ABC had organised the monthly talk on Understanding Cross Cultural Perspectives in Training and Coaching by Shobha Naidu on 21st March 2013 @ Christ University
Cultural Intelligence: A Leadership Skill for the FutureCheryl Doig
This presentation is for educators who wish to explore the increasing cultural diversity of staff, students and community and how cultural intelligence can be grown.
Discover the multiple meanings of ‘culture’ and why you belong to many not just one.
Learn about cultural universals: how we are more alike than we are different.
Think about this model for understanding cultural differences.
Culturally Competent Leaders: Exploring Cultural IntelligenceNatascha Saunders
A group of Northeastern University doctoral students come together to present on the topic: Culturally Competent Leaders: Exploring Cultural Intelligence (CI) in Higher Education. Course: EDU 7281 Research Process (R2)
PROBLEM STATEMENT:
Administrative leaders at a mid-sized liberal arts college that is in the beginning stages of an internationalization effort may have disparate perceptions of what it means to be culturally competent. Their ability to consistently show tolerance, empathy, respect, appreciation toward and the ability to work with people who are different from oneself is essential. The success of this internationalization process which includes diversifying the study body, establishing study programs, and globalizing curriculum hangs in the balance. This study will provide important insight into senior leaders’ impressions of cultural competence as a concept and it will inform professional development policy moving forward.
PRESENTERS:
Stephen Lyons, Robert Outerbridge, Natascha Saunders
Patricia Steiner, Tonia Teresh
Here you will find an introduction to the course which I have already used in class. Please take note of the topics and start considering the one(s) that you will be working on.
ABC had organised the monthly talk on Understanding Cross Cultural Perspectives in Training and Coaching by Shobha Naidu on 21st March 2013 @ Christ University
Cultural Intelligence: A Leadership Skill for the FutureCheryl Doig
This presentation is for educators who wish to explore the increasing cultural diversity of staff, students and community and how cultural intelligence can be grown.
Discover the multiple meanings of ‘culture’ and why you belong to many not just one.
Learn about cultural universals: how we are more alike than we are different.
Think about this model for understanding cultural differences.
Culturally Competent Leaders: Exploring Cultural IntelligenceNatascha Saunders
A group of Northeastern University doctoral students come together to present on the topic: Culturally Competent Leaders: Exploring Cultural Intelligence (CI) in Higher Education. Course: EDU 7281 Research Process (R2)
PROBLEM STATEMENT:
Administrative leaders at a mid-sized liberal arts college that is in the beginning stages of an internationalization effort may have disparate perceptions of what it means to be culturally competent. Their ability to consistently show tolerance, empathy, respect, appreciation toward and the ability to work with people who are different from oneself is essential. The success of this internationalization process which includes diversifying the study body, establishing study programs, and globalizing curriculum hangs in the balance. This study will provide important insight into senior leaders’ impressions of cultural competence as a concept and it will inform professional development policy moving forward.
PRESENTERS:
Stephen Lyons, Robert Outerbridge, Natascha Saunders
Patricia Steiner, Tonia Teresh
Here you will find an introduction to the course which I have already used in class. Please take note of the topics and start considering the one(s) that you will be working on.
This document aims to discuss the overview of the CMO no. 20, series of 2013 concerning on the General Education Curriculum: Holistic Understandings, Intellectual, and Civic Competencies. The abovementioned CMO serves as the legal basis of the subject Understanding The Self
1. Definition of Culture
2. Elements of Culture
3. Types of Culture
4. Characteristics of Culture
5. Role of culture in the life of a person
6. Impact of culture on educational institution
7. Impact of education on culture
This document aims to discuss the overview of the CMO no. 20, series of 2013 concerning on the General Education Curriculum: Holistic Understandings, Intellectual, and Civic Competencies. The abovementioned CMO serves as the legal basis of the subject Understanding The Self
1. Definition of Culture
2. Elements of Culture
3. Types of Culture
4. Characteristics of Culture
5. Role of culture in the life of a person
6. Impact of culture on educational institution
7. Impact of education on culture
Introduction to Project Based Global LearningHonor Moorman
Internationalize your classroom this year with projects that engage students in meaningful, real-world work to address globally significant issues. Infuse your curriculum with global project-based learning experiences that empower students and help them develop the global competence they need for success in an increasingly interconnected world. Learn how to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between students and the world.
The SMP’s Health Links Forum looked back on 10 years of health partnerships, funded by the Scottish Government, between Scotland and Malawi, and explored the UN’s new Global Goals, in particular Goal 3 “Good Health and Well-being”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. 2,900 Schools
32 Local Authorities
53,000 Teachers
Agencies and NGOs
-- Many ‘players’, many
variants
4. Context
New ‘Curriculum for Excellence’ offers opportunities
across the curriculum
Team at Education Scotland to support Global
Citizenship activity in schools
‘One Planet Schools’ Ministerial working group, due to
report November 2012
5. successful learners confident individuals
with with
•enthusiasm and motivation for learning •self respect
•determination to reach high standards of achievement •a sense of physical, mental and emotional wellbeing
•openness to new thinking and ideas •secure values and beliefs
•ambition
and able to
•use literacy, communication and numeracy skills and able to
•use technology for learning •relate to others and manage themselves
•think creatively and independently •pursue a healthy and active lifestyle
•learn independently and as part of a group •be self aware
•make reasoned evaluations •develop and communicate their own beliefs
•link and apply different kinds of learning in and view of the world
new situations •live as independently as they can
•assess risk and take informed decisions
•achieve success in different areas of activity
To enable all young
people to become
responsible citizens effective contributors
with with
•respect for others •an enterprising attitude
•commitment to participate responsibly in •resilience
political, economic, social and cultural life •self-reliance
and able to and able to
•develop knowledge and understanding of •communicate in different ways and in
the world and Scotland’s place in it different settings
•understand different beliefs and cultures •work in partnership and in teams
•make informed choices and decisions •take the initiative and lead
•evaluate environmental, scientific and •apply critical thinking in new contexts
technological issues •create and develop
•develop and Teaching
Learning informed, ethical views of complex •solve problems
Scotland
issues
7. I can 1-16
True 0-16
http://www
By explori
ghostexpla
SOC cont
Save 4-16
3-16
2-16
Experiences and outcomes
Social Studies- People in society, economy and business
Early First Second Third Fourth
I can contribute I can explain I can explain I can contribute to
By exploring
to a discussion how the needs why a group I a discussion on the
my local
of the of a group in my have extent to which
community,
difference local identified people’s needs
I have
between my community are might should be met by
discovered
needs and supported. experience the state or the
the
wants and SOC 2-16a inequality individual.
different
those of others and can SOC 4-16a
roles people
around me. suggest ways
play and
SOC1-16a in which this
how they
inequality
can help.
might be
SOC 0-16a
addressed.
SOC 3-16a
9. Currently..
Development Education / Global Citizenship
- Present in many schools, often high quality
- International School Partnerships
- Resources and CPD available, to some
- Fair Trade embedded widely
- Some of our young people ‘think globally’
10. Challenges
Funding (especially for school partnerships)
Leadership
Whole School action
Evaluating impact and Realising benefits
Teacher readiness
Learning and Teaching approaches
Support and advice
12. Leadership
“In order for Scotland and its people to succeed
and flourish in the globalised 21st century in
which we live, we must all become and live as
global citizens”
Mike Russell, MSP, Cabinet Secretary
15. Well-developed initiatives will attract
interest and mass participation
•developed and sustained links with one or
more Commonwealth countries
•The context of the Games enthuses and
engages young people in learning
activities across all curriculum areas,
contributing to implementation of
Curriculum for Excellence
16. Learning and Teaching approaches
• British Council online course material
http://www.global-schools.org/
• Take One Action film festival
http://www.takeoneaction.org.uk/
• Vine Trust ‘Global Student Forum’
http://www.vinetrust.org/know/education/global_student_foru
m
17. Learning and Teaching approaches -2
WOSDEC ‘Global Storylines’
Oxfam ‘Water Week’
Red Cross ‘Newsthink’
Microfinance (Kiva, etc)
Editor's Notes
This statement of purpose lies at the heart of the document and is intended to be a memorable and compelling reference point for teachers, parents and children. The child is at the centre of this diagram, and our aspiration for each child is represented through the four capacities which surround the child. In each case the capacity is expanded into ‘attributes’ and ‘capabilities’: it is our task to design a curriculum which will enable each child to develop these attributes and capabilities. You see here the beginning of a winnowing tool for the review of the curriculum – any activity which is not clearly directed to achieving these aims does not earn its keep and should be removed. The review document then explores the ethos and teaching and learning methodologies which will be needed if these outcomes are to be achieved (for example, ) It then moves on to define updated principles for the design of the curriculum. Many of these are familiar but the principles begin with challenge and enjoyment – fully evidence-based – and depth has greater prominence than at present.
Light, accessible, practical, clear sections, for all practitioners… Backed up with an online resource that breathes life into the paper document by adding web links, videos, photos and an online calendar.