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Bachelor of Business Administration in University of Wales (UK)
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Η αφήγηση όπως και ο μύθος προϋπάρχουν της γραφής και αποτελούν δομικό στοιχείο της σκέψης και του πολιτισμού.
Οι ιστορίες λειτουργούν σαν συνδετικοί κρίκοι που βοηθούν να ξεπεράσουμε την απομόνωση μας και να ενωθούμε ξανά με το κόσμο και τους συνανθρώπους μας.
Μεγαλώσαμε μέσα από ιστορίες και αφηγήσεις από τα πρώτα μας βήματα στην καταδυτική μας ζωή, εντάσσοντας τα βιώματά μας σε συνεκτικά νοήματα, μεταβιβάζοντας τη συλλογική ταυτότητα, τη σοφία και την πείρα έτσι ώστε η επόμενη γενιά να χτίσει πάνω σε αυτές τις αξίες και να πορευθεί.
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Resume Harris Christides
A uniquely experienced Chief Financial/Operations Officer with a demonstrably strong record driving robust financial management processes to improve organisational performance, turnaround loss-making enterprises, and provide best practice business management supported with incisive strategic perspective and planning.
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Η αφήγηση όπως και ο μύθος προϋπάρχουν της γραφής και αποτελούν δομικό στοιχείο της σκέψης και του πολιτισμού.
Οι ιστορίες λειτουργούν σαν συνδετικοί κρίκοι που βοηθούν να ξεπεράσουμε την απομόνωση μας και να ενωθούμε ξανά με το κόσμο και τους συνανθρώπους μας.
Μεγαλώσαμε μέσα από ιστορίες και αφηγήσεις από τα πρώτα μας βήματα στην καταδυτική μας ζωή, εντάσσοντας τα βιώματά μας σε συνεκτικά νοήματα, μεταβιβάζοντας τη συλλογική ταυτότητα, τη σοφία και την πείρα έτσι ώστε η επόμενη γενιά να χτίσει πάνω σε αυτές τις αξίες και να πορευθεί.
Στείλε την συμμετοχή σου στον σύνδεσμο: http://bit.ly/1Rg3Znd
Professional Bio / Executive Summary / Cover Letter
I am recognised for my analytical and innovative approach to organisational improvement, financial management and strategic planning, with an ability to adapt to diverse organisational structures utilising a powerful transformation capacity to restructure organisations and support start-up enterprises or recent acquisitions requiring due diligence and investment appraisal.
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Abstract:
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References
1. Farrand, K., et al. Creating physiology graduates who think and sound like scientists. in Third National Attributes Graduate Project Symposia. 2009. Griffith University, Queensland, Australia.
2. Farrand-Zimbardi, K., et al. Becoming a scientist: the development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula. in International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. 2010. Liverpool, UK.
3. Zimbardi, K., et al., A set of vertically-integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students. Advances in Physiology Education 37 (4): 303-15, 2013.
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Abstract:
The higher education sector is now focussed on the task of creating graduates who are able to deal with the novel, complex, unstructured problems they will encounter in the 21st century workforce (Brew, 2010). Within science, the central role of hypothetico-deductive reasoning in ‘thinking like a scientist’ is well established (Dunbar and Fugelsang, 2005), and in bioscience education, understanding ‘testable hypotheses’ has become a threshold concept (Taylor and Meyer, 2010) and a key driver of curriculum transformation (Elliot et al., 2010). From a large database of responses provided by undergraduate biology students to the question “What is a hypothesis?” Taylor et al (2011) developed a 48 item psychometric instrument capturing variation in student understanding of this threshold concept. A version of this instrument has now been trialled with eight hundred undergraduate science students enrolled in a first year, second semester biology course. Exploratory factor analysis of their responses has revealed five factors which vary along dimensions of epistemic maturity and understanding of disciplinary heuristics. These factors are interpreted as representing the initial 'critical features' of the threshold concept as it 'comes into view'. Specifically, students were found to conceptualise hypotheses most simplistically as based on facts, or hold more advanced conceptions about the predictive utility of hypotheses (indicating an awareness of hypothetico-predictive reasoning) and to hypotheses as testable statements (indicating an awareness of hypothetico-deductive reasoning) used in the development of new scientific knowledge. Further, student conceptions varied on the role of observations, experiments and controlling variables in judging the validity of hypotheses. This snapshot characterises the conceptions about hypothesis held by early stage undergraduate science students, providing insights into the ways students are beginning to understand the heuristics used to judge the evidence that builds scientific knowledge in their discipline, as they embark on the journey toward thinking like a scientist.
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Abstract:
Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data.
References
1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006.
2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009.
3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010.
4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011.
5. Michael J. Advances in Physiology Education 30: 159-167, 2006.
6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003.
7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.
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1. Farrand, K., et al. Creating physiology graduates who think and sound like scientists. in Third National Attributes Graduate Project Symposia. 2009. Griffith University, Queensland, Australia.
2. Farrand-Zimbardi, K., et al. Becoming a scientist: the development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula. in International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. 2010. Liverpool, UK.
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The higher education sector is now focussed on the task of creating graduates who are able to deal with the novel, complex, unstructured problems they will encounter in the 21st century workforce (Brew, 2010). Within science, the central role of hypothetico-deductive reasoning in ‘thinking like a scientist’ is well established (Dunbar and Fugelsang, 2005), and in bioscience education, understanding ‘testable hypotheses’ has become a threshold concept (Taylor and Meyer, 2010) and a key driver of curriculum transformation (Elliot et al., 2010). From a large database of responses provided by undergraduate biology students to the question “What is a hypothesis?” Taylor et al (2011) developed a 48 item psychometric instrument capturing variation in student understanding of this threshold concept. A version of this instrument has now been trialled with eight hundred undergraduate science students enrolled in a first year, second semester biology course. Exploratory factor analysis of their responses has revealed five factors which vary along dimensions of epistemic maturity and understanding of disciplinary heuristics. These factors are interpreted as representing the initial 'critical features' of the threshold concept as it 'comes into view'. Specifically, students were found to conceptualise hypotheses most simplistically as based on facts, or hold more advanced conceptions about the predictive utility of hypotheses (indicating an awareness of hypothetico-predictive reasoning) and to hypotheses as testable statements (indicating an awareness of hypothetico-deductive reasoning) used in the development of new scientific knowledge. Further, student conceptions varied on the role of observations, experiments and controlling variables in judging the validity of hypotheses. This snapshot characterises the conceptions about hypothesis held by early stage undergraduate science students, providing insights into the ways students are beginning to understand the heuristics used to judge the evidence that builds scientific knowledge in their discipline, as they embark on the journey toward thinking like a scientist.
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Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK).
Abstract:
Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data.
References
1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006.
2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009.
3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010.
4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011.
5. Michael J. Advances in Physiology Education 30: 159-167, 2006.
6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003.
7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.
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How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
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