We ran the ‘Shaping Attitudes for the workplace’ workshop on June 16th 2010 for students at George Monoux College. They were put into 4 groups and each produced this report as a reflection of their day.
This document describes the history and operations of the BraveTech program at UNC Pembroke. It discusses how the program was created in 2001 with 12 inaugural members representing various fields of study. It also details the pre-interview process, interview process assessing customer service, critical thinking and technical skills, training provided, duties of BraveTechs including basic troubleshooting and software installations, and positive impacts and experiences of former BraveTechs.
The document describes a 12-week enquiry-based learning project where students worked in groups to design an urban village. Over the course of 12 lessons, the students brainstormed ideas, created scale models and presentations, and presented their final proposals. The project allowed students to develop skills in teamwork, problem solving, planning, and reasoning. It provided opportunities for hands-on learning, reflection, and presentation experience.
Effective Education for Employment- A Global PerspectiveTeamLease
This document provides a summary of a report on effective education for employment from a global perspective. The report aims to identify key challenges in developing skilled workers to meet business needs worldwide and to begin addressing these challenges.
The summary focuses on 5 fast-growing economies: Brazil, China, India, South Africa, and the UAE. Research involved interviews with governments, educators, employers, employees, and learners. Key findings include the need to: increase the quality, relevance and accessibility of vocational education; strengthen connections between education and business; develop better assessment methods; and improve teaching of portable skills. Ideas to address these issues include developing an "Ideal Employee" concept and improving teacher training. The report is intended to spur
This document describes the history and operations of the BraveTech program at UNC Pembroke. It discusses how the program was created in 2001 with 12 inaugural members representing various fields of study. It also details the pre-interview process, interview process assessing customer service, critical thinking and technical skills, training provided, duties of BraveTechs including basic troubleshooting and software installations, and positive impacts and experiences of former BraveTechs.
The document describes a 12-week enquiry-based learning project where students worked in groups to design an urban village. Over the course of 12 lessons, the students brainstormed ideas, created scale models and presentations, and presented their final proposals. The project allowed students to develop skills in teamwork, problem solving, planning, and reasoning. It provided opportunities for hands-on learning, reflection, and presentation experience.
Effective Education for Employment- A Global PerspectiveTeamLease
This document provides a summary of a report on effective education for employment from a global perspective. The report aims to identify key challenges in developing skilled workers to meet business needs worldwide and to begin addressing these challenges.
The summary focuses on 5 fast-growing economies: Brazil, China, India, South Africa, and the UAE. Research involved interviews with governments, educators, employers, employees, and learners. Key findings include the need to: increase the quality, relevance and accessibility of vocational education; strengthen connections between education and business; develop better assessment methods; and improve teaching of portable skills. Ideas to address these issues include developing an "Ideal Employee" concept and improving teacher training. The report is intended to spur
The article discusses how classroom culture and environment can promote student resilience. It argues that teachers should focus on developing trusting relationships between students, explicitly teaching collaboration skills, providing academic challenges that are at an appropriate level, and creating engaging learning experiences that require problem solving. A classroom where students feel comfortable taking risks and are not discouraged by occasional failures or mistakes allows them to develop resilience and persistence when learning new skills.
The document outlines the job position and responsibilities of a school principal. It describes the principal as a "miracle worker" who must possess certain traits to accomplish difficult tasks. The principal acts as a manager, leader, collaborator, advocate, facilitator and is expected to oversee administration, curriculum, staff, students and school-community relations. They are problem solvers who build relationships and continue learning to improve teaching and student development through initiating new structures and involving staff in achieving objectives.
The document describes a community classroom program that provides inclusive job training and life skills education to students with disabilities. The program is housed at a regional market and allows students to learn skills through internships with local businesses. The goal is to support students' transition from school to meaningful employment and independent adult living. Students take academic and vocational courses focused on life skills, daily living, and career exploration and preparation. The program aims to facilitate seamless transitions by providing training in real-world settings.
Presentation to Wanganui Reading Association explaining how the concepts and principles of formative assessment can be incorporated to deliver an engaging and motivational writing programme.
This little guide helps those managing, creating, delivering or evaluating training and instruction. It can also make a great "brief" for those thus engaged to share with their program managers, directors, leaders, etc. so they can understand WHY you do what you do and WHY you are asking for the kinds of support you are.
This document outlines a teacher action inquiry process called coaching and learning walks at Hikutaia School. It involves teachers choosing partners to meet regularly for coaching sessions and to observe each other's classrooms through learning walks. The goals are to develop leadership skills and become more reflective practitioners in order to improve teaching and learning. Teachers work through an inquiry cycle where they identify areas for development, collect data, set goals and evaluate impact. Feedback is provided using a Grow and Smart coaching model. The process aims to link theory and practice and make teachers responsible for their own professional growth and development.
Reflection on Secondary Practicum Bosso PassedGilda Bosso
This document is a reflection on a secondary practicum completed by Gilda Bosso. It discusses achieving the goal of teaching the first conditional structure to elementary students for an exam. Six lessons with varied activities helped students speak and learn without feeling like they were studying. The reflection emphasizes the importance of being flexible to adapt lessons even with good planning, as well as using technology to engage modern students. It also discusses how teaching experiences and challenges are shared across experienced teachers, and the value of fostering good relationships and adapting viewpoints for students' benefit.
The document is an acknowledgement and reflection from a student on their education project. It thanks various people who helped including teachers, family, and God. It discusses challenges of being a student including managing many projects at once but finding joy in sharing with classmates. It reflects on the importance of education for one's future and helping their family. The portfolio contains various sections documenting the student's learning and experiences.
Creating Synergy Through Positive Culture and Powerful StructuresDiane Lauer
The document discusses creating synergy through positive culture and purposeful structures. It defines synergy as individuals being more successful or productive by working together, accomplishing things not possible alone. The objectives are to understand strategies to enhance relationships and develop leadership tools to accomplish goals. Various activities are outlined to help staff work together including sharing names and goals, thinking in pairs and groups, and checking assumptions. The importance of vision, strategy, coherence and synergy through relationships to achieve sustained achievement is discussed. Guidance is provided on articulating goals and mapping a plan to achieve them, with knowledge and skills specified. Ways to keep targets visible and provide differentiated professional development are also outlined.
Laura Graziano set goals for herself as an SLG leader this semester related to managing her time, improving her communication skills, and helping students build a supportive learning group. For managing herself, her goal was to balance leading her SLG sessions with studying for her own courses. To improve her communication, she aimed to build interpersonal skills and make the course material more engaging. Finally, for managing people and tasks, her goal was to encourage students to rely on each other for help rather than just asking her questions. By the end of the semester, she succeeded in maintaining her own academics while leading sessions, became more comfortable speaking to the group, and saw the students starting to help each other with the material.
Laura Graziano set goals for herself as an SLG leader this semester related to managing her time, improving her communication skills, and helping students build a supportive learning group. For managing herself, her goal was to balance leading her SLG sessions with studying for her own courses. To improve her communication, she aimed to build interpersonal skills and make the course material more engaging. Finally, for managing people and tasks, her goal was to encourage students to rely on each other for help rather than just asking her questions. By the end of the semester, she succeeded in maintaining her own academic responsibilities while leading sessions, became more comfortable speaking to the group, and helped foster a supportive dynamic among students in her SLG.
Engaging students in the curriculum: Students as producers of learningAnnalisa Manca
This is the updated version of a workshop on "Engaging students in the curriculum: Students as producers of learning" which I first ran with Natalie Lafferty in 2013 (original here: http://www.slideshare.net/eLime/engaging-students-in-the-curriuclum-students-as-producers-of-learning). This version was presented at the University of Dundee College of Medicine, Dentistry and Nursing - Learning & Teaching Symposium (21st January 2014) - with Shona Ogilvie and Iona Campbell. #cmdnlts14
Have you ever been tasked with designing a training program for student workers, creating a seminar or workshop for your staff, or developing an on-campus event? This session will walk you through how to create a learning experience for your participants through tying together goals and objectives, learning/instructional activities, as well as assessments to ensure that your participants are gaining the knowledge and information you set out to provide. Learn more about this model and hear from a variety of institutions that have had success adopting this intentional approach with various student organizations and staff.
12 key competencies of university studentsDwin Cancino
The document outlines 12 key competencies for university students: 1) communicating effectively both verbally and in writing, 2) using scientific inquiry and critical thinking, 3) being technologically literate, 4) engaging in self-learning, 5) working effectively in diverse environments, 6) demonstrating ethical leadership and teamwork, 7) performing with integrity, 8) solving problems collaboratively, 9) committing to lifelong learning, 10) balancing work and community life, 11) managing oneself and change, and 12) delivering information in a compelling manner. The competencies emphasize skills like communication, critical thinking, ethics, and adaptability that are important for career and lifelong success.
Tips for Personalized Onboarding to Wow New HiresKashish Trivedi
LeafSpring Schools are experts in early childhood education and childcare with locations in four US states, including Virginia, North Carolina, Texas, and Indiana. Working with children during some of their most crucial learning years, it’s important that all staff members are onboarded well. That’s why the Preschool Director, Jenna Ward, takes it very seriously. Having worked with LeafSpring Schools for over a decade with experience as a chief program officer for another educational company in China, Jenna is well aware of the lengths administrators should go to in order for new hires of any culture to feel welcome and get them started on the right foot. In this episode of the Employee Onboarding Podcast from Process Street, Jenna discusse:
How do people really become skilled? And where and when does learning happen? If we are going to succeed in developing our people and our businesses, we need to think again about these questions. The classroom, whether real or virtual, is a formal environment. Yet as much as 75 percent of all learning is actually informal, perhaps even not consciously recognised, and arises through happy coincidence as much as anything.
Formal learning is a vital basis on which to build – but to become an expert, little can replace hands-on experience, learning from your mistakes and seeing how others approach the same tasks. Surely, as e-learning professionals, we want to be involved in helping learners to achieve as much as possible. So what can we do to bridge the gap?
In the enclosed article, Brian Sutton – as well as identifying this puzzle – offers practical advice. We need to change our perspective dramatically. Formal and informal learning can stimulate, and indeed simulate, one another. But this only happens if we create the right environment. We need to be architects, creating a space that people want to explore.
The document provides suggestions for implementing effective inquiry learning by shifting the focus from inquiry to learning. It recommends clarifying what good learning entails, identifying the core skills and attitudes to develop learners, establishing a task-based learning model around key learning elements, and cultivating independence through negotiation and modeling lifelong learning attitudes.
This document provides a playbook of 30 learning and development activities focused on accelerating learning techniques. It includes activities to help practitioners apply accelerated learning principles to their work and also activities for personal development. Practitioners are encouraged to select one activity per week to try out, reflect on, and track progress and outcomes over a 12 week period.
The document summarizes workshops on shaping attitudes in the workplace for 16-19 year old students. It provides an overview of topics covered, positive feedback from students and teachers who attended, and results from post-workshop surveys. Over 90% of students enjoyed the sessions and found the issues covered important. The presenter felt students were engaged and all viewpoints were considered.
This is a combination of 2 delivery sessions with young people from the London East Connexion Partnerships. The partnership comprises of 10 boroughs in London.
The article discusses how classroom culture and environment can promote student resilience. It argues that teachers should focus on developing trusting relationships between students, explicitly teaching collaboration skills, providing academic challenges that are at an appropriate level, and creating engaging learning experiences that require problem solving. A classroom where students feel comfortable taking risks and are not discouraged by occasional failures or mistakes allows them to develop resilience and persistence when learning new skills.
The document outlines the job position and responsibilities of a school principal. It describes the principal as a "miracle worker" who must possess certain traits to accomplish difficult tasks. The principal acts as a manager, leader, collaborator, advocate, facilitator and is expected to oversee administration, curriculum, staff, students and school-community relations. They are problem solvers who build relationships and continue learning to improve teaching and student development through initiating new structures and involving staff in achieving objectives.
The document describes a community classroom program that provides inclusive job training and life skills education to students with disabilities. The program is housed at a regional market and allows students to learn skills through internships with local businesses. The goal is to support students' transition from school to meaningful employment and independent adult living. Students take academic and vocational courses focused on life skills, daily living, and career exploration and preparation. The program aims to facilitate seamless transitions by providing training in real-world settings.
Presentation to Wanganui Reading Association explaining how the concepts and principles of formative assessment can be incorporated to deliver an engaging and motivational writing programme.
This little guide helps those managing, creating, delivering or evaluating training and instruction. It can also make a great "brief" for those thus engaged to share with their program managers, directors, leaders, etc. so they can understand WHY you do what you do and WHY you are asking for the kinds of support you are.
This document outlines a teacher action inquiry process called coaching and learning walks at Hikutaia School. It involves teachers choosing partners to meet regularly for coaching sessions and to observe each other's classrooms through learning walks. The goals are to develop leadership skills and become more reflective practitioners in order to improve teaching and learning. Teachers work through an inquiry cycle where they identify areas for development, collect data, set goals and evaluate impact. Feedback is provided using a Grow and Smart coaching model. The process aims to link theory and practice and make teachers responsible for their own professional growth and development.
Reflection on Secondary Practicum Bosso PassedGilda Bosso
This document is a reflection on a secondary practicum completed by Gilda Bosso. It discusses achieving the goal of teaching the first conditional structure to elementary students for an exam. Six lessons with varied activities helped students speak and learn without feeling like they were studying. The reflection emphasizes the importance of being flexible to adapt lessons even with good planning, as well as using technology to engage modern students. It also discusses how teaching experiences and challenges are shared across experienced teachers, and the value of fostering good relationships and adapting viewpoints for students' benefit.
The document is an acknowledgement and reflection from a student on their education project. It thanks various people who helped including teachers, family, and God. It discusses challenges of being a student including managing many projects at once but finding joy in sharing with classmates. It reflects on the importance of education for one's future and helping their family. The portfolio contains various sections documenting the student's learning and experiences.
Creating Synergy Through Positive Culture and Powerful StructuresDiane Lauer
The document discusses creating synergy through positive culture and purposeful structures. It defines synergy as individuals being more successful or productive by working together, accomplishing things not possible alone. The objectives are to understand strategies to enhance relationships and develop leadership tools to accomplish goals. Various activities are outlined to help staff work together including sharing names and goals, thinking in pairs and groups, and checking assumptions. The importance of vision, strategy, coherence and synergy through relationships to achieve sustained achievement is discussed. Guidance is provided on articulating goals and mapping a plan to achieve them, with knowledge and skills specified. Ways to keep targets visible and provide differentiated professional development are also outlined.
Laura Graziano set goals for herself as an SLG leader this semester related to managing her time, improving her communication skills, and helping students build a supportive learning group. For managing herself, her goal was to balance leading her SLG sessions with studying for her own courses. To improve her communication, she aimed to build interpersonal skills and make the course material more engaging. Finally, for managing people and tasks, her goal was to encourage students to rely on each other for help rather than just asking her questions. By the end of the semester, she succeeded in maintaining her own academics while leading sessions, became more comfortable speaking to the group, and saw the students starting to help each other with the material.
Laura Graziano set goals for herself as an SLG leader this semester related to managing her time, improving her communication skills, and helping students build a supportive learning group. For managing herself, her goal was to balance leading her SLG sessions with studying for her own courses. To improve her communication, she aimed to build interpersonal skills and make the course material more engaging. Finally, for managing people and tasks, her goal was to encourage students to rely on each other for help rather than just asking her questions. By the end of the semester, she succeeded in maintaining her own academic responsibilities while leading sessions, became more comfortable speaking to the group, and helped foster a supportive dynamic among students in her SLG.
Engaging students in the curriculum: Students as producers of learningAnnalisa Manca
This is the updated version of a workshop on "Engaging students in the curriculum: Students as producers of learning" which I first ran with Natalie Lafferty in 2013 (original here: http://www.slideshare.net/eLime/engaging-students-in-the-curriuclum-students-as-producers-of-learning). This version was presented at the University of Dundee College of Medicine, Dentistry and Nursing - Learning & Teaching Symposium (21st January 2014) - with Shona Ogilvie and Iona Campbell. #cmdnlts14
Have you ever been tasked with designing a training program for student workers, creating a seminar or workshop for your staff, or developing an on-campus event? This session will walk you through how to create a learning experience for your participants through tying together goals and objectives, learning/instructional activities, as well as assessments to ensure that your participants are gaining the knowledge and information you set out to provide. Learn more about this model and hear from a variety of institutions that have had success adopting this intentional approach with various student organizations and staff.
12 key competencies of university studentsDwin Cancino
The document outlines 12 key competencies for university students: 1) communicating effectively both verbally and in writing, 2) using scientific inquiry and critical thinking, 3) being technologically literate, 4) engaging in self-learning, 5) working effectively in diverse environments, 6) demonstrating ethical leadership and teamwork, 7) performing with integrity, 8) solving problems collaboratively, 9) committing to lifelong learning, 10) balancing work and community life, 11) managing oneself and change, and 12) delivering information in a compelling manner. The competencies emphasize skills like communication, critical thinking, ethics, and adaptability that are important for career and lifelong success.
Tips for Personalized Onboarding to Wow New HiresKashish Trivedi
LeafSpring Schools are experts in early childhood education and childcare with locations in four US states, including Virginia, North Carolina, Texas, and Indiana. Working with children during some of their most crucial learning years, it’s important that all staff members are onboarded well. That’s why the Preschool Director, Jenna Ward, takes it very seriously. Having worked with LeafSpring Schools for over a decade with experience as a chief program officer for another educational company in China, Jenna is well aware of the lengths administrators should go to in order for new hires of any culture to feel welcome and get them started on the right foot. In this episode of the Employee Onboarding Podcast from Process Street, Jenna discusse:
How do people really become skilled? And where and when does learning happen? If we are going to succeed in developing our people and our businesses, we need to think again about these questions. The classroom, whether real or virtual, is a formal environment. Yet as much as 75 percent of all learning is actually informal, perhaps even not consciously recognised, and arises through happy coincidence as much as anything.
Formal learning is a vital basis on which to build – but to become an expert, little can replace hands-on experience, learning from your mistakes and seeing how others approach the same tasks. Surely, as e-learning professionals, we want to be involved in helping learners to achieve as much as possible. So what can we do to bridge the gap?
In the enclosed article, Brian Sutton – as well as identifying this puzzle – offers practical advice. We need to change our perspective dramatically. Formal and informal learning can stimulate, and indeed simulate, one another. But this only happens if we create the right environment. We need to be architects, creating a space that people want to explore.
The document provides suggestions for implementing effective inquiry learning by shifting the focus from inquiry to learning. It recommends clarifying what good learning entails, identifying the core skills and attitudes to develop learners, establishing a task-based learning model around key learning elements, and cultivating independence through negotiation and modeling lifelong learning attitudes.
This document provides a playbook of 30 learning and development activities focused on accelerating learning techniques. It includes activities to help practitioners apply accelerated learning principles to their work and also activities for personal development. Practitioners are encouraged to select one activity per week to try out, reflect on, and track progress and outcomes over a 12 week period.
The document summarizes workshops on shaping attitudes in the workplace for 16-19 year old students. It provides an overview of topics covered, positive feedback from students and teachers who attended, and results from post-workshop surveys. Over 90% of students enjoyed the sessions and found the issues covered important. The presenter felt students were engaged and all viewpoints were considered.
This is a combination of 2 delivery sessions with young people from the London East Connexion Partnerships. The partnership comprises of 10 boroughs in London.
Divine Communications Trust delivered a series of talks on having a positive attitude to engineering students. Over 80 students attended and most completed a feedback form. The majority of students found the content and delivery style relevant and appropriate. Comments indicated students enjoyed learning about goals, self-belief, and realizations about themselves. Many said the session would be useful in their lives and thanked the presenter.
The document summarizes a workshop for 16-19 year olds preparing for work placements and apprenticeships that focused on improving employability skills like relationships, behavior, ethics, and time management. Students participated in scenario-based activities and discussions in small groups. They provided positive feedback, saying the sessions were interactive and informative, teaching important issues about having the right attitude in the workplace.
This document summarizes a workshop on shaping attitudes in the workplace for 16-19 year olds. The workshop covered relationships, behavior, ethics, risks, timekeeping and goal setting. 18 participants signed up for training with White Box Digital over the next 6 months. Participants felt the session met their expectations and covered important issues appropriately. They enjoyed the group discussions and activities, and felt they better understood the importance of attitude in the workplace.
This document summarizes a pilot program called "Shaping Attitudes in the Workplace" for 16-19 year olds. It discusses the program's focus on relationships, behavior, ethics and other employability skills. Feedback from 11 participants was positive, finding the program helpful for understanding how attitudes impact the workplace. The presentation style was also well-received though one participant suggested making it more interactive. Overall, participants found the content relevant, appropriate and well-delivered by the presenter.
The Bina programme is a PSHE resource for students ages 11-13 that focuses on building knowledge and confidence through stories about themes like integrity, respect, and reliability. It uses illustrated stories and exercises to improve critical thinking, literacy, and communication skills. The affordable program is easy for teachers to use and supports the PSHE curriculum.
This programme is aimed at 16-19 year olds in Further Education and Sixth Form Colleges who are preparing for work placements and apprenticeships.
It focuses on addressing attitudes in Relationships and Behaviour. The section on Relationships looks in depth at Interaction, Challenges and Teamwork; while the Behaviour section focuses on Ethics, Risks, Time-keeping and other related issues.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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.
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 ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Shaping attitudes
B y S a i m a K h a l i d , M a n yi E y o n g a n d Ab u C h o u d h u r y
What happened?
Viv, the lady run- went through talking scenarios and an-
ning this program, about our attitude swering questions
introduced the aim towards different about what we
of the day, which things i.e. forgive- thought the charac-
was to understand a ness, saying sorry, ters in the sce-
quote by Winston relationships, nario’s should do in
Churchill, which money, politics, so- those situations.
read ‘’Attitude is a ciety etc. We also She then summa-
little thing that had to complete rized the day with
makes a big differ- group tasks which useful tips on how
ence’’. To be able to consisted of reading to have a good atti-
understand this, we through different tude towards things.
What did we learn?
‘’I enjoyed listening to everyone’s responses to the scenarios we
were given and their different opinions. I now know that not having
the right attitude can impact the way you perform at work and how
people view you. It was a relaxed yet challenging experience.’’
‘’Viv really knew how to make us understand how important attitude
is. She made me think about things I never really thought about, for
instance, how attitude influences our perspective things and our
opinions. It really is a small thing that makes a big difference.’’
‘’What a day! I enjoyed learning more about my peers and discover-
ing how much we all have in common when it comes to our atti-
tudes. I’ve identified areas I need to work on in order to be success-
ful in life. This day was useful because I learnt something new.’’
2. Newsletter Date
S I R GE O RGE M O NOUX
AC A DE MY O F FI N AN CE
ATTITUDES IN A WORK PLACE!!!
Work Shop Preparing Careers Academy Students For Placements
As part of the careers academy of the skills and experience
finance; students are being pro- gained in these work shops
vided a work internship placement and apply it to their work
both by the academy as well as the placements and the situa-
college, Students have to undertake tions that may arise. It is an
an interview as part of the course; opportunity that many oth-
preparation for the interviews is ers are not offered; these
competed through assignments students grasp the knowl-
within the units of the course and edge in hope to apply it to
many other activities are assigned their internship roles and
for students to attend. All of which through the world of work., This is used fa- progress!
is preparation prior the internship cilitate them to train and progress them to
stage. The internship is an opportu- achieve their career goals. Every individual
nity for the students to sell them- student is being given a chance; a chance to
selves as well as gain networks and attend many work shops that have been
experience to use if they choose to planned by the coordinators of the course
progress to higher education or enabling a chance for every student to use
ATTITUDES WITHIN WORK PLACEMENTS BEING IDENTIFIED
The main concept of the day was by the individuals attitude. Students worked forth. However many of
to help students identify what types in teams reading out each scenario, asking these were negative atti-
of attitudes are permissible in any each other questions and later presenting it tudes and the students
work place. Using this knowledge as each team leader is appointed as a pre- were able to identify that
and input it in their internship senter. Questions were then asked around they are not allowed in
situations. by the members of the other groups to share work places. It was a fun
opinions and views of the scenarios. The aim packed day and the aim
Students were ask to define the
of the day I believe was achieved successfully. was achieved successfully!
term ‘attitude’ and then step by
A wide range of the students left knowing
step scenarios were given to out-
the definition of attitude; why people atti-
line in what situations people will
tudes differ from each other due to upbring-
be in and the decisions that they
ing, ethnic background, social media and so
will have to take that is determined
3. Attitude at a workplace...
What we have learnt on this day…
On Wednesday 16th June contributed an showed
our class have had a work- our views to one another.
shop, run by Divine. This As we were given different
was a effective day which scenarios and had to re-
has helped us all as we solve the conflict within
have been taught and have the scenario.
learnt interview skills, CV
From this session Divine
practice and other aspects
had made clear to us that
of getting into a job. How-
we all have to have the
ever we have never been
right attitude in order to
told what is expected from
progress and be success-
us in terms of our attitude
ful, this could be any-
towards a workplace which
where including a work
involves any workplace.
place.
Now that the day is over
At the end of the day Di-
our class have learnt differ-
vine had us a sheet and
ent ways of attitude that
informed us to all give
have a impact on a work-
ourselves a gift by writing
place, this does help us
goals which will be
with our internship place-
achieved in 6 months,
ments as we all will face
this. Therefore it was im- This day was very useful
portant for us to have the and will help everyone
knowledge. with controlling their atti-
tude and always being
The session was very inter-
positive.
active, this means we all
What we have to say...
“I now have a better understanding “Divine had helped me to under-
of different attitudes that can arise stand different attitudes. The
at a workplace. This day has helped day was very good as she had
me with my internship as now I used scenarios for us to have a
know how to deal with situations in a better understanding of what
good manner. I believe the day went attitudes can occur during work
really well.” By Fatiha Laidi and helped us how to deal with
it. It was an interactive session
therefore it was interesting to
here other peoples views and
“On this day I had learnt a ideas.” By Rukhsar Hussain
lot about different attitudes.
This has helped me for build-
ing my confidence in working
in a working environment.”
By Tanya Mkandi
4. Shaping Attitude In A
Work Place
21st June 2010
Volume 1, Issue 1
Inside this issue:
Inside Story 2
Inside Story 2
Inside Story 2 On Wednesday 16th we need to know how to our colleagues and em-
Inside Story 3 June Viv Oyolu gave us a demonstrate our atti- ployer. The day consists
discussion on shaping tudes towards our col- of lesson plan and read-
Inside Story 4 our attitudes in a work leagues and employers. ing various scenarios
Inside Story 5 place. We benefitted
We benefitted from this
and saying out our own
from this since we will views in what we think.
Inside Story 6 because now we have a
be working during the
better understating in Viv was a very helpful
summer for six weeks.
how we should behave and understanding per-
Our college has placed
with everyone and this son and we felt comfort-
us in an organisation
will allow us to impress able in interacting with
(internship). Therefore
her.
We have provided a few
images of the session.
Special points of in- As you can see everyone
terest: enjoyed themselves.
What happened on the
day
How did we benefit
from it
What did we learn
Our own views
Our Own Views
Aniqa : “I really enjoyed Feysal: “I learnet a lot be-
the session and learned a cause I didn't know that
lot from Viv. She was very attitude in a workplace
helpful and the lesson was was so important.
very intresting.
Radoslav: “It was good,
Onur: “I found the lesson and I found it different
ok, however I could have from other sessions .
By Aniqa, Onur, Feysal & benefitted from it more”
Radoslav