Ccps fine arts 2014 15 presentation [autosaved]jvaladie
This document provides an overview of a CCPS Fine Arts kickoff meeting. It includes introductions of new teachers, opportunities for teachers to share updates, and general announcements from the supervisor. Key points include:
- Introductions of 13 new and relocated teachers in the fine arts department.
- A speed dating activity for teachers to get to know each other.
- Reminders about following the new Code of Conduct, being careful with email/social media, and not assuming new administrators will approve of past agreements.
- The supervisor shares details about her background and family to help teachers get to know her on a personal level.
This document discusses the importance of training and support systems for young people hoping to pursue careers in theater. It profiles several acting teachers, administrators, and programs that provide training and safe spaces for teens to develop their performance skills. The teachers emphasize that early opportunities and guidance and are crucial for nurturing talent and helping students succeed in the competitive field of theater.
The document discusses the role and responsibilities of an academic advisor. It provides details on the typical job duties, which include counseling students, crisis intervention, maintaining student records, and helping students with career and academic planning. An academic advisor needs at least a master's degree in social work or a related field, as well as two years of relevant work experience. The average salary of an academic advisor is also provided. The document concludes with an interview of an academic coordinator to gain insight into her typical day, qualifications, and what she finds most rewarding and challenging about her role.
K is an 18-year-old recent high school graduate who is moving from her small hometown to a large city to find work and explore career opportunities. She feels unprepared for independent adult life and is overwhelmed by the responsibilities of supporting herself. K wishes her high school had provided more career exploration opportunities and guidance on basic life skills to help with her transition. She is taking steps like updating her resume and contacting people in her new city to facilitate the move and job search.
This document discusses supporting diverse learners through pre-enrollment online activities. It introduces different types of pre-entry online support available, identifies engagement activities, and offers an opportunity to discuss appropriate approaches for students. It also covers student expectations, experiences of transitioning to university, and how institutions can better support student engagement and success.
Malawi's Social Cash Transfer Programme & Education Among YouthThe Transfer Project
This qualtitative study - presented to the Malawi Ministry of Gender, Children, Disability and Social Welfare in September 2019 - helps us understand how the programme can improve child schooling outcomes among recipient families.
Taylor has chosen to do her senior project on the career of teaching. She wants to pursue this career because she had an amazing 3rd grade teacher, Mrs. Jackson, who helped her overcome challenges with ADHD and learning multiplication through song. Taylor also enjoyed teaching and answering questions for the young children she babysat. For her project, Taylor plans to research what it takes to be a good teacher, the education and certification required, a teacher's daily life challenges. She will interview her former teacher Mrs. Jackson and shadow other teachers to learn different teaching styles. Taylor will complete her required observation hours at South Elementary School and create a lesson plan for her project.
This document provides an editorial and faculty profile from a quarterly newsletter on inspiring teachers. The editorial discusses adapting to and leading change, as the only way to remain happy amid continual changes in society and technology. It notes most people resist change initially but can learn to accept it over time. The faculty profile interviews Mrs. Annapurna, the headmistress of Sevalaya school, about her influences and experiences in teaching. She finds teaching very rewarding and enjoys helping students understand concepts. She uses various teaching methods like stories, pictures and experiments to engage students.
Ccps fine arts 2014 15 presentation [autosaved]jvaladie
This document provides an overview of a CCPS Fine Arts kickoff meeting. It includes introductions of new teachers, opportunities for teachers to share updates, and general announcements from the supervisor. Key points include:
- Introductions of 13 new and relocated teachers in the fine arts department.
- A speed dating activity for teachers to get to know each other.
- Reminders about following the new Code of Conduct, being careful with email/social media, and not assuming new administrators will approve of past agreements.
- The supervisor shares details about her background and family to help teachers get to know her on a personal level.
This document discusses the importance of training and support systems for young people hoping to pursue careers in theater. It profiles several acting teachers, administrators, and programs that provide training and safe spaces for teens to develop their performance skills. The teachers emphasize that early opportunities and guidance and are crucial for nurturing talent and helping students succeed in the competitive field of theater.
The document discusses the role and responsibilities of an academic advisor. It provides details on the typical job duties, which include counseling students, crisis intervention, maintaining student records, and helping students with career and academic planning. An academic advisor needs at least a master's degree in social work or a related field, as well as two years of relevant work experience. The average salary of an academic advisor is also provided. The document concludes with an interview of an academic coordinator to gain insight into her typical day, qualifications, and what she finds most rewarding and challenging about her role.
K is an 18-year-old recent high school graduate who is moving from her small hometown to a large city to find work and explore career opportunities. She feels unprepared for independent adult life and is overwhelmed by the responsibilities of supporting herself. K wishes her high school had provided more career exploration opportunities and guidance on basic life skills to help with her transition. She is taking steps like updating her resume and contacting people in her new city to facilitate the move and job search.
This document discusses supporting diverse learners through pre-enrollment online activities. It introduces different types of pre-entry online support available, identifies engagement activities, and offers an opportunity to discuss appropriate approaches for students. It also covers student expectations, experiences of transitioning to university, and how institutions can better support student engagement and success.
Malawi's Social Cash Transfer Programme & Education Among YouthThe Transfer Project
This qualtitative study - presented to the Malawi Ministry of Gender, Children, Disability and Social Welfare in September 2019 - helps us understand how the programme can improve child schooling outcomes among recipient families.
Taylor has chosen to do her senior project on the career of teaching. She wants to pursue this career because she had an amazing 3rd grade teacher, Mrs. Jackson, who helped her overcome challenges with ADHD and learning multiplication through song. Taylor also enjoyed teaching and answering questions for the young children she babysat. For her project, Taylor plans to research what it takes to be a good teacher, the education and certification required, a teacher's daily life challenges. She will interview her former teacher Mrs. Jackson and shadow other teachers to learn different teaching styles. Taylor will complete her required observation hours at South Elementary School and create a lesson plan for her project.
This document provides an editorial and faculty profile from a quarterly newsletter on inspiring teachers. The editorial discusses adapting to and leading change, as the only way to remain happy amid continual changes in society and technology. It notes most people resist change initially but can learn to accept it over time. The faculty profile interviews Mrs. Annapurna, the headmistress of Sevalaya school, about her influences and experiences in teaching. She finds teaching very rewarding and enjoys helping students understand concepts. She uses various teaching methods like stories, pictures and experiments to engage students.
Pictures from The House of Stuff interwoven with insights into the themes of fun in learning (Zinn, 2004, 2008) and the work of caring, creative, and connective teachers
Public Movement uses performance art and social interactions to explore political and social issues. Some key aspects:
- They stage choreographed demonstrations and interactions in public spaces to invite reflection on important topics.
- Issues they address range from geopolitical conflicts like Israel/Palestine to broader social/cultural topics.
- Their works are interactive, asking the public to physically position themselves to express views on different options.
- This embodies preferences and beliefs in a symbolic, experiential way to promote thoughtful engagement rather than just intellectual discussion.
- They examine topics from multiple perspectives to pop ideological bubbles and raise complex questions rather than provide answers.
So in summary, Public Movement creates participatory public art to explore
The document describes activities from a teaching methods course. It discusses putting teaching roles into practice by having students teach 15 minute lessons on various skills. It then summarizes reflections on teaching a fruit salad preparation lesson. Later activities included analyzing the roles of a teacher in a movie, identifying factors that influence teaching roles, discussing values and attitudes as a teacher, and learning techniques for structuring classroom activities.
The document is a sample letter written by a student to the Accommodation Officer at their college. The student is requesting to change rooms for the next term due to issues with their current roommate. Specifically, the roommate often has loud parties in their shared room with friends visiting, making it difficult for the student to study. The roommate also borrows the student's things without asking. For these reasons, the student is asking to be assigned a single room for the next term so they can properly focus on their important exams.
The document summarizes an empathy map created by a student design team. The map explores the thoughts, feelings, and experiences of a person who struggled with the transition after high school graduation. Key insights include feeling rushed to make a plan, pressure to attend a traditional four-year college, and believing that not having a clear path made one seem clueless. This led to stress, anxiety, and feelings of failure when initial plans did not work out as expected.
This document summarizes a guest lecture on positive approaches to working with exceptional students in inclusive classrooms. The lecture discusses developing relationships and trust, understanding student needs from a systems perspective, and using proactive interventions. It emphasizes that all behavior is purposeful and focuses on building quality relationships from the student's perspective to understand their needs and frustrations. The lecture also presents models for crisis intervention, problem solving, and creating supportive networks and environments centered around the needs of individual students.
This document summarizes life interviews from three individuals at different stages of life: a 20-year-old male college student, a 46-year-old female district manager, and a 69-year-old female healthcare provider. The interviews covered topics like health, aging, relationships, personality, and views on different stages of life. Overall, the interviews provide a view of how individuals perceive these areas at different ages and life stages.
This document discusses several aspects of professional conduct for teachers. It addresses how teachers must balance connecting with students while maintaining professional standards. Teachers have greater ethical responsibilities than many other professions. Professional classroom conduct can vary depending on the situation and region but teachers should be sensitive to student demographics and maintain good communication in all situations. A teacher's conduct outside the classroom also reflects on the profession and they should be aware they are always in the spotlight in the community.
THE POWER OF EFFECTIVE CASS ADVISORY TO TRANSFORM YOUR SCHOOLMann Rentoy
The document discusses the importance of effective class advisors and their role in transforming schools. It outlines expectations for class advisors, including having a full understanding of the school's spirit, being able to communicate well with parents and students, and having the intellectual capacity and managerial skills to coordinate class activities. An effective class advisor has the greatest impact on student formation and can make their class a vibrant, innovative place where students excel.
Inset 2013 SMSC - Behaviour Systems - Safetydannyhilditch
1. The document discusses various initiatives being implemented at Droitwich Spa High School related to student life and development, including a house system, assemblies, tutor time, and personal challenges.
2. Details are provided on how the house system will incorporate competitions and points to encourage participation and recognition across different activities and subjects.
3. Tutor time is described as a structured period for activities like thought for the day, citizenship topics, and personal challenges to support students' social, moral and cultural development.
This document provides information and activities to teach empathy and kindness to children in order to reduce youth violence and create caring lifelong learners. It discusses the importance of teaching empathy at a young age through activities like identifying emotions, perspective taking, and participating in acts of service to help others in need. Examples of service projects for children include collecting food and supplies for shelters, volunteering at nursing homes, and organizing birthday parties for children living in homeless shelters. The goal is to help children understand others' feelings and encourage positive behaviors.
BULLY PREVENTION THROUGH CHARACTER FORMATIONMann Rentoy
This document provides information and strategies for preventing bullying in schools. It begins by outlining the 6 Rs of bullying prevention: set clear rules, teach how to recognize bullying, teach how to report bullying, teach how to respond to bullying, teach how to refuse bullying, and replace current beliefs or behavior. It then discusses the problems caused by bullying and provides data on its educational, societal, and health costs. The remainder of the document offers various strategies schools can implement to promote inclusion, build character, and prevent bullying, such as class meetings, cooperative learning, peer mentoring, bibliotherapy, and emphasizing empathy.
"Why do we need to learn this?" is a common ELA classroom question. By going into the community and interviewing different careers, students are able to see the importance of reading and writing, which then provides motivation for more active learning. This presentation discusses the importance of role models in the classroom and what they can do for your students.
The document discusses concerns about the high cost of college, the lack of clear career direction when choosing a major, and employers' preference for candidates with specific skills and experience through unpaid internships. This leaves recent graduates feeling that a college degree is not enough and that they lack opportunities to gain experience. The document suggests college may not be the best path for all and that trade schools could be a better option for some. It also questions whether society places too much emphasis on college and if employers should do more to help graduates gain experience.
This document discusses the importance of partnerships and student engagement for promoting student success in higher education. It notes that students today have different expectations and backgrounds than in the past. Partnerships can refer to relationships between people, activities, reflection, transition support, nurturing enthusiasm and respect. The document discusses how the higher education system is changing and the impact of increased student numbers on learning. It suggests universities may need to go back to basics or become more futuristic. Strong partnerships that manage student expectations, provide academic and social integration, and support transition issues can help increase student engagement and success.
This document discusses the importance of student engagement. It begins by introducing the presenter, Jason Barshay, and his background and role as an academic advisor. It then defines student engagement as intentionally connecting with students in meaningful ways, rather than asking them to marry the advisor. The rest of the document discusses why student engagement is important for retention, who advisors should engage with, where engagement can occur, and how to engage students through questions, developmental advising, personal connections, and being proactive. It provides examples of students who credit their advisor with helping them complete their degree. The conclusion is that academic advisors can make a difference in students' lives through engagement.
This document outlines a workshop on understanding relationships between adolescent girls and boys. It discusses the thoughts and fears of adults regarding such relationships, seeing them as normal but worrying they could distract from studies. It also discusses the positive thoughts and feelings adolescents experience in relationships. The workshop includes case studies about relationship situations and questions about how to handle them. It addresses defining love at this age and whether schools should prepare students to balance relationships and careers in the future.
A private university animation teacher discusses his perspectives and experiences regarding art education and careers in animation. He notes that many students have unrealistic expectations about the industry and are focused on jobs rather than developing as artists. The teacher aims to encourage students' passion for art and help them excel, though only a minority will consistently find work in animation. More broadly, he feels U.S. culture does not highly value art and places too much emphasis on pragmatic concerns and results. This creates challenges for art students and difficulties in supporting arts education.
The document discusses an interview with a woman who recently left her job in public health. She feels her skills are applicable to different areas like cancer non-profits, but is concerned about explaining gaps in employment history to potential employers. While in her previous role, her responsibilities increased beyond her job description, but learning plateaued. She wants to feel productive and use her education, but acknowledges it may be difficult without an existing job. The interviewee remains positive and believes the off-season for her industry provides an opportunity to take time for herself before looking for new employment opportunities where she can apply her skills.
Pictures from The House of Stuff interwoven with insights into the themes of fun in learning (Zinn, 2004, 2008) and the work of caring, creative, and connective teachers
Public Movement uses performance art and social interactions to explore political and social issues. Some key aspects:
- They stage choreographed demonstrations and interactions in public spaces to invite reflection on important topics.
- Issues they address range from geopolitical conflicts like Israel/Palestine to broader social/cultural topics.
- Their works are interactive, asking the public to physically position themselves to express views on different options.
- This embodies preferences and beliefs in a symbolic, experiential way to promote thoughtful engagement rather than just intellectual discussion.
- They examine topics from multiple perspectives to pop ideological bubbles and raise complex questions rather than provide answers.
So in summary, Public Movement creates participatory public art to explore
The document describes activities from a teaching methods course. It discusses putting teaching roles into practice by having students teach 15 minute lessons on various skills. It then summarizes reflections on teaching a fruit salad preparation lesson. Later activities included analyzing the roles of a teacher in a movie, identifying factors that influence teaching roles, discussing values and attitudes as a teacher, and learning techniques for structuring classroom activities.
The document is a sample letter written by a student to the Accommodation Officer at their college. The student is requesting to change rooms for the next term due to issues with their current roommate. Specifically, the roommate often has loud parties in their shared room with friends visiting, making it difficult for the student to study. The roommate also borrows the student's things without asking. For these reasons, the student is asking to be assigned a single room for the next term so they can properly focus on their important exams.
The document summarizes an empathy map created by a student design team. The map explores the thoughts, feelings, and experiences of a person who struggled with the transition after high school graduation. Key insights include feeling rushed to make a plan, pressure to attend a traditional four-year college, and believing that not having a clear path made one seem clueless. This led to stress, anxiety, and feelings of failure when initial plans did not work out as expected.
This document summarizes a guest lecture on positive approaches to working with exceptional students in inclusive classrooms. The lecture discusses developing relationships and trust, understanding student needs from a systems perspective, and using proactive interventions. It emphasizes that all behavior is purposeful and focuses on building quality relationships from the student's perspective to understand their needs and frustrations. The lecture also presents models for crisis intervention, problem solving, and creating supportive networks and environments centered around the needs of individual students.
This document summarizes life interviews from three individuals at different stages of life: a 20-year-old male college student, a 46-year-old female district manager, and a 69-year-old female healthcare provider. The interviews covered topics like health, aging, relationships, personality, and views on different stages of life. Overall, the interviews provide a view of how individuals perceive these areas at different ages and life stages.
This document discusses several aspects of professional conduct for teachers. It addresses how teachers must balance connecting with students while maintaining professional standards. Teachers have greater ethical responsibilities than many other professions. Professional classroom conduct can vary depending on the situation and region but teachers should be sensitive to student demographics and maintain good communication in all situations. A teacher's conduct outside the classroom also reflects on the profession and they should be aware they are always in the spotlight in the community.
THE POWER OF EFFECTIVE CASS ADVISORY TO TRANSFORM YOUR SCHOOLMann Rentoy
The document discusses the importance of effective class advisors and their role in transforming schools. It outlines expectations for class advisors, including having a full understanding of the school's spirit, being able to communicate well with parents and students, and having the intellectual capacity and managerial skills to coordinate class activities. An effective class advisor has the greatest impact on student formation and can make their class a vibrant, innovative place where students excel.
Inset 2013 SMSC - Behaviour Systems - Safetydannyhilditch
1. The document discusses various initiatives being implemented at Droitwich Spa High School related to student life and development, including a house system, assemblies, tutor time, and personal challenges.
2. Details are provided on how the house system will incorporate competitions and points to encourage participation and recognition across different activities and subjects.
3. Tutor time is described as a structured period for activities like thought for the day, citizenship topics, and personal challenges to support students' social, moral and cultural development.
This document provides information and activities to teach empathy and kindness to children in order to reduce youth violence and create caring lifelong learners. It discusses the importance of teaching empathy at a young age through activities like identifying emotions, perspective taking, and participating in acts of service to help others in need. Examples of service projects for children include collecting food and supplies for shelters, volunteering at nursing homes, and organizing birthday parties for children living in homeless shelters. The goal is to help children understand others' feelings and encourage positive behaviors.
BULLY PREVENTION THROUGH CHARACTER FORMATIONMann Rentoy
This document provides information and strategies for preventing bullying in schools. It begins by outlining the 6 Rs of bullying prevention: set clear rules, teach how to recognize bullying, teach how to report bullying, teach how to respond to bullying, teach how to refuse bullying, and replace current beliefs or behavior. It then discusses the problems caused by bullying and provides data on its educational, societal, and health costs. The remainder of the document offers various strategies schools can implement to promote inclusion, build character, and prevent bullying, such as class meetings, cooperative learning, peer mentoring, bibliotherapy, and emphasizing empathy.
"Why do we need to learn this?" is a common ELA classroom question. By going into the community and interviewing different careers, students are able to see the importance of reading and writing, which then provides motivation for more active learning. This presentation discusses the importance of role models in the classroom and what they can do for your students.
The document discusses concerns about the high cost of college, the lack of clear career direction when choosing a major, and employers' preference for candidates with specific skills and experience through unpaid internships. This leaves recent graduates feeling that a college degree is not enough and that they lack opportunities to gain experience. The document suggests college may not be the best path for all and that trade schools could be a better option for some. It also questions whether society places too much emphasis on college and if employers should do more to help graduates gain experience.
This document discusses the importance of partnerships and student engagement for promoting student success in higher education. It notes that students today have different expectations and backgrounds than in the past. Partnerships can refer to relationships between people, activities, reflection, transition support, nurturing enthusiasm and respect. The document discusses how the higher education system is changing and the impact of increased student numbers on learning. It suggests universities may need to go back to basics or become more futuristic. Strong partnerships that manage student expectations, provide academic and social integration, and support transition issues can help increase student engagement and success.
This document discusses the importance of student engagement. It begins by introducing the presenter, Jason Barshay, and his background and role as an academic advisor. It then defines student engagement as intentionally connecting with students in meaningful ways, rather than asking them to marry the advisor. The rest of the document discusses why student engagement is important for retention, who advisors should engage with, where engagement can occur, and how to engage students through questions, developmental advising, personal connections, and being proactive. It provides examples of students who credit their advisor with helping them complete their degree. The conclusion is that academic advisors can make a difference in students' lives through engagement.
This document outlines a workshop on understanding relationships between adolescent girls and boys. It discusses the thoughts and fears of adults regarding such relationships, seeing them as normal but worrying they could distract from studies. It also discusses the positive thoughts and feelings adolescents experience in relationships. The workshop includes case studies about relationship situations and questions about how to handle them. It addresses defining love at this age and whether schools should prepare students to balance relationships and careers in the future.
A private university animation teacher discusses his perspectives and experiences regarding art education and careers in animation. He notes that many students have unrealistic expectations about the industry and are focused on jobs rather than developing as artists. The teacher aims to encourage students' passion for art and help them excel, though only a minority will consistently find work in animation. More broadly, he feels U.S. culture does not highly value art and places too much emphasis on pragmatic concerns and results. This creates challenges for art students and difficulties in supporting arts education.
The document discusses an interview with a woman who recently left her job in public health. She feels her skills are applicable to different areas like cancer non-profits, but is concerned about explaining gaps in employment history to potential employers. While in her previous role, her responsibilities increased beyond her job description, but learning plateaued. She wants to feel productive and use her education, but acknowledges it may be difficult without an existing job. The interviewee remains positive and believes the off-season for her industry provides an opportunity to take time for herself before looking for new employment opportunities where she can apply her skills.
The document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students will positively impact their learning, behavior, and future choices. It provides strategies for teachers to develop relationships, including getting to know students personally, acting as mentors, building a supportive classroom culture, and avoiding actions that damage trust. The key is for teachers to understand themselves and their students in order to best support adolescents through this developmental period.
Setting Incredible Expectations - Your Perception of Yourself Defines Who You...Employment Crossing
Harrison believes that it is important to surround yourself with people who believe in you and what you can achieve. It is equally important that you distance yourself from people who do not believe that.
Educators were interviewed to discuss the transition from school to work. While educators felt they were not responsible for finding students jobs, they saw the purpose of education as helping students learn and mature. Educators viewed school and work as similar in that both involve being assigned tasks and being rewarded or punished based on performance. They also felt that with advancing technology, the lines between school and work are blurring, allowing for more concurrent learning.
This document is a personal brand equity presentation for a student named Elle. It summarizes things she is known for like family, tennis, and being happy. It outlines her goals for next year like good grades, being friendly, and being a leader. It also lists assignments and projects she has worked on in various subjects. The document includes feedback from teachers, staff, and other students praising Elle for her kindness, leadership, work ethic, and positive attitude. It concludes with her 2014 personal brochure and a quote about letting go of mistakes and accepting change.
Similar to Empathize and Define - Palavitsinis - Stanford Course on Design Thinking (6)
Metadata Quality Assurance in Context. Extracts from my PhD presentation, discussing metadata quality in three distinct cases of repository federations.
Some background and thoughts on Metadata Mapping and Metadata Crosswalks. A collection of online sources and related projects. Comments are more than welcome, as is reuse!
Initial discussion on the basic parts (framework) of the ISO/IEC 19788. Concept maps that outline the logic behing the standard. The presentation is a personal reflection an is by no means a formal presentation of the standard.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
This document discusses key aspects of quality as they relate to learning resources and learning objects. It begins with definitions of quality from different perspectives. It then examines various prerequisites of quality learning resources, including content quality, learning goal alignment, feedback and adaptation, motivation, presentation design, interaction usability, accessibility, reusability, and standards compliance. Each of these aspects is discussed in one or more paragraphs. The document also introduces the Learning Object Review Instrument (LORI) as a tool for evaluating learning objects. Finally, it addresses the importance of metadata quality for discoverability and reuse of learning objects.
This is a short game that can be played with amateur users of learning repositories to attempt to teach them the basics of searching online for OER. The game is designed to be as simple as possible and allow for great flexibility in setting it up within a classroom or a workshop. For any advice on the game, please do not hesitate to contact me.
Ένα παιχνίδι που βοηθά στην ανάπτυξη δεξιοτήτων αναζήτησης Ανοικτών Εκπαιδευτικών Πόρων σε αποθετήρια γνώσης. Επίσης, δίνει τη δυνατότητα της συνεργασίας σε ομάδες για τη δημιουργία σύνθετων ΜΑ. Remix, mix & match
The sixth presentation of the Lean AKademy held in Agro-Know to support business development. The presentation was based on the book "The Lean Startup" by Eric Ries and "Running Lean" by Ash Maurya as well as the course on business development from Steve Blank.
The fifth presentation of the Lean AKademy held in Agro-Know to support business development. The presentation was based on the book "The Lean Startup" by Eric Ries and "Running Lean" by Ash Maurya as well as the course on business development from Steve Blank.
The fourth presentation of the Lean AKademy held in Agro-Know to support business development. The presentation was based on the book "The Lean Startup" by Eric Ries and "Running Lean" by Ash Maurya as well as the course on business development from Steve Blank.
The third presentation of the Lean AKademy held in Agro-Know to support business development. The presentation was based on the book "The Lean Startup" by Eric Ries and "Running Lean" by Ash Maurya as well as the course on business development from Steve Blank.
The second presentation of the Lean AKademy held in Agro-Know to support business development. The presentation was based on the book "The Lean Startup" by Eric Ries and "Running Lean" by Ash Maurya as well as the course on business development from Steve Blank.
The first presentation of the Lean AKademy held in Agro-Know to support business development. The presentation was based on the book "The Lean Startup" by Eric Ries and "Running Lean" by Ash Maurya as well as the course on business development from Steve Blank.
Quality of Learning Resources & Metadata through Quality Seals, Badges, Marks...Nikos Palavitsinis, PhD
A first discussion on the various seals, badges, marks, stamps and labels that can be used to describe learning resources. Highly objective with little empirical data or theory.
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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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Empathize and Define - Palavitsinis - Stanford Course on Design Thinking
1. redesign the school-to-work
transition
Assignment #1
Develop empathy for someone who has a stake
in the school-to-work transition, and define
a problem or need related to the challenge
Nikos Palavitsinis, AC4DeMi Team
2. Prepare for empathy work
• People to interview:
– Alex P.: Has finished obligatory education, did not
continue to university due to lack of interest.
Currently working in the family business
(age 25)
– Katerina V.: Has completed obligatory education,
chose to work on her passion, breaking the
paradigm of her time (age 53)
– Jules K.: Continued on to post-doc studies and is
working in the academic domain (age 31)
3. Prepare for empathy work
• Questions (1/2):
– At what age did you decide what you wanted to do for a
living? Is this the job you do now?
– What affected your decision? School, society, parents,
friends, you?
– Are you happy with what you are doing for a living? What
do you get from your job that makes you happy?
– If you had the chance to go back, knowing what you know
now for your job, would you choose the same? Why?
4. Prepare for empathy work
• Questions (2/2):
– How did you feel when you started working your first job
when you finished school? Was it as you expected?
– Who was your mentor, your “helping hand” when you had
questions or problems with your work?
– Did you develop any tricks or methods that would help you
adjust to your “post-school” new reality?
– Is there any case in which you needed support for your
work and you were unable to get it? What was that?
5. Go out and talk to people
• Alex P. is an interesting case, as he is young and is
experiencing the difficulties of our time to find work.
He is actually a musician that works in the café of his
family, waiting for his big break. He was a straight A
student until one year before the final exams when
he decided he did not want to study in the university
and barely made it out of high-school.
6. Go out and talk to people
• Katerina V. is a person that represents a previous
generation altogether. She is 53 and was fond of
painting from an early age. Although she has
acquired diplomas in coiffure and secretariat tasks
she did not follow them and dedicated herself in
painting. She has faced many difficulties coping
financially but she has supported her passion all the
way.
7. Go out and talk to people
• Jules K. is a bit older than Alex but still, a significant
number of differences exist between them, having
studied under two different education systems
(changed around 1999). She has passed all stages of
formal education till PhD and beyond, working for a
well-paid job with lots of stress and responsibilities.
10. “Deep down inside me, I knew that painting
was the thing I wanted to live off, back from
when I was 10-12 maybe”
“I was a good pupil and student always. Not an amazing one, but did what I
had to pass the exams and maybe do a bit better. I really liked computers, so
that’s why I chose this”
“When I failed a couple of tests in the age of
14-15, my parents forced me, but when they
saw that music was my life, they let me be”
“I am not clear about my biggest influence in
following my career”
“Mimicry played an important role, as I was
just competing with my fellow pupils for
getting in the best university in a way”
“My first boss as an apprentice was a big influence to me “
11. “I am happy, I like creating new things from
scratch, from a mere idea to take them to
completion using art.”
“It gets frustrating really frequently and I am thinking of changing careers
nonetheless. At the time being, only some of the things I do make me happy,
such as research. Most of the conditions of the job are terrible”
“It’s not anxious what I do, I get some money to get by and have
the time to play my music. I like observing people and making
assumptions for them ”
“I would do the same, as I know this is my
destiny”
“No, probably not. I would either pursue
dance or theater more actively and keep this
as a fallback plan”
“I think I would choose music one hundred times more, over
anything else. I t helps me focus, it’s absolute like math,
music. When I play the piano, nothing else matters”
12. “My first job was at a restaurant. I felt really
energetic and that it was OK to do sth else of a
while. In the end I got fed up and left really quick”
“It was the one I have now and it was really difficult learning to work in an
academic environment with all the pressure. It was more tiring than expected”
“It took a while till I got my first job after school. 2-3 years actually
and it was a gig. I was really anxious but in the end it felt great.”
“It was my first boss as well
as my husband”
“I talked to my parents a lot and one of my
colleagues that we studied together also”
“My music instructor and one musician friend. In my present
job it’s my big brother and my mother as they also work in
the café”
13. “Nothing really big, just grabbed at the chance to
do sth after finishing work. ”
“During the first years I just left work and hanged out with friends, doing
anything else. As years passed I worked on stress-related techniques and
methods to improve my productivity to cope with the stress coming from work”
“I had a schedule, a really strict one, for practicing my music. For the
part related to the family business, it was really easy to adapt, having
my family close. I developed my people skills mainly to cope with all
the cases of customers that come in our café but nothing more than
that.”
“No, each time I managed to find a friend or
colleague that helped, or find a book!”
“There were times that I was asked to do things that I
hadn’t done before with minimum assistance. I used the
skills of colleagues and the internet to get ideas and
coaching”
“Mainly financial, to buy new music equipment. Other
than that, all the other help needed was offered to me
by friends and family”
15. Observation
• The nature of the challenge but also the
profession of the interviewees, did not give
me the chance to observe something that
could be usable.
17. In two of the cases, people that followed their
path after school, seemed more complete,
happy and at ease. The person that was
guided to her studies, was not that excited
with her work.
Being a good and capable student is no
measure of how the person will end up
professionally or financially.
Friends were a major driver and help in many
cases, either providing support for the work-
related tasks, or providing comfort related to
them.
18. Creativity and sense of completion are really
important features of any job.
For some people, achieving a basic level at
some aspects of their job is fundamental so
that they can focus their efforts on other
things that make them feel complete.
When decisions for pursuing a career are well
founded on personal preferences, the person
that chose this career sticks with it, no matter
what.
In looking at someone’s idea job, sometimes
people are forced to do sth completely
different for a while but the fatigue that this
brings, catches up with them
19. Family is also an important driver and help
when it comes to dealing with stressful job
situations as well as the change from school to
a professional environment
Jobs that are far from what a person really
wants to do, demand a bigger effort in finding
ways to cope with stress and demands.
People in the same situation as you, are
usually the ideal helper when something
difficult comes along. Reading and the
internet were also identified as solutions.
21. Alex and Katerina, have made conscious job
choices and seem really happy for them
although not highly paid.
Jules has a lot of problems to cope with, for
none of which her education could have
prepared her. She seems ready to change jobs.
Katerina is full of energy and purpose,
although in her age, other people have already
reached a senior job position and thinking of
retiring. She seems more driven than all of
them.
22. Alex was kind of indifferent for the job in the
case, meaning that he also may not carry it
out in the most productive way. He was really
bored talking about it, in contrast to music.
For Katerina, art is the one and only
alternative and she is anxious but also
passionate about pursuing it.
Jules realizes that quality of life that her job
offers to her, but she seems to focus on things
like personal accomplishment and well being,
rather than money.
23. Craft a problem statement
A student that
completes his/her
education…
…precisely assess reality
and himself/herself so
that he/she can create
an ideal path from
education to work…
…fulfillment of
purpose in work is a
prerequisite for well-
being
stakeholder need insight
NEEDS A WAY
TO
BECAUSE
24. Problem Statement
• A student that completes his/her education
needs a way to precisely assess reality and
himself/herself so that he/she can create an
ideal path from education to work because
fulfillment of purpose in work is a prerequisite
for well-being.
25. Synthesis
• Thinking of the people to interview, for this challenge I
wanted to get a diverse audience in terms of age and
paths from school to work:
– The person that followed formal education and finally
rejected it to chose a craft that he stayed with,
– The person that followed formal education and finally
rejected it to chose a craft that he supports through working
on a job that he does not like,
– The person that followed formal education all the way to the
end and works in a job that is the safe choice but not the
preferred choice if given an alternative