Workshop 1, Part 2 of 3
"Embracing the Birth Through Grade Three Early Learning Continuum"
February 27, 2015 (Worcester, MA)
Morning Keynote: Valora Washington, President, The CAYL Institute
Workshop 1, Part 1 of 3
"Embracing the Birth through Grade Three Early Learning Continuum"
February 27, 2015 (Worcester, MA)
Opening Remarks - Carol Nolan, Director of Policy, EEC
Warm Up and Overview of Research - Linda Warren, President, Early Childhood Associates Inc.
This document discusses strategies for improving education from birth through 3rd grade. It describes initiatives in several communities that have strengthened collaboration between early childhood programs and elementary schools. Key strategies discussed include developing coherent systems, focused improvement plans, intensive focus on curriculum and instruction through professional development and data use, and partnerships across sectors. Case studies highlight efforts in Union City, Montgomery County, and Boston that led to improved outcomes by applying familiar practices in systematic ways. The document emphasizes themes like building relationships, demonstrating progress, and developing capacity over time to achieve significant gains in early learning.
Workshop 3, Part 1 of 2
"Constructing a Comprehensive and Cohesive Birth through Grade Three System"
April 10, 2015 (Southbridge, MA)
Introduction:
Linda Warren, President, Early Childhood Associates Inc.
Workshop 2: Part 1 of 2
"Building and Sustaining Birth through Grade Three Systems"
March 20, 2015 (Worcester, MA)
Opening Remarks: Tom Weber, Commissioner, MA Dept. of Early Education and Care
Recap of Workshop 1: Linda Warren, President, Early Childhood Associates Inc.
Workshop 2, Part 2 of 2
"The Development and Implementation of Birth through Grade Three Initiatives in Massachusetts"
March 20, 2015 (Worcester, MA)
Saeyun Lee, Policy Director, Executive Office of Education for the Commonwealth of Massachusetts
Amy O'Leary, Director of Early Education for All Campaign, Strategies for Children
Workshop 3, Part 2 of 2
"Constructing a Birth Through Grade Three Approach"
April 10, 2015 (Southbridge, MA)
Featured Speaker:
Kristie Kauerz, Ed.D., University of Washington
The SAIL program is a two-week summer transition program for children entering kindergarten in the Saucon Valley School District. It aims to ease children's transition from preschool to formal schooling through organized academic, behavioral and social activities. Participation has increased from 40% in 2012 to 60% in 2014. Data from kindergarten screenings is used to create focus groups and lesson plans. Feedback from parents and teachers suggests the program helps children feel more comfortable starting kindergarten. There is discussion of broadening community involvement in the program.
The document discusses social media and digital citizenship statistics for teens and children, including that 95% of teens use the internet, 81% use social media, and 50% log into social media daily. It also notes that 21% of children under 13 use social media and 26% have a YouTube account. The document then outlines action items for the Dublin Unified School District, including providing comprehensive digital citizenship training for staff using Common Sense Media, educating parents on social media best practices, and informing students and staff about appropriate social media use and reporting.
Workshop 1, Part 1 of 3
"Embracing the Birth through Grade Three Early Learning Continuum"
February 27, 2015 (Worcester, MA)
Opening Remarks - Carol Nolan, Director of Policy, EEC
Warm Up and Overview of Research - Linda Warren, President, Early Childhood Associates Inc.
This document discusses strategies for improving education from birth through 3rd grade. It describes initiatives in several communities that have strengthened collaboration between early childhood programs and elementary schools. Key strategies discussed include developing coherent systems, focused improvement plans, intensive focus on curriculum and instruction through professional development and data use, and partnerships across sectors. Case studies highlight efforts in Union City, Montgomery County, and Boston that led to improved outcomes by applying familiar practices in systematic ways. The document emphasizes themes like building relationships, demonstrating progress, and developing capacity over time to achieve significant gains in early learning.
Workshop 3, Part 1 of 2
"Constructing a Comprehensive and Cohesive Birth through Grade Three System"
April 10, 2015 (Southbridge, MA)
Introduction:
Linda Warren, President, Early Childhood Associates Inc.
Workshop 2: Part 1 of 2
"Building and Sustaining Birth through Grade Three Systems"
March 20, 2015 (Worcester, MA)
Opening Remarks: Tom Weber, Commissioner, MA Dept. of Early Education and Care
Recap of Workshop 1: Linda Warren, President, Early Childhood Associates Inc.
Workshop 2, Part 2 of 2
"The Development and Implementation of Birth through Grade Three Initiatives in Massachusetts"
March 20, 2015 (Worcester, MA)
Saeyun Lee, Policy Director, Executive Office of Education for the Commonwealth of Massachusetts
Amy O'Leary, Director of Early Education for All Campaign, Strategies for Children
Workshop 3, Part 2 of 2
"Constructing a Birth Through Grade Three Approach"
April 10, 2015 (Southbridge, MA)
Featured Speaker:
Kristie Kauerz, Ed.D., University of Washington
The SAIL program is a two-week summer transition program for children entering kindergarten in the Saucon Valley School District. It aims to ease children's transition from preschool to formal schooling through organized academic, behavioral and social activities. Participation has increased from 40% in 2012 to 60% in 2014. Data from kindergarten screenings is used to create focus groups and lesson plans. Feedback from parents and teachers suggests the program helps children feel more comfortable starting kindergarten. There is discussion of broadening community involvement in the program.
The document discusses social media and digital citizenship statistics for teens and children, including that 95% of teens use the internet, 81% use social media, and 50% log into social media daily. It also notes that 21% of children under 13 use social media and 26% have a YouTube account. The document then outlines action items for the Dublin Unified School District, including providing comprehensive digital citizenship training for staff using Common Sense Media, educating parents on social media best practices, and informing students and staff about appropriate social media use and reporting.
This document outlines Portage Northern High School's implementation of Professional Learning Communities (PLCs) and a Pyramid Response to Intervention (PRTI) model. It discusses how PLCs were used to analyze student data and identify struggling students, and how a multi-tiered PRTI model was developed to provide increasingly intensive academic and behavioral supports. Tier 1 interventions involve universal supports for all students. Struggling students receive Tier 2 interventions such as tutoring or re-teaching. Intensive Tier 3 interventions involve individualized support plans. The school also created an Academic Support Teacher role to monitor student progress and ensure fidelity of the PRTI process. Overall, the document shows how PLCs and PRTI
The document discusses establishing a Student Leadership Council (SLC) to empower students and improve school culture. The SLC will focus on increasing parental involvement and attendance. A survey found most absences were due to illness, transportation, or family responsibilities. Students suggested rewards for attendance and more time between classes. The SLC will plan family events and monthly incentives to increase involvement and attendance. Challenges may include teacher buy-in and scheduling, but research shows student voice improves engagement and achievement.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
The document proposes ways to recognize and support principals in order to increase retention. It suggests implementing both ongoing strategies, such as thank you emails, and less frequent strategies, like principal of the month awards. Recognition is important because lack of appreciation is a top reason employees leave and 50% of principals quit within 3 years. The proposals provide a calendar outlining existing and proposed recognition events throughout the school year for DC public school principals. The goal is to improve retention through connection, feedback, and appreciation of principals' work.
This was a tool used to network and rally 265 educators on a school campus by informing and reinforcing school cultural values of transparency and clear messaging.
for any query feel free to contact:
+92-336-2130-181
www.facebook.com/drkhubaibshaikh
www.facebook.com/khubaibahmedshaikhysr
www.twitter.com/dentistkhubaib
email: dentist.khubaib@gmail.com
Christopher Brannon is an experienced educator seeking a principal position. He has over 15 years of experience in education, serving as an elementary principal, assistant principal, teacher, and coach. He is dedicated to student growth, staff development, and community engagement. As a principal, he has implemented programs to improve behavior, increase parent involvement, and strengthen instruction in core subjects.
Motivate students to come to class pptKishan Khunt
This document is a presentation by six students (Pratik, Keyur, Darshan, Jay, Chirag, and Kishan) for their lecturer Ms. Komal Shukla on motivating students to attend class. It identifies student absenteeism as a problem, especially among adolescents. It discusses that motivation and engagement are important for learning. The presentation recommends making students feel a sense of belonging, providing active learning opportunities, understanding student perspectives on competence, values, and social connections, and establishing a supportive school culture and curriculum to improve student motivation.
The document defines college readiness as what students need to know and be able to do to succeed in entry-level college courses and be able to progress to higher-level courses. It identifies the key components of college readiness as supporting and engaging students, empowering excellent teachers, and focusing on higher-level success. The document also discusses what is needed from students, communities, education systems, and partnerships to improve college readiness.
Constructing a Virtual Community Of Mathematical Practice amongst Teacher Can...Adam Geller
This project constructed a virtual community of practice among teacher candidates, practicing teachers, and teacher educators to improve mathematical instruction. Participants used a video sharing platform to record and provide feedback on teacher candidates' lessons. Coaches assessed lessons using a rubric and provided feedback, which candidates used to improve their next lessons. Both candidates and coaches found value in the experience, such as opportunities for reflection and collaboration. Comparison data showed gains in student achievement and in candidates' instructional abilities. The virtual community supported creative, collaborative professional learning.
This document summarizes the key strategies and results of an initiative called I-CAN at Wallace Community College in Dothan, Alabama aimed at improving student success. The initiative focuses on changing mindsets around teaching and learning to be more student-centered and promote critical thinking. It provides training, support and accountability for faculty to transform their teaching approaches. Results include higher retention and completion rates, improved student perceptions of their learning environment, and increased attendance and preparation in core courses. The initiative demonstrates that changes in instructional strategies can significantly reduce achievement gaps.
Career Possibilities in the Early Childhood Fieldsbilby2
This document outlines career possibilities and educational requirements in the early childhood education field. It lists various career roles including teacher, director, instructor, regulator, and researcher. It provides examples of work settings like preschool, head start, and elementary schools. It notes that education requirements and salaries vary greatly across roles but typically range from a CDA to a PhD. It emphasizes the importance of goal setting and continuing education to advance in this field.
This document summarizes Vermont's approach to using data-driven decision making to support Positive Behavioral Interventions and Supports (PBIS) in schools. It provides an overview of the PBIS implementation in Vermont, describing the various state agencies and organizations involved in supporting schools. It also describes the tiered system of support for schools, including the data tools and resources available at each level to facilitate data-driven problem solving. Data is shown on the growth of PBIS implementation in Vermont schools over time, as well as outcomes like decreased office discipline referrals and time out of school/class. The role of data analysis to support decision making is emphasized.
Childcare Training - Early Learning and Childcare Apprenticeships and QCF's The Pathway Group
The Childcare Training - Early Learning and Childcare Apprenticeships and QCF's are for people who want to work with children.
By completing an Intermediate Level Apprenticeship you can become an: Early Years Worker/Assistant, Care Worker/Assistant, Assistant Youth Support & Community Worker.
If you complete an Advanced Level Apprenticeship you can become a: Nursery Worker/Supervisor, Child-minder,
Nursery Nurse, Nursery Teaching Assistant.
This Apprenticeship is for people who work with children – from birth onward (and their families) in settings or services whose main purpose is children’s care, learning and development. Workers in this area make sure children are looked after, kept active, happy and nourished. They also help children develop social and practical skills.
This Apprenticeship gives people a fulfilling opportunity to work with children and young people while also gaining an understanding into the ‘how's’ and ‘whys’ of their development. Equally, it ensures candidates put childcare theory into practice.
The document discusses policies and resources for using pupil premium funding to support children who have been looked after, including those adopted from care. It outlines that 2-4 year olds are eligible for early education funding and premiums, while children in reception through year 11 adopted from care receive £1900 in premium funding paid to schools. It recommends comparing attainment levels, strengthening the evidence base, and developing the workforce to support adopted children. Finally, it provides examples of strategies that work well for adopted children in schools, such as seeing the school from the child's perspective, listening, building attachments, flexibility, therapy-informed approaches, and strong school-parent partnerships.
The No Child Left Behind Act (NCLB) aims to improve education by holding teachers accountable, empowering parents, and ensuring all students achieve academic standards. It requires teachers to be highly qualified and uses testing to monitor student progress and teacher performance. Supporters believe NCLB benefits students and communities by providing oversight of schools and allowing progress tracking. However, critics argue it has increased academic competitiveness and raised graduation requirements to an unreasonably difficult level. The act also demands teachers use data from student assessments to inform instructional decisions and continuously evaluate and modify their teaching methods to address learning needs.
Kalyong Elementary School conducted various programs and activities from 2014-2015 under its School-Based Management program. This included orientations, campaigns, forums, festivals, classroom repairs, a school feeding program, and academic activities. The report analyzes the school's performance in access, efficiency, and quality. It found declines in enrollment and NAT scores. Interventions like early registration, remedial classes, and focused teacher reviews were implemented. Future plans include benchmarking exemplary SBM schools, strengthening committees, and seeking support from stakeholders to improve facilities and generate income.
This document outlines Portage Northern High School's implementation of Professional Learning Communities (PLCs) and a Pyramid Response to Intervention (PRTI) model. It discusses how PLCs were used to analyze student data and identify struggling students, and how a multi-tiered PRTI model was developed to provide increasingly intensive academic and behavioral supports. Tier 1 interventions involve universal supports for all students. Struggling students receive Tier 2 interventions such as tutoring or re-teaching. Intensive Tier 3 interventions involve individualized support plans. The school also created an Academic Support Teacher role to monitor student progress and ensure fidelity of the PRTI process. Overall, the document shows how PLCs and PRTI
The document discusses establishing a Student Leadership Council (SLC) to empower students and improve school culture. The SLC will focus on increasing parental involvement and attendance. A survey found most absences were due to illness, transportation, or family responsibilities. Students suggested rewards for attendance and more time between classes. The SLC will plan family events and monthly incentives to increase involvement and attendance. Challenges may include teacher buy-in and scheduling, but research shows student voice improves engagement and achievement.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
The document proposes ways to recognize and support principals in order to increase retention. It suggests implementing both ongoing strategies, such as thank you emails, and less frequent strategies, like principal of the month awards. Recognition is important because lack of appreciation is a top reason employees leave and 50% of principals quit within 3 years. The proposals provide a calendar outlining existing and proposed recognition events throughout the school year for DC public school principals. The goal is to improve retention through connection, feedback, and appreciation of principals' work.
This was a tool used to network and rally 265 educators on a school campus by informing and reinforcing school cultural values of transparency and clear messaging.
for any query feel free to contact:
+92-336-2130-181
www.facebook.com/drkhubaibshaikh
www.facebook.com/khubaibahmedshaikhysr
www.twitter.com/dentistkhubaib
email: dentist.khubaib@gmail.com
Christopher Brannon is an experienced educator seeking a principal position. He has over 15 years of experience in education, serving as an elementary principal, assistant principal, teacher, and coach. He is dedicated to student growth, staff development, and community engagement. As a principal, he has implemented programs to improve behavior, increase parent involvement, and strengthen instruction in core subjects.
Motivate students to come to class pptKishan Khunt
This document is a presentation by six students (Pratik, Keyur, Darshan, Jay, Chirag, and Kishan) for their lecturer Ms. Komal Shukla on motivating students to attend class. It identifies student absenteeism as a problem, especially among adolescents. It discusses that motivation and engagement are important for learning. The presentation recommends making students feel a sense of belonging, providing active learning opportunities, understanding student perspectives on competence, values, and social connections, and establishing a supportive school culture and curriculum to improve student motivation.
The document defines college readiness as what students need to know and be able to do to succeed in entry-level college courses and be able to progress to higher-level courses. It identifies the key components of college readiness as supporting and engaging students, empowering excellent teachers, and focusing on higher-level success. The document also discusses what is needed from students, communities, education systems, and partnerships to improve college readiness.
Constructing a Virtual Community Of Mathematical Practice amongst Teacher Can...Adam Geller
This project constructed a virtual community of practice among teacher candidates, practicing teachers, and teacher educators to improve mathematical instruction. Participants used a video sharing platform to record and provide feedback on teacher candidates' lessons. Coaches assessed lessons using a rubric and provided feedback, which candidates used to improve their next lessons. Both candidates and coaches found value in the experience, such as opportunities for reflection and collaboration. Comparison data showed gains in student achievement and in candidates' instructional abilities. The virtual community supported creative, collaborative professional learning.
This document summarizes the key strategies and results of an initiative called I-CAN at Wallace Community College in Dothan, Alabama aimed at improving student success. The initiative focuses on changing mindsets around teaching and learning to be more student-centered and promote critical thinking. It provides training, support and accountability for faculty to transform their teaching approaches. Results include higher retention and completion rates, improved student perceptions of their learning environment, and increased attendance and preparation in core courses. The initiative demonstrates that changes in instructional strategies can significantly reduce achievement gaps.
Career Possibilities in the Early Childhood Fieldsbilby2
This document outlines career possibilities and educational requirements in the early childhood education field. It lists various career roles including teacher, director, instructor, regulator, and researcher. It provides examples of work settings like preschool, head start, and elementary schools. It notes that education requirements and salaries vary greatly across roles but typically range from a CDA to a PhD. It emphasizes the importance of goal setting and continuing education to advance in this field.
This document summarizes Vermont's approach to using data-driven decision making to support Positive Behavioral Interventions and Supports (PBIS) in schools. It provides an overview of the PBIS implementation in Vermont, describing the various state agencies and organizations involved in supporting schools. It also describes the tiered system of support for schools, including the data tools and resources available at each level to facilitate data-driven problem solving. Data is shown on the growth of PBIS implementation in Vermont schools over time, as well as outcomes like decreased office discipline referrals and time out of school/class. The role of data analysis to support decision making is emphasized.
Childcare Training - Early Learning and Childcare Apprenticeships and QCF's The Pathway Group
The Childcare Training - Early Learning and Childcare Apprenticeships and QCF's are for people who want to work with children.
By completing an Intermediate Level Apprenticeship you can become an: Early Years Worker/Assistant, Care Worker/Assistant, Assistant Youth Support & Community Worker.
If you complete an Advanced Level Apprenticeship you can become a: Nursery Worker/Supervisor, Child-minder,
Nursery Nurse, Nursery Teaching Assistant.
This Apprenticeship is for people who work with children – from birth onward (and their families) in settings or services whose main purpose is children’s care, learning and development. Workers in this area make sure children are looked after, kept active, happy and nourished. They also help children develop social and practical skills.
This Apprenticeship gives people a fulfilling opportunity to work with children and young people while also gaining an understanding into the ‘how's’ and ‘whys’ of their development. Equally, it ensures candidates put childcare theory into practice.
The document discusses policies and resources for using pupil premium funding to support children who have been looked after, including those adopted from care. It outlines that 2-4 year olds are eligible for early education funding and premiums, while children in reception through year 11 adopted from care receive £1900 in premium funding paid to schools. It recommends comparing attainment levels, strengthening the evidence base, and developing the workforce to support adopted children. Finally, it provides examples of strategies that work well for adopted children in schools, such as seeing the school from the child's perspective, listening, building attachments, flexibility, therapy-informed approaches, and strong school-parent partnerships.
The No Child Left Behind Act (NCLB) aims to improve education by holding teachers accountable, empowering parents, and ensuring all students achieve academic standards. It requires teachers to be highly qualified and uses testing to monitor student progress and teacher performance. Supporters believe NCLB benefits students and communities by providing oversight of schools and allowing progress tracking. However, critics argue it has increased academic competitiveness and raised graduation requirements to an unreasonably difficult level. The act also demands teachers use data from student assessments to inform instructional decisions and continuously evaluate and modify their teaching methods to address learning needs.
Kalyong Elementary School conducted various programs and activities from 2014-2015 under its School-Based Management program. This included orientations, campaigns, forums, festivals, classroom repairs, a school feeding program, and academic activities. The report analyzes the school's performance in access, efficiency, and quality. It found declines in enrollment and NAT scores. Interventions like early registration, remedial classes, and focused teacher reviews were implemented. Future plans include benchmarking exemplary SBM schools, strengthening committees, and seeking support from stakeholders to improve facilities and generate income.
Similar to Early Educators Leadership Institute 2015, Workshop 1: Part 2 of 3 (20)
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Early Educators Leadership Institute 2015, Workshop 1: Part 2 of 3
1. Embracing the Birth Through Grade Three
Early Learning Continuum
Valora Washington, PhD
February 27. 2015
2/27/2015 MA Department of Early Education and Care
2. So what’s the challenge?
2/27/2015 MA Department of Early Education and Care
4. Embracing the Birth to Grade 3
Learning Continuum
2/27/2015
MA Department of Early Education and
Care
FRAME-
WORK
STRATEGIES
5. Embracing the Birth
to Grade 3
Learning Continuum:
Here’s How
2/27/2015
MA Department of Early Education and
Care
6. Career
.
2/27/2015
MA Department of Early Education and
Care
Love it! Analyze
Work it! Advance
Own it! Act
Be Strategic Accelerate
Embracing the Birth to Grade 3
Learning Continuum:
A Framework
7. First:
Love It - ANALYSIS
2/27/2015
MA Department of Early Education and
Care
WEKNOW
Early years
matter!
YET
Resources
and
rhetoric do
not match
9. Second:
Work It - ADVANCE
2/27/2015
MA Department of Early Education and
Care
WEKNOW
Our
knowledge
base is
exploding
YET
What should
early
educators
know and do?
10. Career .
2/27/2015
MA Department of Early Education and
Care
Work it! Advance
Respect our
Knowledge
Base
Standards of
Quality and the
Best First Step
11. Third:
Own It - ACT
2/27/2015
MA Department of Early Education and
Care
WEKNOW
Effective
patterns of
action
YET
How do we
get started?
13. Fourth:
Be Strategic - ACCELERATE
2/27/2015
MA Department of Early Education and
Care
WEKNOW
Performance
and credibility
gaps
YET
We must
move
forward!
14. Career .
2/27/2015
MA Department of Early Education and
Care
Be Strategic Accelerate
Alignment
Preparation
Integration
Policy
Diversity
Message
Leadership
15. Embracing the Birth to Grade 3
Learning Continuum
2/27/2015
MA Department of Early Education and
Care
FRAME-
WORK
STRATEGIES
17. Career .
2/27/2015
MA Department of Early Education and
Care
Love it! Analyze:
The CDA Example!
Work it! Advance:
The Boston Public Schools
Example
Own it! Act:
The Rockland Schools Example
Be Strategic Accelerate:
The Mahoning Valley Example
18. TOGETHER WE EMBRACE THE BIRTH
THROUGH GRADE THREE
EARLY LEARNING CONTINUUM
2/27/2015
MA Department of Early Education and
Care
19. Embracing the Birth Through Grade
Three Early Learning Continuum
• Cohesive whole
• …Collective
intentionality
• What do we want to
create?
• INTEGRITY
• Future Priorities
• External
environment
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MA Department of Early Education and
Care
20. WHAT CAN YOU DO TO MAKE SURE
THAT EVERY CHILD…
THAT EVERY EARLY EDUCATOR SUCCEEDS?
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MA Department of Early Education and
Care
21. The gap between
vision and reality is the
place where we lead
2/27/2015 MA Department of Early Education and
Care
28. Analyze!
Step 1
Embracing the Birth to Grade 3
Learning Continuum
2/27/2015
MA Department of Early Education and
Care
29. ANALYZE! ASK YOURSELF:
• What do I see as the most significant new
realities that we face in Massachusetts?
• What is my top priority for change?
(Select an issue you feel passionately
about)
2/27/2015
MA Department of Early Education and
Care
31. ADVANCE! ASK YOURSELF:
• What do I TRULY WANT to see as the
new reality in Massachusetts?
• What do I see as the most significant new
reality that we face in Massachusetts ?
And, what can I do about it?
• What do you recommend to strengthen
our field in Massachusetts ?
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MA Department of Early Education and
Care
32. “It is time for those of
us who identify with the
early care and
education field to wade
into the swamp, resolve
enduring ambivalences
about our work, and
make decisions about
the way forward.”
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MA Department of Early Education and
Care
33. ACT!
Step 3:
Embracing the Birth to Grade 3
Learning Continuum
2/27/2015
MA Department of Early Education and
Care
34. ACT! ASK YOURSELF:
What can I do to make sure
that every child succeeds?
2/27/2015
MA Department of Early Education and
Care
35. • Consider doing adaptive work
–Answers don’t preexist
–Entails resolving conflicting values
–Requires making choices
–Usually involves loss
2/27/2015
MA Department of Early Education and
Care
36. ACT! ASK YOURSELF:
• What are the opportunities for adaptive work
in Massachusetts?
• What is the first thing you believe we should
be working on collectively?
• How can we accomplish what you have
identified?
2/27/2015
MA Department of Early Education and
Care
38. ACCELERATE! ASK YOURSELF:
What are your assumptions about the future?
How do you “let future priorities have an influence
on today’s activities.”
How do we stimulate action?
What do we want to create?
How can we better communicate with the public?2/27/2015
MA Department of Early Education and
Care
39. Pulling It All Together!
A Four Step
Embracing the Birth to Grade 3
Learning Continuum
2/27/2015
MA Department of Early Education and
Care
40. Today we examined a 4-part
framework:
2/27/2015
MA Department of Early Education and
Care
• .
Love it! Analyze
Work it! Advance
Own it! Act
Be Strategic Accelerate