This is my syllabus for the Fall 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2018 Syllabus Ed Batista
This syllabus outlines the course "The Art of Self-Coaching" taught by Ed Batista. The course consists of 10 weekly sessions focused on helping students continue self-coaching after graduation. Topics include change, attention, emotion, and self-development practices. Students complete weekly writing assignments and work in pairs/groups. Grades are based on attendance, assignments, and demonstrating personal learning and application of concepts. The course aims to provide tools for lifelong self-guided growth.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Spring 2019 SyllabusEd Batista
This is the syllabus for the Spring 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
This document provides an overview of the ENGL 208 Spring 2019 Personal & Exploratory Writing course. The course aims to help students explore their ideas, beliefs, and experiences through personal writing assignments. Students will read widely from different authors and topics and complete regular writing assignments. The instructor's philosophy is to hold students to a high standard to improve their writing and communication skills. The course will involve daily writing, weekly assignments, leading a class discussion, and working in groups. Students will learn various writing techniques and refine their writing process. The goals are to develop skills in different writing types, analysis, storytelling, and writing mechanics.
This document provides information about a Speech Communication course at Northampton Community College. It includes details about the course such as the title, number, times, required materials, and instructor information. The course description explains that students will learn communication theory, develop speech-giving skills, and practice communicating in small groups. The course objectives are to improve students' public speaking, listening, use of persuasive strategies, and understanding of communication concepts. Course policies address attendance, late work, classroom conduct, and the academic honesty policy.
Converted how to make an effective and useful personal statementZoom Abroad
The document provides tips for creating an effective personal statement for a UCAS application. It notes that personal statements are important for standing out and defining one's personality and approach. The tips include keeping the statement concise while providing evidence of enthusiasm for studying abroad, a clear understanding of one's preferred subject, and relevant knowledge and skills. Structuring the statement with an introduction, discussing what is liked about the course and extracurricular activities is also advised. Universities often choose 70% of their students based on these personal statements.
Creating Community in Onlinecourses Part2Mark Gura
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to help students get to know each other
- Frequently posting announcements and responding to student posts and questions to maintain connection
- Creating areas for open discussion like a student lounge or FAQ page
- Highlighting student work and facilitating peer feedback to encourage collaboration
- Leveraging web 2.0 tools like YouTube, VoiceThread, and Google Sites to extend the capabilities of the learning management system
This document provides the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are listed. The major assignments include four writing projects of increasing length and complexity. Class policies require regular attendance, respectful conduct, and academic honesty. The textbook and course website are identified along with grading criteria and important campus resources.
This document is a module on being mindful of influencers when choosing a Senior High School track and strand. It provides guidance activities for students to identify people and factors that influence their decisions, such as family, peers, media, socioeconomic status, and significant individuals. The module encourages students to understand themselves, seek guidance, educate themselves on their options, and consider the pros and cons of different choices. The overarching message is for students to involve themselves in planning their future.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2018 Syllabus Ed Batista
This syllabus outlines the course "The Art of Self-Coaching" taught by Ed Batista. The course consists of 10 weekly sessions focused on helping students continue self-coaching after graduation. Topics include change, attention, emotion, and self-development practices. Students complete weekly writing assignments and work in pairs/groups. Grades are based on attendance, assignments, and demonstrating personal learning and application of concepts. The course aims to provide tools for lifelong self-guided growth.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Spring 2019 SyllabusEd Batista
This is the syllabus for the Spring 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
This document provides an overview of the ENGL 208 Spring 2019 Personal & Exploratory Writing course. The course aims to help students explore their ideas, beliefs, and experiences through personal writing assignments. Students will read widely from different authors and topics and complete regular writing assignments. The instructor's philosophy is to hold students to a high standard to improve their writing and communication skills. The course will involve daily writing, weekly assignments, leading a class discussion, and working in groups. Students will learn various writing techniques and refine their writing process. The goals are to develop skills in different writing types, analysis, storytelling, and writing mechanics.
This document provides information about a Speech Communication course at Northampton Community College. It includes details about the course such as the title, number, times, required materials, and instructor information. The course description explains that students will learn communication theory, develop speech-giving skills, and practice communicating in small groups. The course objectives are to improve students' public speaking, listening, use of persuasive strategies, and understanding of communication concepts. Course policies address attendance, late work, classroom conduct, and the academic honesty policy.
Converted how to make an effective and useful personal statementZoom Abroad
The document provides tips for creating an effective personal statement for a UCAS application. It notes that personal statements are important for standing out and defining one's personality and approach. The tips include keeping the statement concise while providing evidence of enthusiasm for studying abroad, a clear understanding of one's preferred subject, and relevant knowledge and skills. Structuring the statement with an introduction, discussing what is liked about the course and extracurricular activities is also advised. Universities often choose 70% of their students based on these personal statements.
Creating Community in Onlinecourses Part2Mark Gura
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to help students get to know each other
- Frequently posting announcements and responding to student posts and questions to maintain connection
- Creating areas for open discussion like a student lounge or FAQ page
- Highlighting student work and facilitating peer feedback to encourage collaboration
- Leveraging web 2.0 tools like YouTube, VoiceThread, and Google Sites to extend the capabilities of the learning management system
This document provides the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are listed. The major assignments include four writing projects of increasing length and complexity. Class policies require regular attendance, respectful conduct, and academic honesty. The textbook and course website are identified along with grading criteria and important campus resources.
This document is a module on being mindful of influencers when choosing a Senior High School track and strand. It provides guidance activities for students to identify people and factors that influence their decisions, such as family, peers, media, socioeconomic status, and significant individuals. The module encourages students to understand themselves, seek guidance, educate themselves on their options, and consider the pros and cons of different choices. The overarching message is for students to involve themselves in planning their future.
This document provides guidance for mentors on their role and responsibilities in mentoring a group of new university students. It outlines what is expected of mentors, including maintaining contact with mentees, being available to answer questions, encouraging involvement in university life, and attending training. It also discusses boundaries for mentors, such as maintaining confidentiality, safety, and not providing academic support. The document then gives suggestions for planning and facilitating group meetings, such as icebreakers, discussion topics, and activities. It concludes with guidance on group dynamics, managing problems, and ensuring inclusion of all mentees.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
English 102 05 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including logistical details, course goals and learning outcomes, assignments and grading policies. The course will focus on developing skills in persuasive and transactional writing through assignments such as a research paper, video presentation, and future planning essays. Students will learn to write for different audiences, synthesize information from various sources, and give/receive peer feedback on writing. The grading scale and policies on attendance, late work, plagiarism and disability accommodations are also outlined.
This document provides guidance for a homeroom module on developing self-discipline and understanding children's rights. It contains an introduction to the topic, learning objectives, and instructions for interactive learning activities. The activities are meant to help students explore experiences with lack of self-discipline, understand what self-discipline is and why it's important, identify good citizenship habits and limitations on children's rights, and apply these lessons to improve self-control. The document aims to guide students in gaining awareness of triggers for their behavior and developing the ability to control impulses through respecting their own rights and the rights of others.
This document is a learning module that provides guidance for grade 7 students on career planning. It discusses factors that influence career choices such as family, peers, socioeconomic status, and media. The module guides students through various activities to help them identify their top career preferences and the skills required, influential factors, and plans for achieving their career goals. It emphasizes the importance of understanding how different factors relate to life and career planning.
This six-week course provides training for the resident assistant position at Pace University. Students will learn about the roles and responsibilities of resident assistants, diversity and inclusion, leadership skills, and mental health support. The course involves weekly journal assignments where students reflect on topics like privilege, self-awareness, and developing a leadership philosophy. Students must complete all journal entries, participate fully in class discussions, and achieve a minimum grade of C to pass the course and be eligible for a resident assistant position.
The document discusses various considerations for planning and structuring a training course, including determining objectives, number of participants, venue requirements, and seating arrangements. It provides recommendations for each, describing advantages and disadvantages of different options. For example, it suggests limiting participants to 20 and assessing distractions at the venue. For seating, it analyzes formats like rows of chairs, a U-shape, banquet style, conference tables, and circles of chairs. The goal is to choose arrangements conducive to participation and that facilitate discussions, group work, and trainer movement in the room.
This document is a module on self-discipline and emotional regulation for 8th grade students. It contains guidance for parents/guardians on supporting their child's learning. The module has six activities to help students identify ways to help their family and community, assess their own and others' self-discipline, learn steps to develop self-discipline like recognizing and managing emotions, compare their responses to situations with family members, analyze their emotional control, and reflect on building relationships through shared family duties. The overall goal is for students to better understand themselves and develop responsible behavior.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which include developing speaking, listening, and nonverbal communication skills through individual presentations, group activities, and other projects. The document details the course assignments, grading scale, textbook, schedule of units, instructor contact information, student responsibilities, and resources for academic support.
This is a tongue-in-cheek look at effective online teaching practices, tips, and suggestions based on the SUNY Learning Network's experiences in effective online teaching and learning, online faculty development, and online course design.
Feel free to use this with attribution.
This document provides guidance for students on improving their study habits. It contains six sections:
1. An introduction explaining the importance of developing effective study habits for grade 8.
2. Interactive activities for students to evaluate their current study habits, learn effective habits from family members, and create a weekly study plan.
3. Tips on making studying a habit, including understanding learning styles, setting SMART goals, and establishing a study zone.
4. A review of effective study habits from previous sections.
5. Directions for students to set academic goals, identify effective and ineffective study habits, and modify their habits and weekly plan for grade 8.
6. The overall aim is to help
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. Students will analyze communication situations, apply skills like listening and conflict resolution, and give formal and informal presentations. The instructor, Tara Ptasnik, intends to respect students' time and learning styles. Students are responsible for actively participating in class, completing all assignments, and upholding academic integrity. The document details assignment categories, grading policies, and resources for academic support.
This document is a self-learning module for 7th grade students on developing effective study habits. It contains guidance on time management, study techniques, and maintaining a positive attitude. The module has interactive activities for students to assess their current study habits, create a study schedule, identify areas for improvement, and commit to applying new habits. The goal is to help students transition successfully to junior high school and achieve their academic targets for the year.
Here are some key points about kitchen utensils, tools, and equipment:
- They are used for preparing, cooking, and serving food.
- Common categories include those for measuring, cutting, mixing, cooking, cleaning, and grinding ingredients.
- Examples are knives, cutting boards, spoons, spatulas, pans, colanders, blenders, can openers, peelers, etc.
- Proper use and storage helps ensure safety and extends their lifespan.
- Learning their names and functions develops important life skills for cooking.
This document provides information about a Careers and Personal Development course, including:
- An outline of the course structure and units to be studied each month.
- Expectations around attendance, behavior, deadlines, and assessments.
- Support services available to students and policies on plagiarism and referencing.
Here are the key points I learned from this module:
1. Food processing is a method that extends the shelf life of fresh foods by transforming them into products. It helps preserve the color, taste, and nutritional value of foods.
2. Salting is a common food processing method known as curing. It uses salt to draw out moisture from foods like meat, fish, and vegetables to prevent spoilage from microorganisms.
3. There are two salting methods - wet salting uses brine or pickling solutions while dry salting coats foods in dry salt and allows juices to drain away. Making salted eggs is an example of wet salting using a brine solution.
Increase your confidence and become powerfulisiro1
How to get self-confidence is the central issue when tackling about the development of self confidence in an individual who, for long, have believed that his self-worth is deficient.
It goes without saying that those confident individuals can bear themselves better than those who have lower sense of the "self". They are the achievers, the people of the limelight, the center of the society. They walk straight, speak their meanings very well and influence people, both subtly and obviously. In short, they are those who care recognizable even from afar.
This document is a module on decision making for 11th grade students. It contains guidance for students on making right and wrong decisions. The module explains that decisions affect one's life and activities. It provides exercises for students to reflect on past decisions they made and how those decisions impacted their lives. The module also lists several ways for students to determine if a decision may be right or wrong, such as considering facts, weighing pros and cons, consulting others, taking responsibility, and learning from mistakes. The overall goal is to help students improve their decision making skills.
Choosing a career is a very crucial aspect of a learner’s decision making process. It could make or unmake their future. Deciding on what to pursue therefore need to be taken slowly and cautiously. As a teacher you have to help them prepare for that big day. You have to guide them in finding the right career path for them to trudge when they pursue higher studies.
This module will make learners realize that as they go along the way, they will find out that they do not have to make the decision alone. You have to make them aware that there will always be people who would help them out. The role of parents and other support system is given emphasis in this module.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Winter 2020 SyllabusEd Batista
This is my syllabus for the Winter 2020 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Winter 2019 SyllabusEd Batista
This syllabus outlines the course The Art of Self-Coaching for the 2018-19 Winter Quarter. The course will be taught by Ed Batista on Thursdays and consist of 9 class sessions covering topics like change, attention, emotion, and self-coaching techniques. Students will complete weekly written assignments reflecting on course concepts and their personal experiences. Grades will be based on attendance, assignment completion, and quality. The goal is to help students continue self-coaching after graduation to guide their personal and professional growth.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Spring 2018 SyllabusEd Batista
This is the syllabus for the Winter 2018 section of The Art of Self-Coaching at the Stanford Graduate School of Business. I launched this course in 2015 and now teach three sections of it each year.
This document provides guidance for mentors on their role and responsibilities in mentoring a group of new university students. It outlines what is expected of mentors, including maintaining contact with mentees, being available to answer questions, encouraging involvement in university life, and attending training. It also discusses boundaries for mentors, such as maintaining confidentiality, safety, and not providing academic support. The document then gives suggestions for planning and facilitating group meetings, such as icebreakers, discussion topics, and activities. It concludes with guidance on group dynamics, managing problems, and ensuring inclusion of all mentees.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
English 102 05 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including logistical details, course goals and learning outcomes, assignments and grading policies. The course will focus on developing skills in persuasive and transactional writing through assignments such as a research paper, video presentation, and future planning essays. Students will learn to write for different audiences, synthesize information from various sources, and give/receive peer feedback on writing. The grading scale and policies on attendance, late work, plagiarism and disability accommodations are also outlined.
This document provides guidance for a homeroom module on developing self-discipline and understanding children's rights. It contains an introduction to the topic, learning objectives, and instructions for interactive learning activities. The activities are meant to help students explore experiences with lack of self-discipline, understand what self-discipline is and why it's important, identify good citizenship habits and limitations on children's rights, and apply these lessons to improve self-control. The document aims to guide students in gaining awareness of triggers for their behavior and developing the ability to control impulses through respecting their own rights and the rights of others.
This document is a learning module that provides guidance for grade 7 students on career planning. It discusses factors that influence career choices such as family, peers, socioeconomic status, and media. The module guides students through various activities to help them identify their top career preferences and the skills required, influential factors, and plans for achieving their career goals. It emphasizes the importance of understanding how different factors relate to life and career planning.
This six-week course provides training for the resident assistant position at Pace University. Students will learn about the roles and responsibilities of resident assistants, diversity and inclusion, leadership skills, and mental health support. The course involves weekly journal assignments where students reflect on topics like privilege, self-awareness, and developing a leadership philosophy. Students must complete all journal entries, participate fully in class discussions, and achieve a minimum grade of C to pass the course and be eligible for a resident assistant position.
The document discusses various considerations for planning and structuring a training course, including determining objectives, number of participants, venue requirements, and seating arrangements. It provides recommendations for each, describing advantages and disadvantages of different options. For example, it suggests limiting participants to 20 and assessing distractions at the venue. For seating, it analyzes formats like rows of chairs, a U-shape, banquet style, conference tables, and circles of chairs. The goal is to choose arrangements conducive to participation and that facilitate discussions, group work, and trainer movement in the room.
This document is a module on self-discipline and emotional regulation for 8th grade students. It contains guidance for parents/guardians on supporting their child's learning. The module has six activities to help students identify ways to help their family and community, assess their own and others' self-discipline, learn steps to develop self-discipline like recognizing and managing emotions, compare their responses to situations with family members, analyze their emotional control, and reflect on building relationships through shared family duties. The overall goal is for students to better understand themselves and develop responsible behavior.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which include developing speaking, listening, and nonverbal communication skills through individual presentations, group activities, and other projects. The document details the course assignments, grading scale, textbook, schedule of units, instructor contact information, student responsibilities, and resources for academic support.
This is a tongue-in-cheek look at effective online teaching practices, tips, and suggestions based on the SUNY Learning Network's experiences in effective online teaching and learning, online faculty development, and online course design.
Feel free to use this with attribution.
This document provides guidance for students on improving their study habits. It contains six sections:
1. An introduction explaining the importance of developing effective study habits for grade 8.
2. Interactive activities for students to evaluate their current study habits, learn effective habits from family members, and create a weekly study plan.
3. Tips on making studying a habit, including understanding learning styles, setting SMART goals, and establishing a study zone.
4. A review of effective study habits from previous sections.
5. Directions for students to set academic goals, identify effective and ineffective study habits, and modify their habits and weekly plan for grade 8.
6. The overall aim is to help
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. Students will analyze communication situations, apply skills like listening and conflict resolution, and give formal and informal presentations. The instructor, Tara Ptasnik, intends to respect students' time and learning styles. Students are responsible for actively participating in class, completing all assignments, and upholding academic integrity. The document details assignment categories, grading policies, and resources for academic support.
This document is a self-learning module for 7th grade students on developing effective study habits. It contains guidance on time management, study techniques, and maintaining a positive attitude. The module has interactive activities for students to assess their current study habits, create a study schedule, identify areas for improvement, and commit to applying new habits. The goal is to help students transition successfully to junior high school and achieve their academic targets for the year.
Here are some key points about kitchen utensils, tools, and equipment:
- They are used for preparing, cooking, and serving food.
- Common categories include those for measuring, cutting, mixing, cooking, cleaning, and grinding ingredients.
- Examples are knives, cutting boards, spoons, spatulas, pans, colanders, blenders, can openers, peelers, etc.
- Proper use and storage helps ensure safety and extends their lifespan.
- Learning their names and functions develops important life skills for cooking.
This document provides information about a Careers and Personal Development course, including:
- An outline of the course structure and units to be studied each month.
- Expectations around attendance, behavior, deadlines, and assessments.
- Support services available to students and policies on plagiarism and referencing.
Here are the key points I learned from this module:
1. Food processing is a method that extends the shelf life of fresh foods by transforming them into products. It helps preserve the color, taste, and nutritional value of foods.
2. Salting is a common food processing method known as curing. It uses salt to draw out moisture from foods like meat, fish, and vegetables to prevent spoilage from microorganisms.
3. There are two salting methods - wet salting uses brine or pickling solutions while dry salting coats foods in dry salt and allows juices to drain away. Making salted eggs is an example of wet salting using a brine solution.
Increase your confidence and become powerfulisiro1
How to get self-confidence is the central issue when tackling about the development of self confidence in an individual who, for long, have believed that his self-worth is deficient.
It goes without saying that those confident individuals can bear themselves better than those who have lower sense of the "self". They are the achievers, the people of the limelight, the center of the society. They walk straight, speak their meanings very well and influence people, both subtly and obviously. In short, they are those who care recognizable even from afar.
This document is a module on decision making for 11th grade students. It contains guidance for students on making right and wrong decisions. The module explains that decisions affect one's life and activities. It provides exercises for students to reflect on past decisions they made and how those decisions impacted their lives. The module also lists several ways for students to determine if a decision may be right or wrong, such as considering facts, weighing pros and cons, consulting others, taking responsibility, and learning from mistakes. The overall goal is to help students improve their decision making skills.
Choosing a career is a very crucial aspect of a learner’s decision making process. It could make or unmake their future. Deciding on what to pursue therefore need to be taken slowly and cautiously. As a teacher you have to help them prepare for that big day. You have to guide them in finding the right career path for them to trudge when they pursue higher studies.
This module will make learners realize that as they go along the way, they will find out that they do not have to make the decision alone. You have to make them aware that there will always be people who would help them out. The role of parents and other support system is given emphasis in this module.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Winter 2020 SyllabusEd Batista
This is my syllabus for the Winter 2020 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Winter 2019 SyllabusEd Batista
This syllabus outlines the course The Art of Self-Coaching for the 2018-19 Winter Quarter. The course will be taught by Ed Batista on Thursdays and consist of 9 class sessions covering topics like change, attention, emotion, and self-coaching techniques. Students will complete weekly written assignments reflecting on course concepts and their personal experiences. Grades will be based on attendance, assignment completion, and quality. The goal is to help students continue self-coaching after graduation to guide their personal and professional growth.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Spring 2018 SyllabusEd Batista
This is the syllabus for the Winter 2018 section of The Art of Self-Coaching at the Stanford Graduate School of Business. I launched this course in 2015 and now teach three sections of it each year.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Winter 2018 SyllabusEd Batista
This document provides the syllabus for a course on self-coaching taught by Ed Batista. The 10-week course meets on Tuesdays and focuses on helping students continue coaching themselves after graduation. Classes involve lectures, exercises, discussions, and coaching conversations. Students complete weekly written assignments reflecting on course concepts and materials. Grades are based on attendance and assignments. Topics covered include change, attention, emotion, happiness, and more. Readings are drawn from sources on positive psychology, coaching, and personal growth. The syllabus outlines course objectives, policies, assignments, and the schedule of topics and readings for each class.
Ed Batista, The Art of Self-Coaching @StanfordBiz, Fall 2017 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our own growth and development, particularly through periods of transition. I currently teach three sections of the course at the GSB, one each in Fall, Winter and Spring Quarters.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 144 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Fall 2017--I'm eager to explore this material with them.
The Art of Self-Coaching @StanfordBiz Spring 2017 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our own growth and development, particularly through periods of transition. I currently teach two sections of the course at the GSB, one in Fall Quarter and one in Spring Quarter.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 108 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Spring 2017--I'm eager to explore this material with them.
The Art of Self-Coaching @StanfordBiz Spring 2016 SyllabusEd Batista
In 2015 I designed and taught The Art of Self-Coaching at the Stanford Graduate School of Business for the first time, and in Spring 2016 I'll be teaching it again.
The Art of Self-Coaching @StanfordBiz Fall 2016 SyllabusEd Batista
The Art of Self-Coaching is a course that I designed and taught for the first time at the Stanford Graduate School of Business in Spring 2015. I define self-coaching as the process of guiding our growth and development, particularly through periods of transition. I currently teach two sections of the course at the GSB, one in Fall Quarter and one in Spring Quarter.
This document is the latest syllabus, and you can find condensed versions of my slide decks, and references to course readings and related materials on my site: http://www.edbatista.com/the-art-of-self-coaching-course.html
Many thanks to the 72 GSB students who've taken the course so far (and whose feedback made it better), and thanks in advance to the 36 new students who have signed on for Fall 2016--I'm eager to explore this material with them.
The Art of Self-Coaching - Spring 2015 SyllabusEd Batista
This document is a syllabus for a self-coaching course taught by Ed Batista at the Stanford Graduate School of Business. The course meets weekly on Fridays from April to June and focuses on helping students continue their personal and professional development after graduation without formal coaching resources. Grades are based on attendance, weekly writing assignments reflecting on course materials and experiences, and a final paper summarizing learning. Each class covers concepts like change, emotions, happiness, resilience, and endings through a mix of lectures, exercises, discussions and coaching conversations.
GSU 1010 FALL SYLLABUS -- Humanities- Culture Production and Contemporary EventsHannah Spadafora
This document provides information for a New Student Orientation course at Georgia State University. It includes the instructor's contact information, required textbooks, an introduction to college and what students will learn, course expectations and learning outcomes, policies on accommodations, academic honesty and diversity, and the course schedule. Students will learn about academic resources, community involvement opportunities, and personal growth through discussions, activities and assignments designed to facilitate their successful transition to college.
This document is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
This presentation provides an overview and introduction to the FYE 101-First Year Experience course taught online. The instructor, Mary Jo Davis, outlines the course objectives, topics, assignments, policies, and expectations. Over the course of 8 weeks, students will participate in discussions, reflections, group work, and individual assignments to help acclimate to university life and resources, examine goals and career paths, and develop skills for academic success. Students are encouraged to contact the instructor or refer to the syllabus for any additional questions.
SYLLABUS_2015SEX AND GENDERUNIVERSITY OF COLORADO DENVER.docxdeanmtaylor1545
SYLLABUS_2015
SEX AND GENDER
UNIVERSITY OF COLORADO DENVER
DENVER CAMPUS – Online class
SOCIOLOGY – SOCY 3080 - SECTION 001
FALL 2018
WORTH: 3.0 credit hours
Instructor: Allison-Scott Pruitt
Office Hours: Since this is an online course, there are no formal office hours. I am happy to set up phone or video chats if you need to talk.
My Email: [email protected] (I usually check my email at least once a day. However, please give me 24-48 hours to respond to your email).
Cell Phone: 303-961-1791 (Please only TEXT and only in extreme academic emergencies directly related to this class).
*You are responsible for the knowing the content of this syllabus. Therefore, you should read it carefully on your own and come talk to me immediately if you have any questions.*
COURSE DESCRIPTION
In this class we will look at the causes and consequences of sex role differentiation at the individual, group, and societal levels. Current issues related to changing norms and values concerning gender in modern society are examined. This course is cross-listed with WGST 3080.
COURSE OBJECTIVES
· Demonstrate a basic understanding of gender studies concepts.
· Identify and critically analyze current theoretical ideologies concerning sex and gender.
· Demonstrate an understanding of the systems of gender inequality in such institutions as: family, education, the workplace, the media and politics.
· Apply gender study knowledge to one’s critical thinking and problem-solving skills.
CONTENT ADVISORY
A certain level of discomfort is typical in many sociology classes. This course deals with themes and content that may make you uncomfortable or disturb you. This content includes (but is not limited to): discussion of sex and sexuality, racism, explicit language, and religion. If you have concerns about your ability to participate, please let me know. If at any point in the semester you have responses or reactions that are difficult to sort out, it can be useful to talk them over with someone you trust. We are all responsible for maintaining a safe, respectful learning environment.
COURSE OUTLINE
1. Defining Sex and Gender
2. Theories Sex and Gender
3. Gender/Sex Socialization
4. Masculinities
5. Femininities
6. Gender/Sex Variation
7. Sexuality
8. Gender, Sex, and Work
9. Pathologizing, Policing, and Punishing Sex and Gender
10. Gender, Sex, and the Body
REQUIRED MATERIALS
1. Margolis, Jane and Allan Fisher. 2002. Unlocking the Clubhouse: Women in Computing. Cambridge, MA: MIT Press.
2. Green, Jamison. 2004. Becoming a Visible Man. Nashville, TN: Vanderbilt University Press
3. Access to a Netflix account for films
There are also a selection of REQUIRED readings and videos posted on Canvas (see Topics and Reading Schedule at end of syllabus).
COURSE REQUIREMENTS
DISCUSSION BOARDS: Since we do not have in-person meetings, your participation in the course will be through discussion boards. There are two discussion boards per week, due on Wedn.
GSU 1010 FALL SYLLABUS -- Business Ethics, Moral Markets, and GlobalizationHannah Spadafora
This document provides information for a new student orientation course at Georgia State University. It outlines the course details, expectations, and policies. The course will introduce students to campus resources and expectations for academic and personal success. It will also help students develop skills like time management, financial literacy, research skills, and presentation skills. Students will complete assignments, discussions, and activities individually and in groups. Regular attendance and participation are required to do well. The course promotes diversity and prohibits academic dishonesty. Students should review the syllabus carefully and contact the instructor if they have any issues meeting deadlines.
This document provides an overview of an introductory undergraduate course on small group communication. The course will cover topics like group structure, conflict management, problem solving, leadership, and communication technologies. Students will learn theories and complete experiential activities and assignments to develop critical thinking skills. The goals are to provide exposure to theories, apply them to real groups, analyze group processes, improve group work skills, and lead discussions. Students will work in groups on a case study project and presentations. The course also includes individual assignments, an exam, and a creative project. Requirements, grading, policies, and the topic schedule are outlined.
Welcome to the Master of Science in NursingFamily Nurse Practitio.docxphilipnelson29183
Welcome to the Master of Science in Nursing/Family Nurse Practitioner (MSN/FNP) program!
Orientation
This required 5-day orientation will prepare you to begin the MSN/FNP program by helping you do the following:
· Become familiar with the University of Phoenix classroom.
· Identify program requirements and university policies.
· Prepare for the clinical portions of the program.
· Examine Professional Standards for ethical behavior.
· Review research and writing expectations for master-level students.
· Explore university resources that will set you up for success.
About the MSN/FNP Program
The Master of Science in Nursing/Family Nurse Practitioner (MSN/FNP) program is designed for current RNs who want to expand their clinical practice and have a more direct impact on health care. The curriculum emphasizes comprehensive care and illness prevention while focusing on the unique health care needs of the patient throughout the life span. On program completion, MSN/FNP graduates are eligible to take the National Family Nurse Practitioner Certification Exam through the ANCC or AANP.
Industry Alignment
The MSN/FNP program was designed with input from employers to align with leading industry organizations, standards, and certifications. The program:
· Is accredited by the Commission on Collegiate Nursing Education (CCNE)
· Aligns with The Essentials of Master’s Education in Nursing (AACN, 2011)
· Aligns with Quality & Safety Education for Nurses (QSEN): Graduate level KSA competencies (Knowledge/Skills/Attitudes)
· Incorporates elements of ANA Professional Standards
· Practice Codes and Ethics
· Ethical Decision Making
· Aligns with the National Organization of Nurse Practitioner Faculties (NONPF) criteria for evaluation of nurse practitioner programs
Alignment With the School of Nursing’s Vision and Mission
Our vision in the School of Nursing is to be a standard of excellence in educating and empowering individuals to improve the quality of health care in their communities and the industry.
Our mission is to provide educational opportunities that embody the value of caring, excellence in practice, and leadership in the nursing profession.
The MSN/FNP program allows students to gain advanced nursing knowledge in role preparation through a professional nursing framework that supports the advancement and use of evidence-based practice. Throughout the curriculum, students are encouraged to solve real-world problems and make a positive impact on the quality of health care in their communities by embodying the values of our mission: caring, excellence in practice, and leadership in the nursing profession.
2. Assignments, Attendance, and Participation
The following policies apply to students in all University of Phoenix courses.
Assignments
To receive credit for assignments, they must be submitted to the classroom no later than 11:59 p.m. Arizona Time on the assignment due date. If you foresee a circumstance in which you may not be able to submit an as.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
Contemporary Issues in Adulthood and Aging PSY 340.01.docxmaxinesmith73660
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
Contemporary Issues in Adulthood and Aging PSY 340.01.docxaidaclewer
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
Similar to Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2019 Syllabus (20)
A discussion of concepts related to group effectiveness, behavioral norms and emotional intelligence, as well as a related exercise for groups to conduct in 60-90 minutes.
Getting to Know You - Preset Partners - Icebreaker by Ed BatistaEd Batista
This is a brief slide deck for an icebreaker activity. Further details and additional activities can be found at https://www.edbatista.com/icebreakers.html
Getting to Know You - Choose Partners - Icebreaker by Ed BatistaEd Batista
This is a brief slide deck for an icebreaker activity. Further details and additional activities can be found at https://www.edbatista.com/icebreakers.html
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 9: ENDINGSEd Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 8: SUCCESSEd Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 7: UNHAPPINESSEd Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 6: RESILIENCE & VUL...Ed Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 5: HAPPINESSEd Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 4: EMOTIONEd Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 3: ATTENTIONEd Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 2: CHANGEEd Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 1: BEGINNINGS Ed Batista
This is a slide deck from my Spring 2021 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching (Public Course), Class 9: ENDINGSEd Batista
The Art of Self-Coaching is a course that I designed and launched at the Stanford Graduate School of Business (GSB) in Spring 2015, and in Spring 2020 I'm teaching it again for the 13th time (although for the very first time online.) In response to COVID-19, the GSB has moved all Spring Quarter classes online, and in an effort to make a small contribution of my own to help people cope with the pandemic, I'm offering this publicly available online version of the course: https://www.edbatista.com/the-art-of-self-coaching-public-course.html
Ed Batista, The Art of Self-Coaching (Public Course), Class 8: SUCCESSEd Batista
The Art of Self-Coaching is a course that I designed and launched at the Stanford Graduate School of Business (GSB) in Spring 2015, and in Spring 2020 I'm teaching it again for the 13th time (although for the very first time online.) In response to COVID-19, the GSB has moved all Spring Quarter classes online, and in an effort to make a small contribution of my own to help people cope with the pandemic, I'm offering this publicly available online version of the course: https://www.edbatista.com/the-art-of-self-coaching-public-course.html
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This is a slide deck from my Spring 2020 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html
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The Art of Self-Coaching is a course that I designed and launched at the Stanford Graduate School of Business (GSB) in Spring 2015, and in Spring 2020 I'm teaching it again for the 13th time (although for the very first time online.) In response to COVID-19, the GSB has moved all Spring Quarter classes online, and in an effort to make a small contribution of my own to help people cope with the pandemic, I'm offering this publicly available online version of the course: https://www.edbatista.com/the-art-of-self-coaching-public-course.html
Ed Batista, The Art of Self-Coaching (Public Course), Class 6: RESILIENCE & ...Ed Batista
The Art of Self-Coaching is a course that I designed and launched at the Stanford Graduate School of Business (GSB) in Spring 2015, and in Spring 2020 I'm teaching it again for the 13th time (although for the very first time online.) In response to COVID-19, the GSB has moved all Spring Quarter classes online, and in an effort to make a small contribution of my own to help people cope with the pandemic, I'm offering this publicly available online version of the course: https://www.edbatista.com/the-art-of-self-coaching-public-course.html
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 6: RESILIENCE & VUL...Ed Batista
This is a slide deck from my Spring 2020 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html
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The Art of Self-Coaching is a course that I designed and launched at the Stanford Graduate School of Business (GSB) in Spring 2015, and in Spring 2020 I'm teaching it again for the 13th time (although for the very first time online.) In response to COVID-19, the GSB has moved all Spring Quarter classes online, and in an effort to make a small contribution of my own to help people cope with the pandemic, I'm offering this publicly available online version of the course: https://www.edbatista.com/the-art-of-self-coaching-public-course.html
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 5: ATTENTIONEd Batista
This is a slide deck from my Spring 2020 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
In the recent edition, The 10 Most Influential Leaders Guiding Corporate Evolution, 2024, The Silicon Leaders magazine gladly features Dejan Štancer, President of the Global Chamber of Business Leaders (GCBL), along with other leaders.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
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Top mailing list providers in the USA.pptxJeremyPeirce1
Discover the top mailing list providers in the USA, offering targeted lists, segmentation, and analytics to optimize your marketing campaigns and drive engagement.
Company Valuation webinar series - Tuesday, 4 June 2024FelixPerez547899
This session provided an update as to the latest valuation data in the UK and then delved into a discussion on the upcoming election and the impacts on valuation. We finished, as always with a Q&A
Industrial Tech SW: Category Renewal and CreationChristian Dahlen
Every industrial revolution has created a new set of categories and a new set of players.
Multiple new technologies have emerged, but Samsara and C3.ai are only two companies which have gone public so far.
Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.
Recruiting in the Digital Age: A Social Media MasterclassLuanWise
In this masterclass, presented at the Global HR Summit on 5th June 2024, Luan Wise explored the essential features of social media platforms that support talent acquisition, including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Building Your Employer Brand with Social MediaLuanWise
Presented at The Global HR Summit, 6th June 2024
In this keynote, Luan Wise will provide invaluable insights to elevate your employer brand on social media platforms including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok. You'll learn how compelling content can authentically showcase your company culture, values, and employee experiences to support your talent acquisition and retention objectives. Additionally, you'll understand the power of employee advocacy to amplify reach and engagement – helping to position your organization as an employer of choice in today's competitive talent landscape.
Discover timeless style with the 2022 Vintage Roman Numerals Men's Ring. Crafted from premium stainless steel, this 6mm wide ring embodies elegance and durability. Perfect as a gift, it seamlessly blends classic Roman numeral detailing with modern sophistication, making it an ideal accessory for any occasion.
https://rb.gy/usj1a2
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
Navigating the world of forex trading can be challenging, especially for beginners. To help you make an informed decision, we have comprehensively compared the best forex brokers in India for 2024. This article, reviewed by Top Forex Brokers Review, will cover featured award winners, the best forex brokers, featured offers, the best copy trading platforms, the best forex brokers for beginners, the best MetaTrader brokers, and recently updated reviews. We will focus on FP Markets, Black Bull, EightCap, IC Markets, and Octa.