This document discusses different ways to talk about the future in English, including will, going to, present progressive, and simple present. Will is used to make predictions without evidence or express spontaneous decisions. Going to is used for predictions based on evidence or plans. Present progressive describes future plans or intentions. Simple present is used to talk about fixed schedules. Each structure is explained with examples of affirmative, negative, and interrogative forms.
A client was happy at an event held at the Conrad Singapore hotel where registrations were handled with a smile. The client enjoyed working with wonderful colleagues and their favorite resort is the Four Seasons Sayan in Bali.
The document discusses futurology and whether it is an art, science, or nonsense. It explores different forecasting techniques and what is driving changes in technology and society. The bottom line is that technology and the physical/digital worlds are colliding, with accessibility, commoditization, and statelessness replacing experts-only approaches and static systems. The author provides two websites for more opinions on technology perspectives and his CTO blog.
The document discusses the role of educational change agents and learning technologists. It explores how their roles have evolved over time to include advocating for more proactive and collaborative relationships with faculty. Change agents often find themselves between cultures as they work to shift paradigms and catalyze changes to instructional approaches on their campuses.
Short presentation given at the BETT show 2008 highlighting the reason for educational change, some of the resistances to change and some of the actions to overcoming them.
Think Patented is a large, privately owned printer located in the Midwest that has been in business for over 30 years. They offer a wide range of printing and marketing services including digital and offset printing, mailing, fulfillment, and promotional products. Trends they are seeing include print on demand, marketing stores, custom packaging, and personalized direct mail. They would like to discuss how they can partner with companies to provide new ideas that reinforce brands.
The document discusses the emergence of a potential "5th dimension" in modern life through alternate digital universes and the Internet of Things. It proposes that physical space, digital/social space, time, and cyber space can interact through connected cyber-physical systems (CPS) that integrate human-computer interactions using sensors. A "Digital Human Profile Equation" is presented to map interactions in this 5th dimensional digital space using variables like location, emotions, and social connections. The future is envisioned where digital instances of humans may become preferred to physical computers and interactions, digital memories are accessible, and time travel may be possible digitally.
This document discusses different ways to talk about the future in English, including will, going to, present progressive, and simple present. Will is used to make predictions without evidence or express spontaneous decisions. Going to is used for predictions based on evidence or plans. Present progressive describes future plans or intentions. Simple present is used to talk about fixed schedules. Each structure is explained with examples of affirmative, negative, and interrogative forms.
A client was happy at an event held at the Conrad Singapore hotel where registrations were handled with a smile. The client enjoyed working with wonderful colleagues and their favorite resort is the Four Seasons Sayan in Bali.
The document discusses futurology and whether it is an art, science, or nonsense. It explores different forecasting techniques and what is driving changes in technology and society. The bottom line is that technology and the physical/digital worlds are colliding, with accessibility, commoditization, and statelessness replacing experts-only approaches and static systems. The author provides two websites for more opinions on technology perspectives and his CTO blog.
The document discusses the role of educational change agents and learning technologists. It explores how their roles have evolved over time to include advocating for more proactive and collaborative relationships with faculty. Change agents often find themselves between cultures as they work to shift paradigms and catalyze changes to instructional approaches on their campuses.
Short presentation given at the BETT show 2008 highlighting the reason for educational change, some of the resistances to change and some of the actions to overcoming them.
Think Patented is a large, privately owned printer located in the Midwest that has been in business for over 30 years. They offer a wide range of printing and marketing services including digital and offset printing, mailing, fulfillment, and promotional products. Trends they are seeing include print on demand, marketing stores, custom packaging, and personalized direct mail. They would like to discuss how they can partner with companies to provide new ideas that reinforce brands.
The document discusses the emergence of a potential "5th dimension" in modern life through alternate digital universes and the Internet of Things. It proposes that physical space, digital/social space, time, and cyber space can interact through connected cyber-physical systems (CPS) that integrate human-computer interactions using sensors. A "Digital Human Profile Equation" is presented to map interactions in this 5th dimensional digital space using variables like location, emotions, and social connections. The future is envisioned where digital instances of humans may become preferred to physical computers and interactions, digital memories are accessible, and time travel may be possible digitally.
This document discusses educational change and development. It defines change as transforming or converting to something new or different. Development is defined as the extension of existing structures or new stages in changing situations that improve people's lives. The document then outlines 15 types of organizational changes including planned change, unplanned change, radical change, and developmental change. It also discusses barriers to effective change like organizational culture and lack of support. Both the advantages and disadvantages of change and development are mentioned.
The document summarizes three models of educational change: Schooling by Design, IDEAS Model, and Strategy in Education Model. Schooling by Design uses backward design and focuses on identifying desired results and acceptable evidence. The IDEAS Model is a five phase process including initiating, discovering, envisioning, actioning and sustaining. It also emphasizes parallel leadership between teachers and administrators. The Strategy in Education Model focuses on envisioning the future, articulating objectives, implementing strategies, and monitoring progress. All three models emphasize improving teaching and learning, being appropriate for the school, using data, and taking a long term perspective.
This document discusses various topics relating to futurology and future proofing in journalism. It begins by asking questions about differences in terminology between the US and UK and the origins of industries like cinema and radio. It then addresses topics like the role of social media and real-time communication, intelligent objects, big data, integration and changes to business models. It raises issues around privacy, regulation and the changing role of users and journalists. In general, it explores challenges and opportunities that new technologies may bring to the field of journalism in the future.
Telecoms futurology: limits and constraintsMartin Geddes
What are the key things to know when making forecasts about the future of the telecoms industry? This presentation highlights some key ideas: the "end of history" illusion; technology readiness levels; cosmic, ludic and ecological constraints; and the sophistication of network performance engineering.
Educational Leadership Challenges in the 21st Century by Mirza Yawar BaigMirza Yawar Baig
Educators face the challenge of preparing students for an unknown future with rapid technological change. The current education system focuses on compliance and punishing questioning, but students need skills like imagination, problem solving, and adaptability. Effective education should encourage responsibility, lifelong learning, and making a positive impact.
This document discusses how teachers can be change agents in their schools by integrating new technologies and teaching methods. It provides tips for teachers to overcome barriers to change, such as becoming lifelong learners, experimenting with new approaches, and getting involved in curriculum decisions. The key responsibilities of change agents are to have a vision for the future of education, use technologies themselves, and continually improve practices through self-reflection and collaboration.
This document discusses educational change and its meaning. It defines change as involving systematic transformation of systems, structural changes to policies and programs, and cultural shifts. Successful change requires stakeholders to find shared meaning in what should change and how. The document also outlines three dimensions of change - new materials, behaviors, and deeper shifts in values and beliefs. It analyzes different strategies for introducing change, including power-coercive, rational-empirical, and normative-re-educative approaches. Creating conditions for successful long-term change involves developing shared vision, ownership, collaboration, and ongoing support.
Future Shock by Alvin Toffler, published in 1970, discusses how rapid technological changes can psychologically impact individuals unprepared for the future. The book argues that society is moving faster than people's ability to adapt, causing "future shock." It examines how new technologies have modernized and accelerated communication, information sharing, and learning, but that people must learn to keep pace with an increasingly technology-driven world in order to avoid feelings of disorientation from constant change.
This presentation addresses 9 common barriers to change in the educational field. It will be beneficial to anyone contemplating making a change as it allows you to view the effects of the change from several different viewpoints.
Structural change e.g. in organisation, policy, programmes, courses;
Systematic transformation of the education system; e.g. Vision of Teacher Education Strategy and Standards for New Teachers
Educational change is a broad term that refers to both shifting perspectives within education and efforts of reform within education.
The efforts taken to adjust to those new ideas and meet those needs can be categorized as educational change.
The document discusses several key trends that will shape the future of education, including aggregation, abundance, and frictionless creation of content. Education will become more open, informal, networked, and social. Barriers to sharing knowledge will continue to break down, and learning networks will grow in importance. The creation and sharing of content will become easier and more collaborative across distances.
The document discusses the future of education in Europe. It argues that education systems must adapt to structural changes in the European economy to ensure employability and prosperity. A potential-oriented education system is proposed that focuses on developing individual talents and skills like social learning, criticism, creativity, and innovation. This system would help prepare children for a world of rapid knowledge growth, globalization, and changing job markets. The education system of the future is envisioned to focus more on developing social skills, leadership abilities, and a willingness to change, in addition to academic knowledge.
This document discusses the concept of change in educational settings. It defines change as the systematic transformation of education systems through structural changes to organizations, policies, programs and consideration of interconnections between components. Effective change requires individuals and groups to find meaning in what should change and how to go about it. Educational organizations experience a lot of change and it is important to understand how this change should be led and managed. While bringing about change is one aspect, leading and managing that change is another important aspect that requires innovation. The role of managers is to plan, budget, organize people, and help solve problems related to changes. Barriers to change include inefficient leadership, poor communication, lack of involvement of stakeholders and improper management of resources.
This document discusses how to drive change within an organization by understanding the key steps: identifying real problems, developing solutions, presenting proposals effectively, dealing with both success and failure, and continuing to push for improvement. The main points are to thoroughly research problems, master potential solutions, and communicate proposals professionally using data to prove the need for change. While change efforts may not always succeed initially, the process helps agents of change grow their skills and make stronger cases to ultimately help their organizations.
The document discusses predictions for the future of education including:
1) Students will learn via tablets and video lessons available anywhere through mobile devices and educational walls at home or school.
2) Learning will become more like gaming through new rewards systems and an emphasis on making learning addictive and a must-do activity.
3) Schools will become more "abundant" and flexible through new models that focus on disciplines and predicting student career outcomes.
This document outlines several theories and models of educational change. It discusses theories such as top-down versus bottom-up approaches to change and integrated theories. It also summarizes several models of educational change including Schooling by Design, the IDEAS model, and the Strategy in Education model. Each model emphasizes developing a shared vision, using data to guide changes, taking a long-term perspective on change, and the role of school leaders in guiding innovation. The models also incorporate teacher leadership and focus on improving teaching and learning.
There are two main categories of futures contracts: commodity futures and financial futures. Commodity futures include metals, energy, grains and oil seeds, livestock, and food and fiber. Financial futures include eurodollar futures, U.S. treasury futures, foreign government debt futures, swap futures, forex futures, single stock futures, and index futures. Commodity futures prices are influenced by factors like supply, demand, weather conditions and economic trends, while financial futures provide ways to manage risks related to interest rates, currencies, stocks, and indexes.
Futures and forwards are contracts that require deferred delivery of an underlying asset or cash settlement at a future date. A future is a standardized contract traded on an exchange, while a forward is a customized over-the-counter contract. Forwards are useful when futures do not exist for certain commodities/financials or when standard futures terms do not match needs. Forwards involve counterparty risk while futures involve clearinghouse guarantees.
Futures and forward contracts lock in a price today for the purchase or sale of an asset in the future. Futures contracts are standardized and traded on exchanges, while forwards are negotiated privately. Both involve a short party committing to sell an asset and a long party committing to buy, with payment occurring at maturity. Margin requirements for futures ensure neither party defaults, as positions are marked to market daily and cash added or subtracted to offset price changes. Swaps involve exchanging cash flows, most commonly interest rate payments, with plain vanilla swaps exchanging fixed for floating rate obligations.
This document discusses educational change and development. It defines change as transforming or converting to something new or different. Development is defined as the extension of existing structures or new stages in changing situations that improve people's lives. The document then outlines 15 types of organizational changes including planned change, unplanned change, radical change, and developmental change. It also discusses barriers to effective change like organizational culture and lack of support. Both the advantages and disadvantages of change and development are mentioned.
The document summarizes three models of educational change: Schooling by Design, IDEAS Model, and Strategy in Education Model. Schooling by Design uses backward design and focuses on identifying desired results and acceptable evidence. The IDEAS Model is a five phase process including initiating, discovering, envisioning, actioning and sustaining. It also emphasizes parallel leadership between teachers and administrators. The Strategy in Education Model focuses on envisioning the future, articulating objectives, implementing strategies, and monitoring progress. All three models emphasize improving teaching and learning, being appropriate for the school, using data, and taking a long term perspective.
This document discusses various topics relating to futurology and future proofing in journalism. It begins by asking questions about differences in terminology between the US and UK and the origins of industries like cinema and radio. It then addresses topics like the role of social media and real-time communication, intelligent objects, big data, integration and changes to business models. It raises issues around privacy, regulation and the changing role of users and journalists. In general, it explores challenges and opportunities that new technologies may bring to the field of journalism in the future.
Telecoms futurology: limits and constraintsMartin Geddes
What are the key things to know when making forecasts about the future of the telecoms industry? This presentation highlights some key ideas: the "end of history" illusion; technology readiness levels; cosmic, ludic and ecological constraints; and the sophistication of network performance engineering.
Educational Leadership Challenges in the 21st Century by Mirza Yawar BaigMirza Yawar Baig
Educators face the challenge of preparing students for an unknown future with rapid technological change. The current education system focuses on compliance and punishing questioning, but students need skills like imagination, problem solving, and adaptability. Effective education should encourage responsibility, lifelong learning, and making a positive impact.
This document discusses how teachers can be change agents in their schools by integrating new technologies and teaching methods. It provides tips for teachers to overcome barriers to change, such as becoming lifelong learners, experimenting with new approaches, and getting involved in curriculum decisions. The key responsibilities of change agents are to have a vision for the future of education, use technologies themselves, and continually improve practices through self-reflection and collaboration.
This document discusses educational change and its meaning. It defines change as involving systematic transformation of systems, structural changes to policies and programs, and cultural shifts. Successful change requires stakeholders to find shared meaning in what should change and how. The document also outlines three dimensions of change - new materials, behaviors, and deeper shifts in values and beliefs. It analyzes different strategies for introducing change, including power-coercive, rational-empirical, and normative-re-educative approaches. Creating conditions for successful long-term change involves developing shared vision, ownership, collaboration, and ongoing support.
Future Shock by Alvin Toffler, published in 1970, discusses how rapid technological changes can psychologically impact individuals unprepared for the future. The book argues that society is moving faster than people's ability to adapt, causing "future shock." It examines how new technologies have modernized and accelerated communication, information sharing, and learning, but that people must learn to keep pace with an increasingly technology-driven world in order to avoid feelings of disorientation from constant change.
This presentation addresses 9 common barriers to change in the educational field. It will be beneficial to anyone contemplating making a change as it allows you to view the effects of the change from several different viewpoints.
Structural change e.g. in organisation, policy, programmes, courses;
Systematic transformation of the education system; e.g. Vision of Teacher Education Strategy and Standards for New Teachers
Educational change is a broad term that refers to both shifting perspectives within education and efforts of reform within education.
The efforts taken to adjust to those new ideas and meet those needs can be categorized as educational change.
The document discusses several key trends that will shape the future of education, including aggregation, abundance, and frictionless creation of content. Education will become more open, informal, networked, and social. Barriers to sharing knowledge will continue to break down, and learning networks will grow in importance. The creation and sharing of content will become easier and more collaborative across distances.
The document discusses the future of education in Europe. It argues that education systems must adapt to structural changes in the European economy to ensure employability and prosperity. A potential-oriented education system is proposed that focuses on developing individual talents and skills like social learning, criticism, creativity, and innovation. This system would help prepare children for a world of rapid knowledge growth, globalization, and changing job markets. The education system of the future is envisioned to focus more on developing social skills, leadership abilities, and a willingness to change, in addition to academic knowledge.
This document discusses the concept of change in educational settings. It defines change as the systematic transformation of education systems through structural changes to organizations, policies, programs and consideration of interconnections between components. Effective change requires individuals and groups to find meaning in what should change and how to go about it. Educational organizations experience a lot of change and it is important to understand how this change should be led and managed. While bringing about change is one aspect, leading and managing that change is another important aspect that requires innovation. The role of managers is to plan, budget, organize people, and help solve problems related to changes. Barriers to change include inefficient leadership, poor communication, lack of involvement of stakeholders and improper management of resources.
This document discusses how to drive change within an organization by understanding the key steps: identifying real problems, developing solutions, presenting proposals effectively, dealing with both success and failure, and continuing to push for improvement. The main points are to thoroughly research problems, master potential solutions, and communicate proposals professionally using data to prove the need for change. While change efforts may not always succeed initially, the process helps agents of change grow their skills and make stronger cases to ultimately help their organizations.
The document discusses predictions for the future of education including:
1) Students will learn via tablets and video lessons available anywhere through mobile devices and educational walls at home or school.
2) Learning will become more like gaming through new rewards systems and an emphasis on making learning addictive and a must-do activity.
3) Schools will become more "abundant" and flexible through new models that focus on disciplines and predicting student career outcomes.
This document outlines several theories and models of educational change. It discusses theories such as top-down versus bottom-up approaches to change and integrated theories. It also summarizes several models of educational change including Schooling by Design, the IDEAS model, and the Strategy in Education model. Each model emphasizes developing a shared vision, using data to guide changes, taking a long-term perspective on change, and the role of school leaders in guiding innovation. The models also incorporate teacher leadership and focus on improving teaching and learning.
There are two main categories of futures contracts: commodity futures and financial futures. Commodity futures include metals, energy, grains and oil seeds, livestock, and food and fiber. Financial futures include eurodollar futures, U.S. treasury futures, foreign government debt futures, swap futures, forex futures, single stock futures, and index futures. Commodity futures prices are influenced by factors like supply, demand, weather conditions and economic trends, while financial futures provide ways to manage risks related to interest rates, currencies, stocks, and indexes.
Futures and forwards are contracts that require deferred delivery of an underlying asset or cash settlement at a future date. A future is a standardized contract traded on an exchange, while a forward is a customized over-the-counter contract. Forwards are useful when futures do not exist for certain commodities/financials or when standard futures terms do not match needs. Forwards involve counterparty risk while futures involve clearinghouse guarantees.
Futures and forward contracts lock in a price today for the purchase or sale of an asset in the future. Futures contracts are standardized and traded on exchanges, while forwards are negotiated privately. Both involve a short party committing to sell an asset and a long party committing to buy, with payment occurring at maturity. Margin requirements for futures ensure neither party defaults, as positions are marked to market daily and cash added or subtracted to offset price changes. Swaps involve exchanging cash flows, most commonly interest rate payments, with plain vanilla swaps exchanging fixed for floating rate obligations.
1. Change Agent Factors
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The The Dirty Tiny Secret About Genuine Estate 800 Phone Capture Programs wave of
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above all is seek the advice of a doctor 1st. It is better to seek the advice of a health
practitioner right away the moment you truly feel anything unusual in your wellbeing just
before it is too late.
What Your Genuine Estate Agent In no way Tells You
As a buyer or seller of actual estate, you likely consider that all
genuine estate agents get six (or a lot more) per cent commission, just for
exhibiting you a house.? As a seller, you may see the agent spot
your home on the market, hold an open property, then sit back and
wait.? Consumers have agents drive them close to different
neighborhoods, they fall in love with a house, the agent writes it
up and the work is done.?
Incorrect. On so a lot of counts.?
What your total Life Settlement Agents services authentic estate agent does not inform you is
that
buying or selling a household is not like getting a car. A automobile
salesperson does just that, promote you a vehicle. The ideal genuine estate
agent offers you a lifestyle.? Your house, regardless of whether you buy it to
live in or for investment, is likely the single biggest
investment you will have.
With that in mind, it is essential that consumers and sellers find the
appropriate real estate agent to get the job done with.? How do you do that?
Authentic estate agents come in all shapes and sizes, character wise.
Agents can be a concierge, interior decorator, mediator,
counselor, negotiator, personal assistant, fiscal advisor,
2. analyst, buddy or all of the above.
JB Bartel of John L. Scott True Estate, Port Orchard, WA,
considers herself part of a family members assistance crew. JB has a graduate
degree from University of Oregon, is a Licensed Residential
Professional (only five % of realtors nationwide have this)
and is a Graduate of the True Estate Institute. All this, along
with her outgoing persona, make for the perfect agent for
initially time customers, out NCO Monetary Collection Agency of town consumers and the
'family tree' of
buyers. JB says, "I consider personalized accountability for out of town
customers.