurance and documentation to
schools
Our goal is an educational and
productive summer for all!
21. Expectations of Parents/Guardians
• Encourage student to fully participate
• Facilitate learning experience
• Provide housing & transportation
• Provide health insurance
• Reinforce professional behavior
• May request one site visit
22. How ASE will contact you
ASE will rely on EMAIL to communicate with
participants. Please check your email often and
notify us immediately if your contact information
changes!
24. Understanding Your Student
• Track record of high achievement
Projects done faster than mentors
anticipate
• Inexperienced but eager to please
• Likely to be first professional work
experience
25. Types of Mentoring Relationships
• Social/ Youth
• Workplace
• Academic
Outcomes from mentoring
• Behavior
• Attitude
• Health
Understanding Mentoring
• Relational
• Motivational
• Career
26. Stages of a Mentoring Relationship
Stage 1: Developing Rapport & Building Trust
Stage 2: Reaching Goals
Stage 3: Closure
28. Preparation
• Motivations
• Confirm student schedule
• Determine regular meeting times
• Conduct background check if needed
• Set up workspace, computer, email
account
• Map out 2-3 projects
• Assign reading material: project history,
technical
• Host parent visit if requested
29. The First Week
• Set goals and deliverables
– Goals: broad and overarching
– Deliverables: concrete, specific,
timely
• Develop rapport
– Be predictable and consistent
• Acclimate and connect the
student to others
– Introductions, lunches, social
interactions
30. Middle of the Internship
• Regular Check-ins
• Keep up Momentum
• Student’s Goals
• Site Visits from Teacher
Monitors
• Symposium Planning
31. Midsummer Conference
• July 14, 2015, OSU
• Who attends: Interns,
Workshop Presenters
Symposium
• August 21, 2015,
University of Portland
• Who attends: Interns,
Mentors, Families,
Community Members
Program Events
32. Closing the Internship (and beyond)
• Keep in touch
• Some interns return to
serve as co-mentors
• Science fairs* and
competitions
• Publications and
conferences
* Students need to register
any potential science fair
projects before the
internship begins.
34. Measures of Success
Interns:
• forget about the clock
• volunteer after 8
weeks are over
Mentors:
• return year after year
• recruit new mentors
35. More Resources
• Other mentors
• ASE Online
(http://www.saturdayacademy.org/ase/mentor-information)
– Presentation Materials
– Tips for Mentors
– Guidance for Junior Scholars
• Teacher Monitors
• ASE Staff