Towards a support framework to enhance the placement experience of internatio...Marcellus Mbah
In a 2013 survey of 1,100 students across Asia and Middle East carried out by IDP Education, the UK was rated lowest in terms of perceived graduate employment opportunities amongst five main English-speaking destinations. The repercussion is that the UK is losing its competitive edge for new international students according to a recent British Council report. What can be done to reverse this trend? Several international students will need to take on a work placement as they aspire to secure work in a global economy. In order to achieve this effectively and sustainably, there is a need to explore the placement experience of international students in attempt to come up with a support framework. This is the rationale underpinning a case study which captured the views of forty-one respondents from twenty different national backgrounds.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
Teacher's handbook for multimedia TMA coursesAlba Agulló
This document provides an overview of the structure and content of the Telecentre Multimedia Academy training programme. The training consists of basic and advanced levels, each comprising three modules. The document outlines the background research and analysis that informed the curriculum design, including a review of existing media literacy standards, curricula and needs assessments. It discusses principles of adult education and the role of the teacher, emphasizing that teachers should respect learners' experiences, provide practical solutions, and support learners in developing at their own pace. A variety of teaching methods are recommended to accommodate different learner styles and needs.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Module 5: Unit 1: Developing Strategy Dima course contentMichael Kenny
This document discusses the development of strategies for adult education. It describes a European project called DIMA that has created a toolkit to support stakeholders in developing adult education strategies. The document outlines the first unit of the toolkit which focuses on creating a vision and mission statement. It provides definitions and tips for developing an effective vision statement that paints a picture of the future, and mission statement that describes the organization's goals and actions. The toolkit was created by a consortium of 6 partners from 5 European countries and is available to download online.
This document outlines the plan to exploit the results of the CENTRES project. The project aims to develop tools and methodologies for teaching creativity and entrepreneurship in secondary schools. The exploitation plan identifies the project's results, including an online knowledge bank and policy recommendations. It also outlines the target groups that can benefit, such as educators, students, and policymakers. Finally, it describes the main dissemination activities and instruments to transfer the results to stakeholders, such as international conferences, workshops, and the project website.
Towards a support framework to enhance the placement experience of internatio...Marcellus Mbah
In a 2013 survey of 1,100 students across Asia and Middle East carried out by IDP Education, the UK was rated lowest in terms of perceived graduate employment opportunities amongst five main English-speaking destinations. The repercussion is that the UK is losing its competitive edge for new international students according to a recent British Council report. What can be done to reverse this trend? Several international students will need to take on a work placement as they aspire to secure work in a global economy. In order to achieve this effectively and sustainably, there is a need to explore the placement experience of international students in attempt to come up with a support framework. This is the rationale underpinning a case study which captured the views of forty-one respondents from twenty different national backgrounds.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
Teacher's handbook for multimedia TMA coursesAlba Agulló
This document provides an overview of the structure and content of the Telecentre Multimedia Academy training programme. The training consists of basic and advanced levels, each comprising three modules. The document outlines the background research and analysis that informed the curriculum design, including a review of existing media literacy standards, curricula and needs assessments. It discusses principles of adult education and the role of the teacher, emphasizing that teachers should respect learners' experiences, provide practical solutions, and support learners in developing at their own pace. A variety of teaching methods are recommended to accommodate different learner styles and needs.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Module 5: Unit 1: Developing Strategy Dima course contentMichael Kenny
This document discusses the development of strategies for adult education. It describes a European project called DIMA that has created a toolkit to support stakeholders in developing adult education strategies. The document outlines the first unit of the toolkit which focuses on creating a vision and mission statement. It provides definitions and tips for developing an effective vision statement that paints a picture of the future, and mission statement that describes the organization's goals and actions. The toolkit was created by a consortium of 6 partners from 5 European countries and is available to download online.
This document outlines the plan to exploit the results of the CENTRES project. The project aims to develop tools and methodologies for teaching creativity and entrepreneurship in secondary schools. The exploitation plan identifies the project's results, including an online knowledge bank and policy recommendations. It also outlines the target groups that can benefit, such as educators, students, and policymakers. Finally, it describes the main dissemination activities and instruments to transfer the results to stakeholders, such as international conferences, workshops, and the project website.
This document describes the CP-CARE project, which aims to establish standardized training for caregivers of people with cerebral palsy. The 3-year project has a budget of €298,653 and involves partners from Turkey, Spain, Belgium, and Bulgaria. It will develop a curriculum and mobile platform to train caregivers to better provide physiotherapy and care for people with cerebral palsy. The project will pilot the training program in the partner countries and produce reports evaluating its effectiveness.
The document summarizes the "Digital Immigrants Survival Kit" project which aims to develop online course modules to teach digital skills to older adults. It presents the project partners and describes the Self-Evaluation Mandala tool used to assess learners' skills before and after training. It provides an example of how the Mandala maps competencies and explains how training content is created and modules are implemented. Feedback from trainings indicates learners found the Mandala useful for self-assessment but not formal assessment. All project materials will be released as open educational resources under a Creative Commons license.
Ng environment io2 induction to pedagogy - m3 part3EmanuelePristera
This document summarizes Module 3 of a training program on developing entrepreneurial ideas for NGO staff. It discusses the EntreComp model, which was developed by the European Commission to define and describe entrepreneurship competence. The model identifies three competence areas - Ideas and Opportunities, Resources, and Into Action - along with 15 specific competences that make up an entrepreneurial mindset and skills. These competences include creativity, innovation, risk-taking, self-awareness, motivation, and mobilizing resources to transform ideas into action.
Project “Improving Quality & Accessibility in In-Service Trainings for teachers” (IQAIST)
General information and practical information regarding the training course
International Training course
Bologna, Italy, 25th – 31st of October 2015
Ng environment io3_module4_idea generation and evaluation_part 2EmanuelePristera
This document provides an overview of methods for idea generation and evaluation. It discusses the importance of generating ideas using appropriate methods and evaluating ideas using goal-based, process-based, and outcomes-based evaluation methods. The document outlines the learning outcomes and agenda for a training module that will introduce trainees to idea generation and evaluation. It will help them understand different idea generation techniques, learn skills to assess ideas, and become familiar with evaluation methods.
A lot of patients with physical deficiencies after an accident or illness suffer after this traumatically experience from isolation and exclusion from a normal life as well as access to learning during their long stay at medical rehabilitation centres. The aim of rehabilitation is to improve and recover...
Milvia Rastrelli: "European Vocational Education & Training for eInclusion Fa...TELECENTRE EUROPE
Telecentre-Europe Summit 2011: Parallel session "Joining forces at the European level - Telecentre content creation"
Are telecentres innovative enough to create their own content (produce digital media content, curriculums, guides, researches)?
Should we look more into developing our own content that can transform in revenue source for sustainability?
Ng environment io2 induction to pedagogy - m2 part 2LeonardoPrister
This document provides an overview of Module 2 of a training program on pedagogy for NGO staff. The module aims to improve pedagogical skills, communication skills, and pedagogical methods. It covers topics like teaching methods, educational decisions, and Kolb's experiential learning cycle. Learning outcomes include understanding pedagogical skills, communication types, making educational decisions, and communicating effectively. The document provides details on the content and structure of the module.
The DISK project aimed to develop online course modules to teach digital skills to "digital immigrants". The project created 16 modules focusing on everyday situations and topics like banking, communicating digitally, and using online services. A self-evaluation tool called the "Self-Evaluation Mandala" was developed to help learners assess their competencies. Course content was mapped to existing digital skills frameworks. Feedback was collected from learners in Greece, Italy and Austria to evaluate needs and create personalized learning paths. The project materials are available open access online.
It is our pleasure to share with you the white paper of the European Digital Youth Summit (EDYS) held in Bucharest, Romania on 28th of August 2014.
The summit tackled important topics for European young people such as digital behaviour and employment trying to find realistic solutions to raise employability and to encourage digital entrepreneurship. The event was organized by GEYC and the Chamber of Deputies (Romanian Parliament) under the patronage of the European Parliament and answers key issus from Digital Agenda for Europe such as digital awareness, digital skills, digital jobs and digital entrepreneurship. Find out more: www.edys.eu
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Core Curriculum: Training curriculum for trainers of e-facilitatorsTELECENTRE EUROPE
This curriculum module focuses on training e-facilitators in building a network culture. It contains 11 units that cover topics relevant to promoting digital skills. The first unit introduces the learning platform and objectives. Subsequent units address the importance of networking, using online social networks and web 2.0 tools to build communities, and creating a virtual learning community. Throughout the modules, learners engage with readings, videos, assignments, and discussion forums to gain knowledge and skills in networking, community building, and collaborative learning online. The final unit involves a exam and feedback to evaluate learning. The overall aim is to equip e-facilitators with the abilities to drive social networks and build digital skills in their communities.
Joint SPREAD_Staff Training Event:“Intercultural Issues in Transnational Proj...Sara McGuire
Sharing Good Practices for European Mobility Activities Development (S.P.R.E.A.D): Intercultural Issues in Transnational Projects, hosted by EUROPA Training, Plymouth
The overall objective of this training was to strengthen the position of intercultural competences in the EU youth mobility programmes as a tool to maximise the benefits of mobility. The main aim of this training was to promote and strengthen the importance of intercultural competences in European projects; to provide information and resources with learning materials and best practices on intercultural differences and misunderstandings, to get a great depth of understanding of successful mobility and to prevent obstacles.
Online employment toolkit for facilitators and trainersAlba Agulló
This manual for facilitators will provide you with the information and guidance you need to act as a tutor/facilitator for the online employability toolkit “Key Competencies for All.” The toolkit supports the enhancement of basic key competencies in adults who wish to improve their employability through an alternative learning approach (ICT-based, user-centred, interest- oriented).
To access the toolkit of employability:
http://www.keycompetences.eu/wordpress/spanish-toolkit/choose-it/
- Adults draw on their prior experience, so help participants make connections between new and previous learning.
- Adults are self-directed, so encourage independent learning but provide guidance.
- Adults are problem-centered and want learning to be relevant, so ensure activities are practical and job-search focused.
Digital Curator Vocational Education Europe: Project ObjectivesDigCurV
Presentation by Kate Fernie, MDR Partners at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
The document summarizes activities from an eTwinning event held in Bologna, Italy on October 21, 2011. It discusses the hosting institution, Istituto di istruzione Superiore Aldini Valeriani, and thanks partners from Pinneberg. It also mentions an eTwinning project between the hosting school and a school in Wroclaw, Poland, involving teacher and student exchanges in electrotechnics and automation. Finally, it recognizes funding from the Emilia Romagna region that supported partnership activities through family collaboration.
Stimulating Healthy Food Service Innovation (SUSTAIN) seeks to empower food service SMEs with the innovation knowledge and skills to introduce healthy, affordable products to market, thus boosting their competitiveness and contribution to a healthier society
This document describes the CP-CARE project, which aims to establish standardized training for caregivers of people with cerebral palsy. The 3-year project has a budget of €298,653 and involves partners from Turkey, Spain, Belgium, and Bulgaria. It will develop a curriculum and mobile platform to train caregivers to better provide physiotherapy and care for people with cerebral palsy. The project will pilot the training program in the partner countries and produce reports evaluating its effectiveness.
The document summarizes the "Digital Immigrants Survival Kit" project which aims to develop online course modules to teach digital skills to older adults. It presents the project partners and describes the Self-Evaluation Mandala tool used to assess learners' skills before and after training. It provides an example of how the Mandala maps competencies and explains how training content is created and modules are implemented. Feedback from trainings indicates learners found the Mandala useful for self-assessment but not formal assessment. All project materials will be released as open educational resources under a Creative Commons license.
Ng environment io2 induction to pedagogy - m3 part3EmanuelePristera
This document summarizes Module 3 of a training program on developing entrepreneurial ideas for NGO staff. It discusses the EntreComp model, which was developed by the European Commission to define and describe entrepreneurship competence. The model identifies three competence areas - Ideas and Opportunities, Resources, and Into Action - along with 15 specific competences that make up an entrepreneurial mindset and skills. These competences include creativity, innovation, risk-taking, self-awareness, motivation, and mobilizing resources to transform ideas into action.
Project “Improving Quality & Accessibility in In-Service Trainings for teachers” (IQAIST)
General information and practical information regarding the training course
International Training course
Bologna, Italy, 25th – 31st of October 2015
Ng environment io3_module4_idea generation and evaluation_part 2EmanuelePristera
This document provides an overview of methods for idea generation and evaluation. It discusses the importance of generating ideas using appropriate methods and evaluating ideas using goal-based, process-based, and outcomes-based evaluation methods. The document outlines the learning outcomes and agenda for a training module that will introduce trainees to idea generation and evaluation. It will help them understand different idea generation techniques, learn skills to assess ideas, and become familiar with evaluation methods.
A lot of patients with physical deficiencies after an accident or illness suffer after this traumatically experience from isolation and exclusion from a normal life as well as access to learning during their long stay at medical rehabilitation centres. The aim of rehabilitation is to improve and recover...
Milvia Rastrelli: "European Vocational Education & Training for eInclusion Fa...TELECENTRE EUROPE
Telecentre-Europe Summit 2011: Parallel session "Joining forces at the European level - Telecentre content creation"
Are telecentres innovative enough to create their own content (produce digital media content, curriculums, guides, researches)?
Should we look more into developing our own content that can transform in revenue source for sustainability?
Ng environment io2 induction to pedagogy - m2 part 2LeonardoPrister
This document provides an overview of Module 2 of a training program on pedagogy for NGO staff. The module aims to improve pedagogical skills, communication skills, and pedagogical methods. It covers topics like teaching methods, educational decisions, and Kolb's experiential learning cycle. Learning outcomes include understanding pedagogical skills, communication types, making educational decisions, and communicating effectively. The document provides details on the content and structure of the module.
The DISK project aimed to develop online course modules to teach digital skills to "digital immigrants". The project created 16 modules focusing on everyday situations and topics like banking, communicating digitally, and using online services. A self-evaluation tool called the "Self-Evaluation Mandala" was developed to help learners assess their competencies. Course content was mapped to existing digital skills frameworks. Feedback was collected from learners in Greece, Italy and Austria to evaluate needs and create personalized learning paths. The project materials are available open access online.
It is our pleasure to share with you the white paper of the European Digital Youth Summit (EDYS) held in Bucharest, Romania on 28th of August 2014.
The summit tackled important topics for European young people such as digital behaviour and employment trying to find realistic solutions to raise employability and to encourage digital entrepreneurship. The event was organized by GEYC and the Chamber of Deputies (Romanian Parliament) under the patronage of the European Parliament and answers key issus from Digital Agenda for Europe such as digital awareness, digital skills, digital jobs and digital entrepreneurship. Find out more: www.edys.eu
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Core Curriculum: Training curriculum for trainers of e-facilitatorsTELECENTRE EUROPE
This curriculum module focuses on training e-facilitators in building a network culture. It contains 11 units that cover topics relevant to promoting digital skills. The first unit introduces the learning platform and objectives. Subsequent units address the importance of networking, using online social networks and web 2.0 tools to build communities, and creating a virtual learning community. Throughout the modules, learners engage with readings, videos, assignments, and discussion forums to gain knowledge and skills in networking, community building, and collaborative learning online. The final unit involves a exam and feedback to evaluate learning. The overall aim is to equip e-facilitators with the abilities to drive social networks and build digital skills in their communities.
Joint SPREAD_Staff Training Event:“Intercultural Issues in Transnational Proj...Sara McGuire
Sharing Good Practices for European Mobility Activities Development (S.P.R.E.A.D): Intercultural Issues in Transnational Projects, hosted by EUROPA Training, Plymouth
The overall objective of this training was to strengthen the position of intercultural competences in the EU youth mobility programmes as a tool to maximise the benefits of mobility. The main aim of this training was to promote and strengthen the importance of intercultural competences in European projects; to provide information and resources with learning materials and best practices on intercultural differences and misunderstandings, to get a great depth of understanding of successful mobility and to prevent obstacles.
Online employment toolkit for facilitators and trainersAlba Agulló
This manual for facilitators will provide you with the information and guidance you need to act as a tutor/facilitator for the online employability toolkit “Key Competencies for All.” The toolkit supports the enhancement of basic key competencies in adults who wish to improve their employability through an alternative learning approach (ICT-based, user-centred, interest- oriented).
To access the toolkit of employability:
http://www.keycompetences.eu/wordpress/spanish-toolkit/choose-it/
- Adults draw on their prior experience, so help participants make connections between new and previous learning.
- Adults are self-directed, so encourage independent learning but provide guidance.
- Adults are problem-centered and want learning to be relevant, so ensure activities are practical and job-search focused.
Digital Curator Vocational Education Europe: Project ObjectivesDigCurV
Presentation by Kate Fernie, MDR Partners at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
The document summarizes activities from an eTwinning event held in Bologna, Italy on October 21, 2011. It discusses the hosting institution, Istituto di istruzione Superiore Aldini Valeriani, and thanks partners from Pinneberg. It also mentions an eTwinning project between the hosting school and a school in Wroclaw, Poland, involving teacher and student exchanges in electrotechnics and automation. Finally, it recognizes funding from the Emilia Romagna region that supported partnership activities through family collaboration.
Stimulating Healthy Food Service Innovation (SUSTAIN) seeks to empower food service SMEs with the innovation knowledge and skills to introduce healthy, affordable products to market, thus boosting their competitiveness and contribution to a healthier society
LEADER is an Erasmus+ project aiming to support students in Vocational Education and Training (VET) to develop appropriate soft skills, allowing them to take control of their careers
This project aims to develop a new 3-5 year qualification called "Digital Tourism Technician" that blends tourism and IT skills. The course will be delivered mainly online and involve work-based learning placements in international companies. It targets young people aged 15-24 and will provide skills in IT-based promotional and marketing strategies. The partnership will analyze needs, define the new qualification profile, assess its quality, and disseminate information about the project results.
Este documento describe una escuela de formación profesional que ofrece una amplia gama de programas en hostelería, turismo, dietética e informática. La escuela se enorgullece de más de 40 años de experiencia formando a más de 50.000 estudiantes a través de programas prácticos y colaboraciones con empresas. Las instalaciones cuentan con aulas, talleres y equipos de última generación para brindar una educación de alta calidad y conexiones con el mundo laboral.
Este documento describe un proyecto de formación profesional con más de 40 años de experiencia. Ofrece una amplia gama de cursos en ciclos formativos de grado medio y superior, con instalaciones únicas y una metodología práctica y participativa. El proyecto se basa en su experiencia formando a más de 50.000 estudiantes, con colaboraciones internacionales y una alta tasa de inserción laboral.
Este documento describe un centro de formación profesional que ofrece una amplia gama de programas, instalaciones modernas y una metodología práctica. El centro lleva más de 40 años formando a estudiantes y colaborando con empresas. Ofrece ciclos formativos en informática, comercio, administración, sanidad y hostelería, además de programas de formación dual y cursos de inglés. Su enfoque práctico y sus instalaciones equipadas buscan preparar a los estudiantes para una rápida inserción laboral.
Este documento describe un nuevo proyecto de formación profesional creado para ofrecer una amplia experiencia y resultados a los estudiantes. El proyecto se basa en más de 40 años de experiencia en la formación profesional de más de 3.000 estudiantes al año en instalaciones únicas. El enfoque es práctico y activo, con grupos reducidos y aprendizaje haciendo. El documento también describe los requisitos de ingreso y ofrece tres ciclos formativos de grado medio en informática, servicios administrativos y cocina
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. The aim of the project
• D-Care is a 2-year European project which aims to train careers
of people living with mild to medium dementia.
• The courses will be defined with the aim of the careers acquiring
competences to assist the people with dementia. Another aim is
to provide respite for the caregivers.
3. IO1- Survey on the barriers
which caregivers are
facing, skills analysis and
best practices in EU
IO2- Co- creation –
Joint Training Program
on Cognitive
Stimulation Therapy
(CST)
IO3- Develop a “Train
the trainers Course”
IO4- Design, development
and pilot of the E-learning
Course for caregivers
IO5- Toolkits for dementia friendly
activities and friendly home
OUTPUTS