Cls colab project 7 13
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This document summarizes the results of employer surveys about recent graduates from a clinical laboratory science program. While the graduates scored highly on national exams and were technically proficient according to employers, the surveys indicated that the graduates were lacking in effective teamwork and communication skills. The document proposes focusing on creating cohesive groups, fostering communication skills, demonstrating and encouraging teamwork, and defining projects to improve relations with other departments in order to address the deficiencies identified in the surveys.
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Differentiating for Diverse Students Chart
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Reading
Performance Level
Parental
Involvement
Eduardo (2nd grade)
Yes
Mid SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year below student’s 2nd grade level
Low
Text Selection (Title and author name)
Rationale (include citations):
Ines (7th grade)
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
One year below student’s 7th grade level
Low
Text Selection (Title and author name)
Rationale (include citations):
Jade (4th grade)
No
High SES
African American
Female
No
None
At 4th grade level
High
Text Selection (Title and author name)
Rationale (include citations):
Kent (8th grade)
No
High SES
White
Male
Emotion-ally Disabled
None
At 8th grade level
Med
Text Selection (Title and author name)
Rationale (include citations):
Lolita (1st grade)
No
Mid SES
Native American/
Pacific Islander
Female
No
None
At 1st grade level
Med
Text Selection (Title and author name)
Rationale (include citations):
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© 2016. Grand Canyon University. All Rights Reserved.
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7. Do you work better in a team environment or independently? Why?
8. Describe your ideal working environment. Describe your ideal boss.
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Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
Success Mantra Pitch
Success Mantra is a team that aims to help college students improve their professional skills like resume writing and interviewing. They offer various training programs from 1-5 days on topics such as resume writing, interview preparation, group discussions, and technical interviews. Their goal is to bridge the gap between students and recruiters by equipping students with the skills needed to succeed. They hope to partner with colleges to bring these training programs on campus and help students get an edge in the competitive job market.
Axtell Course Proposal
This document proposes a hybrid online/face-to-face course for student technicians employed by a university IT department. The course would include onboarding activities, training modules on communication, professionalism and troubleshooting, and ongoing resources. It would be delivered through Microsoft SharePoint with online videos, documents and discussions as well as face-to-face interaction during work shifts. The goal is to successfully train students in their job duties and provide continual learning opportunities throughout their employment.
Organizational roles and curriculum design
A presentation from Drake Resource Group, originally presented for Corporate University PDN (Professional Development Network), a special interest group that belongs to the Chicagoland Chapter of ASTD (CCASTD). The purpose of the presentation was to share our experience and case studies in the areas of clarifying the difference between roles and competencies and then articulate the process involved in curriculum design.
For more information on organizational development and curriculum design, visit us @ www.DrakeRG.com.
JISC project AWC Students for Webinar Employability Skills - BETT 2013 V2
This is a brief presentation which was given at the BETT exhibition 2013 about our JISC Advance project on teaching students how to run a webinar to increase their employability skills. 4 JISC Advance FE and Skills projects presented information at a workshop.
Online facilitator program
The document provides information about an online training course for new Learning Specialists. It includes details about the instructor, Jen Smith, the course goals and objectives, assignments, and evaluation methods. The course will help Learning Specialists develop skills in online facilitation, establishing an online presence, fostering collaboration, and providing timely feedback. It will also introduce theories of online learning and cover best practices for managing an online classroom.
Tech use presentation2 1
The document outlines a technology use plan for Grangeville High School. It establishes the need for a well-thought out technology integration plan that is coordinated with the school's overall improvement plan. A cross-section team will develop the plan through a multi-step process that includes assessing needs, creating a vision and goals, and implementing, supporting, and continuously evaluating the plan. The goals are to build teacher capacity to integrate technology across the curriculum, provide infrastructure and support, and facilitate achieving standards.
Tech use presentation2 1
The document outlines a technology use plan for Grangeville High School. It establishes the need for a well-thought out technology integration plan that is coordinated with the school's overall improvement plan. A cross-section team will develop the plan through a multi-step process that includes assessing needs, creating a vision and goals, and implementing, supporting, and continuously evaluating the plan. The goals are to build teacher capacity to integrate technology across the curriculum, provide infrastructure and support, and facilitate achieving standards.
Exciting Technology for GED Test Prep: Defining Respect
Sample lesson and workshop for "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.
Learn the Secret to Driving Performance
The document summarizes a webinar on driving performance through learning. It provides an agenda that includes discussing trends in corporate learning and performance, investments in formal and informal learning, using learning to retain top talent, and measuring learning program success through performance. It also provides an example of how Arrow Electronics implemented a learning program that led to improved productivity, better ability to use new skills on the job, and increased ability to assist others.
Giving students a voice - City of Wolverhampton College
This document discusses the strategies and results of a student voice survey conducted by City of Wolverhampton College to improve digital learning. It began with a pilot survey in 2016-2017 that identified wifi blackspots and a need for technology loans. In response, the college invested in wifi access across campuses and loans of iPads and Chromebooks. In 2017-2018, a more extensive digital experience survey gathered student and staff feedback. The college analyzed the data to identify areas for improvement and developed actions plans like purchasing more devices for loan, expanding digital skills training, and ensuring online resources and assessments are effectively designed and managed. The college will continue gathering student feedback through focus groups to further enhance the digital learning experience.
20100330paperFilipAssessment
Abstract Students in distance education at the KATHO (University college in Flanders, Belgium, www.katho.be) only need to come to the campus for assessment. Since September 2008, the center of excellence in e-learning, MAD (Mad About Distance) of KATHO organized a small project with 5 students located in five different countries all over the world. One student nearby the desert in Dubai inspired us to call this research “the Camel project”. The people involved in the project explored new methodologies and new technical tools to enable teachers to assess those students online. The project is still running and inspiring teachers of the KATHO to develop particular settings about online assessment, but also about online coaching. This paper is meant to share some of our experiences and conclusions concerning the online assessment and evaluation.
Becky aspiring to high performance
This document outlines the agenda and goals for an Aspire Facilitated meeting. It includes discussions around team sharing of design studios focused on business partnerships, personalization, and interdisciplinary project-based learning. Videos from different academies will also be shown highlighting these themes. Participants will then have time for team collaboration to discuss implementation of the NAF curriculum and developing advisory boards, internships, and personalized learning at their schools. The goals are to build expertise within cohorts and continue design studios and collaboration through an online network in the future.
BUS105e Copyright © 2014 SIM University Page 1 of 8 ECA – Ja.docx
BUS105e Copyright © 2014 SIM University Page 1 of 8
ECA – January Semester 2014
BUS105e
End-of-Course Assessment – January Semester 2014
Statistics
__________________________________________________________________________________________
INSTRUCTIONS TO STUDENTS:
1. This End-of-Course Assessment paper comprises EIGHT (8) pages
(including the cover page).
2. You are to include the following particulars in your submission: Title, Your
PI, Your Name, and Submission Date.
3. As the End-of-Course Assessment is in lieu of an examination, late submission
will NOT be accepted by the University.
IMPORTANT NOTE
ECA Submission Deadline: 13 March 2014, 12 noon
BUS105e Copyright © 2014 SIM University Page 2 of 8
ECA – January Semester 2014
ECA Submission Guidelines
Please follow the submission instructions stated below:
A - What Must Be Submitted
You are required to submit the following THREE (3) items for marking and grading:
• A Report (you should submit this item first as it carries the highest weightage).
• A Video Presentation:
o UniSIM conducts Walk-in Clinic Sessions on how to record ECA video presentation
for SBIZ students every semester. Please see MyUniSIM Blackboard L01 group for
details.
o ECA video recording and submission online tutorials/guides are also available in
MyUniSIM Blackboard at the FAQs tab under the category “Submitting End of
Course Assessment [ECA]”.
• The set of Powerpoint slides upon which the video presentation is based.
Please verify your submissions after you have submitted the above THREE (3) items.
B - Submission Deadline
• The THREE (3) items of Report, Video and Presentation Summary are to be submitted by
12 noon on the submission deadline.
• You are only allowed a ONE-TIME submission for each of the THREE (3) items.
• As the ECA is in lieu of an examination, late submission of any of the THREE (3) items
will NOT be accepted by the University.
• It will be taken that you have withdrawn from the course if
o you failed the ECA due to late and/or non-submission of any of the THREE (3)
items.
o the Report is not submitted on time.
C - How the (3) Items Should Be Submitted
• The Report: submit online to MyUniSIM (Blackboard) via TurnItIn (for plagiarism
detection)
• The Video: submit online to MyUniSIM Blackboard (refer to MyUniSIM Blackboard at
the FAQs tab under the category “Submitting End of Course Assessment [ECA])
• The Presentation Summary: submit online to MyUniSIM (Blackboard) (TurnItIn
submission not required)
BUS105e Copyright © 2014 SIM University Page 3 of 8
ECA – January Semester 2014
• Avoid using a public WiFi connection for submitting large video files. If you are using
public wireless (WiFi) connection (e.g. SG Wireless at public areas), you might encounter
a break in the connection when sending large files.
D - Additional guidelin ...
A Win-Win Situation Benefits Of Industry-Based Group Projects
This document discusses the benefits of industry-based group projects for students, industry partners, and educational institutions. It presents a case study of one company that has participated in such projects for several years. The company uses the student projects to provide work experience for its technical staff by having them act as mentors. This benefits both the company by developing its employees' skills, and the students by gaining experience working with industry. The company is also able to complete software projects through this model that would otherwise take longer or not get done. Overall, industry-based projects provide benefits to all parties when approached as real-world work and all stakeholders invest sufficiently in the project.
HND Assignment Brief Session Sept.docx
HND Assignment Brief Session: September 2015
Programme title
BTEC HND in Computing and Systems Development
Unit number and title
41
Programming in Java (L5)
Assignment number & title
1 of 1
Programming in Java (L5)
Unit Leader
DR Gebremichael
Assessor (s)
Yonas Gebremichael and Hassan Baajour
Issue Date
30 Sept 2015
Final assignment submission deadline
28 May 2015 – 09 Sept 2015
Late submission deadline
11 – 16 September 2015
The learners are required to follow the strict deadline set by the
College for submissions of assignments in accordance with the BTEC level 4 – 7 submission guidelines and College policy on submissions. They should also refer to Merit and Distinction criteria that require evidence of meeting agreed timelines and ability to plan and organise time effectively without which the learner may not expect to receive a higher grade.
Resubmission deadline
TBA
Feedback
In-class feedback will be available from draft submissions on a taskby-task basis as a formative feedback and also for initial submission. Final feedback will be available within 2 – 3 weeks of the assignment submission date.
General
Guidelines
1. The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.
2. Include a list of references at the end of your document. You must give all your sources of information.
3. Make sure your work is clearly presented and that you use readily understandable English.
4. Wherever possible use a word processor and its “spell-checker”.
Internal verifier
Dr. Hasan
Signature (IV of the brief) *
Dr. Hasan
Date
06/05/15
ICON College of Technology and Management
BTEC HND in Computing and Systems Development
(CSD)
Unit41: Programming in Java (L5)
Session: May\Sept 2015
Coursework
Recommended maximum words: 4,000
This Unit will be assessed by assignment and Presentation.
You are strongly recommended to read “Preparation guidelines of the Coursework Document” before answering/solving your assignment.
Scenario:
White Chapel Academy has asked you to develop a Student Information Management System (SIMS). The system shall hold the details of every student and tutor and admin staff in the school as well as storing information about the courses that are available at the school. It shall enable the school staff to enrol students to the school and manage student’s fee payments.
Once the students are enrolled, a system administrator will create classes in the system and allocate date, time and tutor for each class to enrol students to. The system shall also be used for managing students’ class attendance as well as track their progress in the course. The system shall have a facility for registered parents to login and check their sons’ or daughters’ attendance, academic progress, behaviour at school.
When a student first enrols at the school, he or she will receive a timetable with a list of classe ...
Cets 2014 hartman handouts deploying technology learning with minimal resources
Cets 2014 hartman handouts deploying technology learning with minimal resourcesChicago eLearning & Technology Showcase
The document outlines a training plan for a project deployment. It discusses documenting key dates, creating a learning plan, prioritizing learning materials, reviewing materials with stakeholders, and delivering materials. Learning requests require information on the audience, goals, subject matter experts, content reviews, branding, and timing for development. The plan worksheet templates track activities, topics, events, audiences, dates, adoption measures, risks, and notes for the project training.Moving Student Presentations Online - Online Learning Consortium Blended Lear...
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
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Cls colab project 7 13
- 1. Sharon Wahl ET 5063 Module 4: Application Copyright © Sharon Wahl 2013
- 3. › Our students are prepared as an entering CLS in theory and application as demonstrated by National exam scores consistently in the top 8%. › Employers are extremely satisfied with our students knowledge and technical abilities. › Our students are lacking effective team work and communication skills as indicated by the employer surveys completed after 1 year of employment at various hospital sites. Copyright © Sharon Wahl 2013
- 5. Source Monitor Preview clips and select desired footage Program Monitor Display footage that is in the process of being edited Project Panel All Footage jpeg Timeline Razor tools C: clamp S: slice Copyright © Sharon Wahl 2013
- 6. Project Panel Source Panel Sequence Preview Timeline Panel with time code ruler Copyright © Sharon Wahl 2013
- 7. Sequence Preview Timeline Panel Source Panel Video Clips Settings- How you want your tract to appear Copyright © Sharon Wahl 2013
- 8. Create a Cohesive Group Foster Communication Skills Demonstrate and Encourage Team Work Ability to define and create projects which improve laboratory relations with other departments Memories UC Davis CLS Graduation Spring 2013 - YouTube Copyright © Sharon Wahl 2013