Presentation given in Polish Sejm in June 2015 regarding creation of Polish standarization and knowledge exchange platform within construction industry.
Karen van Zyl has over 22 years of experience in early childhood development and social work. She owns her own private practice called Pikanini Early Childhood Development and has consulted for various organizations. She is seeking a new managerial position that allows her to utilize her expertise and continue growing professionally.
The document describes two models of curriculum development: the Interaction Model and Taba's Model. The Interaction Model is a modification of Tyler's Model that views curriculum development as a dynamic process where the four elements (objectives, content, methods, evaluation) can be addressed in any order and influence each other. Taba's Model is a grassroots approach based on Tyler's Model that emphasizes teacher input and includes seven steps: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, and evaluation. The document concludes by outlining a contemporary five-step framework for curriculum development that incorporates needs analysis, objectives, content selection and organization, implementation, and evaluation
The document outlines Malaysia's national philosophy of education, goals of education, and structure of the education system from preschool through upper secondary levels. The main goals are to achieve national unity, produce quality manpower, democratize education, and inculcate positive values. The education system emphasizes general education, skills development, and the integration of intellectual, spiritual, emotional and physical aspects. Subjects include the national language of Bahasa Melayu as well as English, mathematics, science, and moral education.
1. This document provides information on the EDU 555 Curriculum and Instruction course offered in the semester of Mac 15 - Jul 15. It outlines the course description, outcomes, contents, learning activities and assessments.
2. The course will be divided into curriculum and instruction sections. It will cover principles of curriculum design, models of curriculum development, and approaches to instruction and materials.
3. Students will be assessed through tests, group projects, presentations, lesson planning, microteaching, participation and portfolio submission. They must demonstrate knowledge of curriculum and instruction concepts and apply them to designing a course and teaching lessons.
This document discusses the teacher's role in curriculum development and different models of curriculum construction. It states that teachers are involved in daily curriculum development through lesson planning and implementing the curriculum in their teaching and learning. It also describes Tyler's objectives model of curriculum construction in detail, including the four main stages of objectives, content, method, and evaluation.
This document discusses curriculum evaluation and the CIPP model for evaluation. It begins by defining curriculum evaluation as making judgments about changes needed in students by using information to change teaching and curriculum. It then discusses different types of evaluation, including formative evaluation for ongoing program improvement and summative evaluation at a program's completion to determine effectiveness. The CIPP model is introduced as a comprehensive framework for guiding curriculum evaluation, including context, input, process, and product evaluations to assess needs, resources, implementation, and outcomes.
This document contains the resume of Subhash Chandra Yadav. It summarizes his professional experience of 6 years in sales roles at Reckitt Benckiser India Ltd and Nestle India Ltd. It outlines his core competencies such as key account sales, distribution management, and team management. It also provides details of his educational qualifications and career history in various sales and marketing roles. The resume aims to highlight Yadav's experience in sales, distribution, business development, and people management for the FMCG/consumer durable sector.
Karen van Zyl has over 22 years of experience in early childhood development and social work. She owns her own private practice called Pikanini Early Childhood Development and has consulted for various organizations. She is seeking a new managerial position that allows her to utilize her expertise and continue growing professionally.
The document describes two models of curriculum development: the Interaction Model and Taba's Model. The Interaction Model is a modification of Tyler's Model that views curriculum development as a dynamic process where the four elements (objectives, content, methods, evaluation) can be addressed in any order and influence each other. Taba's Model is a grassroots approach based on Tyler's Model that emphasizes teacher input and includes seven steps: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, and evaluation. The document concludes by outlining a contemporary five-step framework for curriculum development that incorporates needs analysis, objectives, content selection and organization, implementation, and evaluation
The document outlines Malaysia's national philosophy of education, goals of education, and structure of the education system from preschool through upper secondary levels. The main goals are to achieve national unity, produce quality manpower, democratize education, and inculcate positive values. The education system emphasizes general education, skills development, and the integration of intellectual, spiritual, emotional and physical aspects. Subjects include the national language of Bahasa Melayu as well as English, mathematics, science, and moral education.
1. This document provides information on the EDU 555 Curriculum and Instruction course offered in the semester of Mac 15 - Jul 15. It outlines the course description, outcomes, contents, learning activities and assessments.
2. The course will be divided into curriculum and instruction sections. It will cover principles of curriculum design, models of curriculum development, and approaches to instruction and materials.
3. Students will be assessed through tests, group projects, presentations, lesson planning, microteaching, participation and portfolio submission. They must demonstrate knowledge of curriculum and instruction concepts and apply them to designing a course and teaching lessons.
This document discusses the teacher's role in curriculum development and different models of curriculum construction. It states that teachers are involved in daily curriculum development through lesson planning and implementing the curriculum in their teaching and learning. It also describes Tyler's objectives model of curriculum construction in detail, including the four main stages of objectives, content, method, and evaluation.
This document discusses curriculum evaluation and the CIPP model for evaluation. It begins by defining curriculum evaluation as making judgments about changes needed in students by using information to change teaching and curriculum. It then discusses different types of evaluation, including formative evaluation for ongoing program improvement and summative evaluation at a program's completion to determine effectiveness. The CIPP model is introduced as a comprehensive framework for guiding curriculum evaluation, including context, input, process, and product evaluations to assess needs, resources, implementation, and outcomes.
This document contains the resume of Subhash Chandra Yadav. It summarizes his professional experience of 6 years in sales roles at Reckitt Benckiser India Ltd and Nestle India Ltd. It outlines his core competencies such as key account sales, distribution management, and team management. It also provides details of his educational qualifications and career history in various sales and marketing roles. The resume aims to highlight Yadav's experience in sales, distribution, business development, and people management for the FMCG/consumer durable sector.
This document summarizes an article that was published in Vaccine journal. The article evaluates the protective efficacy of two Eimeria tenella antigens (EtMIC1 and EtMIC2) expressed transiently in tobacco plants as potential vaccine candidates against coccidiosis in chickens. Chickens were immunized with plant-expressed EtMIC1 alone or in combination with EtMIC2. Immunization elicited antibody responses and provided protection as measured by weight gain and reduced oocyst shedding upon challenge compared to controls. The combination of EtMIC1 and EtMIC2 provided better protection than EtMIC1 alone.
This document provides information about the EDU555 Curriculum and Instruction course for week 1. The course will cover curriculum and instruction principles, procedures, and practices. It will also focus on instructional approaches, methods, techniques and materials. The course outcomes include being able to design curriculum, syllabus, lesson plans and evaluate instructional materials. The course content will cover topics such as curriculum models, evaluation, school curriculum, syllabus design, instructional objectives, and microteaching. Assessment includes tests, presentations, course design projects, lesson plans and class participation. Policies on grading, dress code and attendance are also outlined.
This document is a 1544-word article review submitted on April 14, 2015 at 12:24 AM. It analyzes an article titled "THE_AUTHOR_NAME_OF_THE_ARTICLE.DOCX" and was found to have 0% similarity to other sources and 0% matches to publications, student papers, or internet sources. The review excludes quotes under 3 words and the bibliography from its analysis.
This document discusses the ASSURE model for designing effective instructional materials. The ASSURE model involves 6 steps: (1) Analyzing learners to understand their characteristics and needs, (2) Stating clear objectives for the instruction, (3) Selecting appropriate instructional methods, media, and materials, (4) Utilizing the materials while preparing both instructors and students, (5) Requiring student participation during instruction, and (6) Evaluating student learning and the instruction/materials before revising them to improve effectiveness. The goal of following this process is to purposefully select materials that match learners and objectives, engage students, and can be assessed to enhance future instruction.
A lesson plan has four main elements: objectives, content, methods of organizing content and activities, and conclusion. It is important that the objectives align with the intended learning outcomes and account for student characteristics and previous knowledge. When planning a lesson, teachers should refer to the scheme of work to pick an appropriate topic, decide on objectives and learning outcomes, ways to structure the lesson, activities, and ensure a balance of variety. A lesson plan should be formatted with sections for objectives, learning outcomes, previous knowledge, materials, and a conclusion.
Wspólne dojazdy dla pracowników Wrocławskiego Parku TechnologicznegoOtodojazd.pl
Jak ułatwić pracownikom WPT codzienne dojazdy do pracy, zintegrować ponad 1500 osób i jednocześnie chronić środowisko? Otodojazd.pl zna odpowiedź. Prezentacja przedstawia nowoczesną usługę wspólnych dojazdów dla firm i korzyści z nią związane. Pusty slajd to nie pomyłka, kto był na prezentacji ten wie ;)
Kraków Living Lab - prezentacja Wojciecha Przybylskiego, dyrektora działu rozwoju parku technologicznego podczas konferencji „SMART_KOM. Kraków w sieci inteligentnych miast”, 7.11.2014 r., Kraków
This document summarizes an article that was published in Vaccine journal. The article evaluates the protective efficacy of two Eimeria tenella antigens (EtMIC1 and EtMIC2) expressed transiently in tobacco plants as potential vaccine candidates against coccidiosis in chickens. Chickens were immunized with plant-expressed EtMIC1 alone or in combination with EtMIC2. Immunization elicited antibody responses and provided protection as measured by weight gain and reduced oocyst shedding upon challenge compared to controls. The combination of EtMIC1 and EtMIC2 provided better protection than EtMIC1 alone.
This document provides information about the EDU555 Curriculum and Instruction course for week 1. The course will cover curriculum and instruction principles, procedures, and practices. It will also focus on instructional approaches, methods, techniques and materials. The course outcomes include being able to design curriculum, syllabus, lesson plans and evaluate instructional materials. The course content will cover topics such as curriculum models, evaluation, school curriculum, syllabus design, instructional objectives, and microteaching. Assessment includes tests, presentations, course design projects, lesson plans and class participation. Policies on grading, dress code and attendance are also outlined.
This document is a 1544-word article review submitted on April 14, 2015 at 12:24 AM. It analyzes an article titled "THE_AUTHOR_NAME_OF_THE_ARTICLE.DOCX" and was found to have 0% similarity to other sources and 0% matches to publications, student papers, or internet sources. The review excludes quotes under 3 words and the bibliography from its analysis.
This document discusses the ASSURE model for designing effective instructional materials. The ASSURE model involves 6 steps: (1) Analyzing learners to understand their characteristics and needs, (2) Stating clear objectives for the instruction, (3) Selecting appropriate instructional methods, media, and materials, (4) Utilizing the materials while preparing both instructors and students, (5) Requiring student participation during instruction, and (6) Evaluating student learning and the instruction/materials before revising them to improve effectiveness. The goal of following this process is to purposefully select materials that match learners and objectives, engage students, and can be assessed to enhance future instruction.
A lesson plan has four main elements: objectives, content, methods of organizing content and activities, and conclusion. It is important that the objectives align with the intended learning outcomes and account for student characteristics and previous knowledge. When planning a lesson, teachers should refer to the scheme of work to pick an appropriate topic, decide on objectives and learning outcomes, ways to structure the lesson, activities, and ensure a balance of variety. A lesson plan should be formatted with sections for objectives, learning outcomes, previous knowledge, materials, and a conclusion.
Wspólne dojazdy dla pracowników Wrocławskiego Parku TechnologicznegoOtodojazd.pl
Jak ułatwić pracownikom WPT codzienne dojazdy do pracy, zintegrować ponad 1500 osób i jednocześnie chronić środowisko? Otodojazd.pl zna odpowiedź. Prezentacja przedstawia nowoczesną usługę wspólnych dojazdów dla firm i korzyści z nią związane. Pusty slajd to nie pomyłka, kto był na prezentacji ten wie ;)
Kraków Living Lab - prezentacja Wojciecha Przybylskiego, dyrektora działu rozwoju parku technologicznego podczas konferencji „SMART_KOM. Kraków w sieci inteligentnych miast”, 7.11.2014 r., Kraków
2. www.urbi.work marcin.mikulewicz@urbi.work
Today’s program Standaryzacja – transfer doświadczeń pomiędzy narodami
Geneza powstania C.R.O.W
Sposób funkcjonowania C.R.O.W
Finansowanie organizacji C.R.O.W
Spojrzenie w przyszłość
2
Agenda
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Transfer doświadczeń
1969 – publikacja w Holandii pierwszej wersji
standardowych warunków kontraktowych w celu
ułatwienia współpracy pomiędzy stroną publiczną
i prywatną (kolejne wersje w 1986 i obowiązująca
z 2012)
1970 – 1975 adopcja szwajcarskiego systemu
standaryzacji przez Holandię (racjonalizacja w
zakresie robót ziemnych)
Porozumienie szwajcarsko – holenderskie z
uwagi na wspólną potrzebę ministerstwa i
największej organizacji zrzeszającej
wykonawców holenderskich
Cel – uporządkowanie współpracy w zakresie
robót infrastrukturalnych w Holandii
Lata 90. współpraca holendersko – węgierska w
zakresie wdrożenia standaryzacji na Węgrzech
Obecnie stała współpraca holendersko -
niemiecka (CROW – FGSV) dodatkowo
„wzmocniona” porozumieniem międzyrządowym
dotyczącym pogłębionej współpracy tych dwóch
organizacji
POLSKA ?
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1987
Wiele organizacji wszystkie z innymi pomysłami,
kierunkami rozwoju, innymi punktami początkowymi
ALE… Z TYMI SAMYMI CELAMI
Ówczesny Minister Infrastruktury Holandii stwierdził:
SAMI PÓJDZIECIE SZYBCIEJ ALE WSPÓŁPRACUJĄC
DOJDZIECIE DALEJ
Założenie FUNDACJI C.R.O.W w 1987r.
Efekt – nie tylko oszczędności finansowe ale również
lepsze rezultaty w zakresie funkcjonowania
rynku budowlanego w Holandii 4
Współpracując dojdziecie dalej
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6
Zakres zadań FUNDACJI C.R.O.W
• help desk,
rozwiązywanie
sporów
• publikacje e,
szkolenia, udział
w targach i
konferencjach
• Kontrakty
budowlane
• Inżynieria lądowa,
ruchu, transport,
przestrzeń publiczna
B+R STANDARY
ZACJA
WSPARCIE
TRANSFER
WIEDZY
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CROW PARTNERS
Rząd
Władze prowincji (województw)
Lokalne władze/ gminy
Zarządy wodne
Wykonawcy
Producenci/ przemysł
Konsultanci/ projektanci/ nadzór
Publiczne firmy transportowe
Instytuty naukowe i badawcze
7
Zaangażowane strony/ PARTNERZY
8. www.urbi.work marcin.mikulewicz@urbi.work
SUPERVISORY BOARD MEMBERS: The organisations Ministerstwo Infrastruktury
„Okrągły stół” (zarząd) prowincji (województw)
Związek Holenderskich Gmin
Unia Holenderskich Wykonawców Budowlanych( Building
Netherlands)
Związek firm projektowych i doradczych
Związek firm „dredgingowych” i utrzymujących rzeki i kanały (NL-
Engineers)
Związek Transportowych firm Publicznych
Związek Władz Wodnych
8
Rada C.R.O.W (organizacje)
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THE CROW ORGANISATION
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Przestrzeń publiczna i infrastruktura
Ruch uliczny i transport
Przetargi i kontraktowanie
DYR. DS. MEDIÓW
DYREKTORZYSEKTORÓW
WIEDZY
DYREKTOR
DYREKTOR ZARZĄDZAJĄCY
Schemat organizacyjny C.R.O.W
Funkcje
wspierające
(pracownicy,
IT,
księgowość)
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RESULTS OF CROW PRODUCTS AND PRACTICAL KNOWLEDGE
Standardy tworzone w grupach
roboczych i komisjach
Niezależność, wspólny cel czyli standard
Wdrażanie nowej wiedzy, osiągnięć i
doświadczeń zarówno holenderskich jak i
międzynarodowych
Wyniki prac często używane w sądach jako
wiarygodne wytyczne
Prace skupione w 6 blokach tematycznych
10
Sposób pracy
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CROW: How it works
11
Bloki tematyczne
Proces przetargowy
Kontraktowanie
Infrastruktura
Przestrzeń publiczna
Ruch i transport publiczny
Warunki pracy i bezpieczeństwo
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CROW facts and figures
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95 pracowników etatowych
1 300 ekspertów opracowujących standardy w komisjach i grupach
roboczych
Ilość standardowych kontraktów w 2013r. – 10 000
Średnia dzienna ilość pytań do helpdesk: 60 – 90 dziennie
„Kalendarz przetargów” – 7 500 klientów, 125 000 firm wykonawczych i
projektowych
C.R.O.W w liczbach
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CROW tendering
13
Praktyczna wiedza C.R.O.W
Proces przetargowy Kontraktowanie
Prawo zamówień publicznych 2012
Kalendarz przetargów
CO2
Zrównoważone zakupy
MEAT/ BVP
Bank wiedzy online
RAW - standardowe specyfikacje
techniczne
UAV-GC – umowy zintegrowane
Kontrakty hybrydowe
Zarządzanie ryzykiem
Specyfikacje funkcjonalne
Pro Contract (narzędzie ułatwiające
podejmowanie decyzji)
Bank wiedzy online
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STANDARDOWY KONTRAKT = STANDARDOWA
UMOWA + STANDARDOWY SZCZEGÓŁ TECHNICZNY
Cele standardowych specyfikacji technicznych:
Ekonomiczne:
prosta i zrozumiała struktura wyceny kosztów
prosty i zrozumiały sposób kalkulacji ofert
jednoznaczna ocena ofert
ustalony sposób kontroli i nadzoru nad prowadzonymi robotami
budowlanymi
proste rozliczenia
Techniczne
oczywisty opis postępu prac
oczywisty sposób wykonania prac
znane rodzaje testów i odbiorów
14
RAW – standardowe specyfikacje
techniczne
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€: How we ………………..
15
Finansowanie C.R.OW
Statement of income and expenditure about 2013 Realisation Budgeted Realisation
(in thousand euros) 2013 2013 2012
Income
Revenues
General subsidies 55 61 63
Project funding 8.131 8.537 8.533
Usage fee systems 4.275 4.275 4.778
Media 4.043 4.028 4.451
Other income 586 495 220
Total revenue 17.090 17.396 18.045
Expenses
Direct costs (out of pocket)
Project financing and usage fee systems 3.876 4.291 4.225
Media 1.407 1.613 1.106
Total direct costs 5.283 5.904 5.331
Office costs
Staff costs 9.894 9.630 10.519
Accomodation costs 378 415 665
General operating expenses 1.298 1.325 1.436
Specific cost 392 580 328
Restructuring and merger costs 0 0 160
Total office costs 11.962 11.950 13.108
Result from operating activities -155 -458 -394
Interest income 166 75 122
Result after interest income 11 -383 -272
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€: How we ………………..
16
Podział wpływów
8131, 49%
4275, 26%
4043, 25%
Wpływy C.R.O.W w tys. EUR
subwencje finansowanie projektów opłaty za korzystanie z systemu
17. www.urbi.work marcin.mikulewicz@urbi.work
CROW STRATEGY 2015 - 2020
Rozwój nowych narzędzi standardowych specyfikacji technicznych RAW
Rozwój wiedzy oraz narzędzi w zakresie przetargów i kontraktacji
Tworzenie dedykowanych narzędzi dla Rządu
Intensyfikacja współpracy z innymi organizacjami tworzącymi standardy i
zarządzającymi nimi w innych sektorach gospodarki i w innych krajach
Wykorzystanie możliwości jakie przynosi internet (w tym między innymi praca
nad cyfrowym bankiem wiedzy).
17
Plan działania 2015 - 2020