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This document outlines an agenda for a professional development session at SUIS-Wuxi. The learning intentions are to integrate learner profile attributes, identify pedagogical principles and approaches to teaching and learning, and embed inquiry as a tool for higher-order thinking. Participants will find partners to discuss similarities and differences, form groups to share educational backgrounds and experience, and reflect on single-word answers relating to admired leadership qualities and areas for self-improvement in connection with learner profiles.
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COM 1120 Syllabus SP15
This document provides the syllabus for COM 1120: Public Speaking at Clark State Community College. The course is taught by Kevin Kryston and meets MWF from 10-10:50am in room G220. The course introduces students to public speaking processes and covers developing, organizing, delivering, and analyzing presentations. Students will complete 4 oral presentations of varying types as well as written assignments including outlines and reflection papers. Attendance, participation, quizzes, and a final exam will also contribute to the final grade. The syllabus outlines the course goals, assignments, policies, and schedule in detail.
Course OutcomesThis assignment enables the student to meet the f.docx
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO1: Examine the sources of knowledge that contribute to professional nursing practice. (PO#7)
CO2: Apply research principles to the interpretation of the content of published research studies
(PO#4 & 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO#6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence based practice. (PO#4 & 8)
CO 5: Recognize the role of research findings in evidence-based practice. (PO#7 & 8)
Requirements
· The presentation will be graded on the following elements per the rubric: (see next page)
Presentation
Power Point Format/Appearance
Power Point Slide Content
·
Submit Group EBP Presentation PPs in Canvas by 11:59 PM Friday
Presentation Guidelines
· Each group will have a
10-15 minute
presentation to your peers.
· Introduce your group members
· Briefly explain your research topic, overview/significance of problems of topic, and its clinical importance
· Summarize each study concisely.
· Synthesize the findings of your group literature: Was your question answered by the reviewed articles?
· Discuss implications for nursing practice and future research.
· Invite your audience to ask questions and be prepared to answer them.
· Maintain a poised, confident, professional demeanor throughout the presentation.
PRESENTATION (95 points)
· Explains research topic/question, purpose of project, overview and significance of problem
· Present each study and synthesized findings/evidences
· Presents and nursing implications clearly and logically
· Logically, smoothly, and comprehensively presents the contents
· Invites audience questions & responds to questions with knowledge
· All group members are introduced, and participated in presentation
· Group stays in allotted time limit of 10-15 minutes
· Vocal Delivery: present good volume, pitch and inflection, and professional style for all group members
· Physical delivery: professional dress, good posture, eye contact with audience, and all group members enthusiastic
Power Point Format/Appearance
(50 points)
· Scales to rate the slides on a scale of 2-10
(2=Strongly Disagree; 4= Disagree; 6=Neutral; 8= Agree; 10=Strongly Agree)
Title slide has Topic and all group members included/listed
Words are easy to read from an appropriate distance (3-5 feet)
Each slide is well organized and easy to follow
Pictures, Tables, and Colors are helpful in enhancing presentation
Slide limit: 10-12 inclusive of Introduction and References (APA format, 7th ed.)
Content (70 points)
Content is clear and easy to understand
Purpose of research project is stated clearly
Group research question is stated clearly
Study Summary: Research design/sample size/methods were concisely summarized
Results were concisely described
Synthes.
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COM 1120 Syllabus SP15
This document provides the syllabus for COM 1120: Public Speaking at Clark State Community College. The course is taught by Kevin Kryston and meets MWF from 10-10:50am in room G220. The course introduces students to public speaking processes and covers developing, organizing, delivering, and analyzing presentations. Students will complete 4 oral presentations of varying types as well as written assignments including outlines and reflection papers. Attendance, participation, quizzes, and a final exam will also contribute to the final grade. The syllabus outlines the course goals, assignments, policies, and schedule in detail.
Course OutcomesThis assignment enables the student to meet the f.docx
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO1: Examine the sources of knowledge that contribute to professional nursing practice. (PO#7)
CO2: Apply research principles to the interpretation of the content of published research studies
(PO#4 & 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO#6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence based practice. (PO#4 & 8)
CO 5: Recognize the role of research findings in evidence-based practice. (PO#7 & 8)
Requirements
· The presentation will be graded on the following elements per the rubric: (see next page)
Presentation
Power Point Format/Appearance
Power Point Slide Content
·
Submit Group EBP Presentation PPs in Canvas by 11:59 PM Friday
Presentation Guidelines
· Each group will have a
10-15 minute
presentation to your peers.
· Introduce your group members
· Briefly explain your research topic, overview/significance of problems of topic, and its clinical importance
· Summarize each study concisely.
· Synthesize the findings of your group literature: Was your question answered by the reviewed articles?
· Discuss implications for nursing practice and future research.
· Invite your audience to ask questions and be prepared to answer them.
· Maintain a poised, confident, professional demeanor throughout the presentation.
PRESENTATION (95 points)
· Explains research topic/question, purpose of project, overview and significance of problem
· Present each study and synthesized findings/evidences
· Presents and nursing implications clearly and logically
· Logically, smoothly, and comprehensively presents the contents
· Invites audience questions & responds to questions with knowledge
· All group members are introduced, and participated in presentation
· Group stays in allotted time limit of 10-15 minutes
· Vocal Delivery: present good volume, pitch and inflection, and professional style for all group members
· Physical delivery: professional dress, good posture, eye contact with audience, and all group members enthusiastic
Power Point Format/Appearance
(50 points)
· Scales to rate the slides on a scale of 2-10
(2=Strongly Disagree; 4= Disagree; 6=Neutral; 8= Agree; 10=Strongly Agree)
Title slide has Topic and all group members included/listed
Words are easy to read from an appropriate distance (3-5 feet)
Each slide is well organized and easy to follow
Pictures, Tables, and Colors are helpful in enhancing presentation
Slide limit: 10-12 inclusive of Introduction and References (APA format, 7th ed.)
Content (70 points)
Content is clear and easy to understand
Purpose of research project is stated clearly
Group research question is stated clearly
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Synthes.
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This document discusses professional development for English language teachers. It begins by listing references on the topic, including books by Foord and Richards. It then discusses areas of professional development like skills, knowledge, awareness, and attitude. Strategies for development include self-reflection, getting feedback from students and colleagues, and trying new techniques. Development can occur through experience, making changes intentionally, or as a result of outside factors. The document outlines a five circle model of development involving the individual teacher, their students, colleagues, school, and profession. It provides many specific examples of activities teachers can do for professional growth.
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
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https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdPollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
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www.StokeNewingtonHistory.com
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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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Community pharmacy- Social and preventive pharmacy UNIT 5
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ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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How to Build a Module in Odoo 17 Using the Scaffold Method
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.
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Ib teaching and learning session 1
- 1. Welcome to IB with RB
- 2. Learning Intentions OTo delve into teaching and learning at SUIS- Wuxi…..
- 3. Success Criteria O To be able to integrate learner profile attributes into the school community O To identify the pedagogical principles of approaches to teaching O To identify the approaches to learning O To be able to embed inquiry as a tool for higher order thinking and enriched learning experience
- 4. L O O K for your partner (10 mins) O Every member should choose two partners…… O A Blue Frog partner O A 12:30 pm coffee partner O Write down their names and write a similarity and a dissimilarity between the two of you for each
- 5. Activity 1- Group resume (5 mins data collection + 10 mins to share) O Form 10 groups of people from mixed departments (ensure that you have a mix of people from various backgrounds and departments and varying experience levels) O Write down a group resume that has the following details- Group’s Name, Group’s Educational qualifications, Group’s Years of teaching experience, Group’s years of IB experience, Group’s professional workshops attended
- 6. ( 5 mins each) O Go to your blue frog partner and discuss about a leader/colleague that you have worked with whom you admire / appreciate. What is it that about that person that makes him /her so admirable? – form a single word answer O What is that one thing about you that you want to change and why? – form a single word answer
- 7. Reflection time ( 5 mins discussion + 10 mins sharing) OAre those single word answers connected to the learner profiles ? Which ones? OWhy do we need them? OHow does it affect teaching and learning?