The document provides guidance for a 6th grade inquiry-based learning unit focused on integrity and social justice. Students will explore examples of integrity in leadership and how leaders can influence others to create shared understanding of global citizenship. They will develop an interview script where a famous person discusses what makes a good leader with references to three historical leaders. The script will then be recorded or performed for assessment.
Students will examine how places in Australia have special meaning for the people who interact with them. They will combine the information from research of other places and also the places that are special to them, to create a multimodal text that celebrates how they interact with people, nature, and special places over the changing seasons of the year.
The document discusses various aspects of critical thinking skills. It provides rubrics to assess critical thinking abilities such as questioning, use of information, drawing conclusions, communication and collaboration, and self-awareness. Each rubric identifies criteria for performance levels from 1 to 4, with level 4 representing exemplary critical thinking skills such as effectively analyzing information, considering multiple perspectives, and ongoing reflection and improvement. The document aims to help teachers and students evaluate strengths and areas for growth in applying critical thinking.
This document summarizes an 'āina-based curriculum applied to two English as a Second Language (ESL) courses at the University of Hawai'i. The curriculum incorporated Hawaiian values, place-based assignments, and community partnerships. For ESL 100, modules focused on developing a sense of self and place, growth mindset, engagement in education, and career success. ESOL 94 modules centered on the environment and sustainability. Both courses assessed increased awareness of Hawaiian culture, engagement in the community, and environmental issues through place-based assignments. Student feedback affirmed the benefits of an 'āina-based approach.
This document outlines the goals and approach of the Kalāhū 2017 program at Kapī‘olani Community College, which aims to develop 'āina-based learning assignments. The goals are to 1) create a community research assignment with student learning outcomes based on 'āina-based criteria, 2) implement and assess the assignment in Fall 2017, and 3) mentor future participants. 'Āina-based learning is defined as teaching and learning through connection to the land, grounded in indigenous knowledge. It promotes student engagement and development. The program will have participants partner to create assignments addressing cultural competencies, focusing on history, culture, language, environment, and contemporary issues. Assignments will be presented on the final day
2020 New Bonner Directors & Coordinators Orientation - Cornerstones & CapstonesBonner Foundation
The document outlines the key components of a Bonner Leaders program, including orientation, first year trips, second year exchanges, junior leadership opportunities, Bonner capstones, and senior presentations of learning. It provides examples of activities for each component from various colleges. The orientation introduces students to the campus, community, and Bonner program. First year trips involve service learning in a new location. Exchanges in the second year expose students to national issues. Juniors take on leadership roles in campus-wide or international projects. Capstones are individual projects integrating academic and experiential learning. Advising and senior presentations allow students to reflect on and share their learning across all experiences in the program.
The document outlines the key components of the Bonner Cornerstones & Capstones program, which aims to create meaningful pathways for student experiences and integrate service-learning across their college careers. It discusses orientation, first and second year cohort trips, junior leadership opportunities, and capstone projects. It provides examples of activities for each component from various colleges. It also emphasizes the importance of advising students and having them present on their learning at graduation to integrate their Bonner experience with their overall education. The goal is for Bonner to be a series of high-impact practices that changes higher education through project-based, community-engaged learning with real-world impact.
2014 Institute in Innovation in Education Prague Gathering - Clement Coulston...Clement Coulston
The 2014 Institute in Innovation in Education gathered students, educators, researchers, NGOs, and leaders, with a specific focus on youth engagement and leadership! This took place at the Riverside International School in Prague.
**Due to the PDF conversation to SlideShare.net, it is encouraged to download the resource for a better viewing experience**
This document discusses strategies for planning effective meetings and training opportunities for Bonner students. It recommends having a mix of different types of meetings each semester, including class meetings, cohort meetings, site meetings, and all-Bonner meetings. It also suggests using student development frameworks to plan multi-year learning outcomes and corresponding trainings. Additionally, it provides examples of leveraging academic courses and co-curricular opportunities to enhance student learning. The goal is to intentionally design a developmental model that supports students' growth over four years in the program.
Students will examine how places in Australia have special meaning for the people who interact with them. They will combine the information from research of other places and also the places that are special to them, to create a multimodal text that celebrates how they interact with people, nature, and special places over the changing seasons of the year.
The document discusses various aspects of critical thinking skills. It provides rubrics to assess critical thinking abilities such as questioning, use of information, drawing conclusions, communication and collaboration, and self-awareness. Each rubric identifies criteria for performance levels from 1 to 4, with level 4 representing exemplary critical thinking skills such as effectively analyzing information, considering multiple perspectives, and ongoing reflection and improvement. The document aims to help teachers and students evaluate strengths and areas for growth in applying critical thinking.
This document summarizes an 'āina-based curriculum applied to two English as a Second Language (ESL) courses at the University of Hawai'i. The curriculum incorporated Hawaiian values, place-based assignments, and community partnerships. For ESL 100, modules focused on developing a sense of self and place, growth mindset, engagement in education, and career success. ESOL 94 modules centered on the environment and sustainability. Both courses assessed increased awareness of Hawaiian culture, engagement in the community, and environmental issues through place-based assignments. Student feedback affirmed the benefits of an 'āina-based approach.
This document outlines the goals and approach of the Kalāhū 2017 program at Kapī‘olani Community College, which aims to develop 'āina-based learning assignments. The goals are to 1) create a community research assignment with student learning outcomes based on 'āina-based criteria, 2) implement and assess the assignment in Fall 2017, and 3) mentor future participants. 'Āina-based learning is defined as teaching and learning through connection to the land, grounded in indigenous knowledge. It promotes student engagement and development. The program will have participants partner to create assignments addressing cultural competencies, focusing on history, culture, language, environment, and contemporary issues. Assignments will be presented on the final day
2020 New Bonner Directors & Coordinators Orientation - Cornerstones & CapstonesBonner Foundation
The document outlines the key components of a Bonner Leaders program, including orientation, first year trips, second year exchanges, junior leadership opportunities, Bonner capstones, and senior presentations of learning. It provides examples of activities for each component from various colleges. The orientation introduces students to the campus, community, and Bonner program. First year trips involve service learning in a new location. Exchanges in the second year expose students to national issues. Juniors take on leadership roles in campus-wide or international projects. Capstones are individual projects integrating academic and experiential learning. Advising and senior presentations allow students to reflect on and share their learning across all experiences in the program.
The document outlines the key components of the Bonner Cornerstones & Capstones program, which aims to create meaningful pathways for student experiences and integrate service-learning across their college careers. It discusses orientation, first and second year cohort trips, junior leadership opportunities, and capstone projects. It provides examples of activities for each component from various colleges. It also emphasizes the importance of advising students and having them present on their learning at graduation to integrate their Bonner experience with their overall education. The goal is for Bonner to be a series of high-impact practices that changes higher education through project-based, community-engaged learning with real-world impact.
2014 Institute in Innovation in Education Prague Gathering - Clement Coulston...Clement Coulston
The 2014 Institute in Innovation in Education gathered students, educators, researchers, NGOs, and leaders, with a specific focus on youth engagement and leadership! This took place at the Riverside International School in Prague.
**Due to the PDF conversation to SlideShare.net, it is encouraged to download the resource for a better viewing experience**
This document discusses strategies for planning effective meetings and training opportunities for Bonner students. It recommends having a mix of different types of meetings each semester, including class meetings, cohort meetings, site meetings, and all-Bonner meetings. It also suggests using student development frameworks to plan multi-year learning outcomes and corresponding trainings. Additionally, it provides examples of leveraging academic courses and co-curricular opportunities to enhance student learning. The goal is to intentionally design a developmental model that supports students' growth over four years in the program.
The document discusses the importance of diversity and inclusion in the workplace, defining key terms and outlining best practices for effectively managing diversity such as emphasizing its value, eliminating misconceptions, improving management, and developing greater productivity while enhancing human relations by respecting differences among all individuals. It also addresses challenges like discrimination and biases that can arise without proper diversity management.
The document discusses experiential learning opportunities through University of Cincinnati Honors Program seminars and study abroad programs that focus on community engagement and global studies. Students explore local communities in Cincinnati through visits to neighborhoods and organizations. They also study abroad in countries like India, Nicaragua, Ghana, and Tanzania on programs centered around topics like rural development, women's health, and humanitarian design. The goal is to provide students hands-on learning experiences to gain a better understanding of diversity and their role as global citizens.
The document introduces the topics of diversity and inclusion. It defines diversity as valuing differences among people, and inclusion as creating an environment where all people feel valued and respected. The presentation aims to promote embracing diversity and inclusion. It discusses the importance of both concepts in reducing discrimination and stereotypes. Key differences between diversity and inclusion are also outlined, with diversity referring to representation of differences, and inclusion referring to creating an environment where all people feel welcomed and able to achieve their full potential.
Bonner Student Developmental Model and Pipeline ProjectBonner Foundation
The document outlines plans for the Bonner Student Developmental Model and Staff Development Pipeline Project presented at the Bonner Summer Leadership Institute in 2018. It introduces a student developmental model and staff pipeline project. Participants broke into small groups by level to discuss. The document provides details on student skills and knowledge areas, outcomes, and a developmental training sequence for students. It also discusses a developmental lens and operationalizing skills for staff at different levels, and identifies next steps for the staff development project.
This document discusses developing a global mindset. It outlines a 5-step cycle to improve cross-cultural interactions: 1) Recognize your own cultural values and biases, 2) Get to know your personality traits like curiosity, 3) Learn about workplace expectations in other countries, 4) Build strong intercultural relationships, 5) Develop strategies to adjust your style. Having a global mindset means leveraging self-awareness and what you know about different cultures to interact productively without losing your own identity.
Bonner Student Developmental Model and Staff Pipeline ProjectBonner Foundation
The document outlines plans for the Bonner Student Developmental Model and Staff Development Pipeline Project presentation at the 2018 Bonner Summer Leadership Institute. It will reintroduce the Bonner Student Developmental Model, introduce the Bonner Staff Development Pipeline Project, and have small group networking and discussion by student and staff levels. The document provides details on the developmental models, trainings, and professional development opportunities available for both students and staff at different levels within the Bonner program.
This document discusses using popular culture to help motivate struggling writers and help students build their identity. It suggests having students reflect on cultural topics like movies, music, and television to find writing topics that interest them. Using cultural references can make writing feel more relevant and help students see themselves as writers. The document also stresses the importance of building strong teacher-student relationships to create a safe environment for students to share their writing.
Asset Based Community Development and Youthworkbongsir
The document discusses Asset Based Community Development (ABCD), which focuses on identifying and mobilizing community assets rather than deficiencies. It emphasizes that every community and person has strengths and resources. The key assumptions of ABCD are that meaningful change comes from within the community, local residents are best to identify issues and solutions, and that every person has abilities. ABCD's principles are that development starts with existing community assets like skills and organizations, focuses internally on building resident capacity, and is relationship-driven by connecting people and groups. The document provides examples of mapping individual skills and a process for conducting community asset mapping.
Integrating culture and social responsibility tesol 11Joe McVeigh
Joe McVeigh and Ann Wintergerst describe research and practical ideas for the integration of culture and social responsibility in the English language classroom. Download the accompanying handout at www.joemcveigh.org. Learn more about the accompanying book at http://amzn.to/hOO2bz
Standardized Cultural Competency In-Service Training ProceedNCTSTA
Train staff members with this interactive presentation that includes various teaching tools such as: videos, quizzes, diagrams, visuals, discussion segments and hands-on activities to aid the learning process and maintain participant engagement.
The words used and our interpretation of images and statistics are an insight into our perspective or bias – our view of the world. Bias influences our attitudes and behaviours towards other people, places and issues. Our experiences, gender, age, class, religion and values all affect our bias. People who are passionate about an issue will generally be quite overt about their bias. People who want to promote a particular point of view may be less overt and more subtle in their use of words and images.
Global education aims to assist students to recognise bias in written and visual texts, consider different points of view and make judgements about how bias can lead to discrimination and inequality.
The document discusses segmenting college alumni based on their motivations for donating. It describes research conducted to develop a lifestyle segmentation model for alumni based on surveys of over 2,000 college alumni. The research identified three key segments - Champions, Friends, and Acquaintances. Champions are the most engaged with their alma mater and make the largest donations on average. Friends donate substantial amounts but to multiple charities. Acquaintances have low engagement and donation rates. The document recommends colleges prioritize targeting and developing relationships with Champions and Friends as they have the most potential for increased donations and engagement. Targeting should be based on understanding the different motivations of each segment.
This document provides guidance and examples for planning Bonner program meetings and trainings. It discusses three strategies for creating a rich array of events: 1) building around learning outcomes for each year, 2) using and creating a training calendar, and 3) leveraging existing training modules. A sample developmental training calendar is then presented, with suggested topics and activities for each month across the four years of the program. The goal is to facilitate skill-building, knowledge-sharing, and community-building through a coordinated series of meetings and trainings.
This in-service training discusses enhancing cultural competence in relationships and organizations. It covers topics like understanding one's own culture and worldview, recognizing cultural differences, and assessing cultural competence on an individual and organizational level. The training provides strategies for improving cultural competence, such as getting to know oneself and one's community, and evaluating where one falls on the cultural competence continuum in order to strengthen relationships and better serve diverse groups.
Strategies to Communicate and Lead with VulnerabilityBonner Foundation
This document provides information for a Bonner Summer Leadership Institute on strategies for communicating and leading with vulnerability. It discusses the roles and responsibilities of Bonner Congress participants, including project management, peer leadership, and communication/public speaking. Examples of past Bonner projects are provided. The document encourages viewing vulnerability as a strength, citing research that it is correlated with qualities like courage, love, and belonging. Participants are asked to reflect on how vulnerability can strengthen their leadership and why it is an important skill to develop. Resources on the topic from Brené Brown are also included.
Diversity & inclusion inspiring learnng in a changing worldmderven
Diversity and inclusion is a business imperative as a result of globalization, changing demographics, technology and skill shortages. Watch this webinar to learn more about this important driver for organizational success in the workplace and marketplace.
Language, Spirituality, the Body and LeadershipPaul Gibbons
A brief talk on holistic leadership development. First, linguistic ontology - how does language shape reality for leaders and followers. Second, spirituality - how does meaning-making, and the search "outside oneself" affect leaders and followers. Third, what role does the body play in leadership.
A talk given at the International Leadership Association - with two appended case studies.
Iowa Campus Compact implemented its new student-focused program, the Civic Ambassador Network, as a way to engage students in IACC programs while also providing them with professional development opportunities and project assistance. The Civic Ambassador Network will begin its second year this fall.
Monique Ellefson
VISTA Leader
Iowa Campus Compact
The document summarizes the mission and model of Partnerships for Global Learning, an organization seeking to prepare young Americans for global leadership through a "Global Citizen Year." The organization aims to address Americans' lack of global awareness and experience abroad by creating a pipeline for high school graduates to spend a gap year developing knowledge and skills for tackling global challenges like poverty through international service. The model involves youth obtaining passports and health certifications, learning a second language while contributing to host communities abroad, and measuring impacts like increased social and global engagement upon their return. The potential vision is for the idea of a gap year of global service to become an expected step for all American high school graduates.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
Intro to SAIL - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
This document introduces SAIL, Northeastern University's framework to create a holistic lifelong learning experience. SAIL's guiding question is how to make learning explicit, help learners integrate learning across contexts, and help them self-author their learning journeys. The framework includes dimensions like well-being, intellectual agility, and foundational masteries. It is meant to be integrated throughout the Northeastern experience through connections between experiences, educators, learners and mentors to maximize impact.
The document discusses the importance of diversity and inclusion in the workplace, defining key terms and outlining best practices for effectively managing diversity such as emphasizing its value, eliminating misconceptions, improving management, and developing greater productivity while enhancing human relations by respecting differences among all individuals. It also addresses challenges like discrimination and biases that can arise without proper diversity management.
The document discusses experiential learning opportunities through University of Cincinnati Honors Program seminars and study abroad programs that focus on community engagement and global studies. Students explore local communities in Cincinnati through visits to neighborhoods and organizations. They also study abroad in countries like India, Nicaragua, Ghana, and Tanzania on programs centered around topics like rural development, women's health, and humanitarian design. The goal is to provide students hands-on learning experiences to gain a better understanding of diversity and their role as global citizens.
The document introduces the topics of diversity and inclusion. It defines diversity as valuing differences among people, and inclusion as creating an environment where all people feel valued and respected. The presentation aims to promote embracing diversity and inclusion. It discusses the importance of both concepts in reducing discrimination and stereotypes. Key differences between diversity and inclusion are also outlined, with diversity referring to representation of differences, and inclusion referring to creating an environment where all people feel welcomed and able to achieve their full potential.
Bonner Student Developmental Model and Pipeline ProjectBonner Foundation
The document outlines plans for the Bonner Student Developmental Model and Staff Development Pipeline Project presented at the Bonner Summer Leadership Institute in 2018. It introduces a student developmental model and staff pipeline project. Participants broke into small groups by level to discuss. The document provides details on student skills and knowledge areas, outcomes, and a developmental training sequence for students. It also discusses a developmental lens and operationalizing skills for staff at different levels, and identifies next steps for the staff development project.
This document discusses developing a global mindset. It outlines a 5-step cycle to improve cross-cultural interactions: 1) Recognize your own cultural values and biases, 2) Get to know your personality traits like curiosity, 3) Learn about workplace expectations in other countries, 4) Build strong intercultural relationships, 5) Develop strategies to adjust your style. Having a global mindset means leveraging self-awareness and what you know about different cultures to interact productively without losing your own identity.
Bonner Student Developmental Model and Staff Pipeline ProjectBonner Foundation
The document outlines plans for the Bonner Student Developmental Model and Staff Development Pipeline Project presentation at the 2018 Bonner Summer Leadership Institute. It will reintroduce the Bonner Student Developmental Model, introduce the Bonner Staff Development Pipeline Project, and have small group networking and discussion by student and staff levels. The document provides details on the developmental models, trainings, and professional development opportunities available for both students and staff at different levels within the Bonner program.
This document discusses using popular culture to help motivate struggling writers and help students build their identity. It suggests having students reflect on cultural topics like movies, music, and television to find writing topics that interest them. Using cultural references can make writing feel more relevant and help students see themselves as writers. The document also stresses the importance of building strong teacher-student relationships to create a safe environment for students to share their writing.
Asset Based Community Development and Youthworkbongsir
The document discusses Asset Based Community Development (ABCD), which focuses on identifying and mobilizing community assets rather than deficiencies. It emphasizes that every community and person has strengths and resources. The key assumptions of ABCD are that meaningful change comes from within the community, local residents are best to identify issues and solutions, and that every person has abilities. ABCD's principles are that development starts with existing community assets like skills and organizations, focuses internally on building resident capacity, and is relationship-driven by connecting people and groups. The document provides examples of mapping individual skills and a process for conducting community asset mapping.
Integrating culture and social responsibility tesol 11Joe McVeigh
Joe McVeigh and Ann Wintergerst describe research and practical ideas for the integration of culture and social responsibility in the English language classroom. Download the accompanying handout at www.joemcveigh.org. Learn more about the accompanying book at http://amzn.to/hOO2bz
Standardized Cultural Competency In-Service Training ProceedNCTSTA
Train staff members with this interactive presentation that includes various teaching tools such as: videos, quizzes, diagrams, visuals, discussion segments and hands-on activities to aid the learning process and maintain participant engagement.
The words used and our interpretation of images and statistics are an insight into our perspective or bias – our view of the world. Bias influences our attitudes and behaviours towards other people, places and issues. Our experiences, gender, age, class, religion and values all affect our bias. People who are passionate about an issue will generally be quite overt about their bias. People who want to promote a particular point of view may be less overt and more subtle in their use of words and images.
Global education aims to assist students to recognise bias in written and visual texts, consider different points of view and make judgements about how bias can lead to discrimination and inequality.
The document discusses segmenting college alumni based on their motivations for donating. It describes research conducted to develop a lifestyle segmentation model for alumni based on surveys of over 2,000 college alumni. The research identified three key segments - Champions, Friends, and Acquaintances. Champions are the most engaged with their alma mater and make the largest donations on average. Friends donate substantial amounts but to multiple charities. Acquaintances have low engagement and donation rates. The document recommends colleges prioritize targeting and developing relationships with Champions and Friends as they have the most potential for increased donations and engagement. Targeting should be based on understanding the different motivations of each segment.
This document provides guidance and examples for planning Bonner program meetings and trainings. It discusses three strategies for creating a rich array of events: 1) building around learning outcomes for each year, 2) using and creating a training calendar, and 3) leveraging existing training modules. A sample developmental training calendar is then presented, with suggested topics and activities for each month across the four years of the program. The goal is to facilitate skill-building, knowledge-sharing, and community-building through a coordinated series of meetings and trainings.
This in-service training discusses enhancing cultural competence in relationships and organizations. It covers topics like understanding one's own culture and worldview, recognizing cultural differences, and assessing cultural competence on an individual and organizational level. The training provides strategies for improving cultural competence, such as getting to know oneself and one's community, and evaluating where one falls on the cultural competence continuum in order to strengthen relationships and better serve diverse groups.
Strategies to Communicate and Lead with VulnerabilityBonner Foundation
This document provides information for a Bonner Summer Leadership Institute on strategies for communicating and leading with vulnerability. It discusses the roles and responsibilities of Bonner Congress participants, including project management, peer leadership, and communication/public speaking. Examples of past Bonner projects are provided. The document encourages viewing vulnerability as a strength, citing research that it is correlated with qualities like courage, love, and belonging. Participants are asked to reflect on how vulnerability can strengthen their leadership and why it is an important skill to develop. Resources on the topic from Brené Brown are also included.
Diversity & inclusion inspiring learnng in a changing worldmderven
Diversity and inclusion is a business imperative as a result of globalization, changing demographics, technology and skill shortages. Watch this webinar to learn more about this important driver for organizational success in the workplace and marketplace.
Language, Spirituality, the Body and LeadershipPaul Gibbons
A brief talk on holistic leadership development. First, linguistic ontology - how does language shape reality for leaders and followers. Second, spirituality - how does meaning-making, and the search "outside oneself" affect leaders and followers. Third, what role does the body play in leadership.
A talk given at the International Leadership Association - with two appended case studies.
Iowa Campus Compact implemented its new student-focused program, the Civic Ambassador Network, as a way to engage students in IACC programs while also providing them with professional development opportunities and project assistance. The Civic Ambassador Network will begin its second year this fall.
Monique Ellefson
VISTA Leader
Iowa Campus Compact
The document summarizes the mission and model of Partnerships for Global Learning, an organization seeking to prepare young Americans for global leadership through a "Global Citizen Year." The organization aims to address Americans' lack of global awareness and experience abroad by creating a pipeline for high school graduates to spend a gap year developing knowledge and skills for tackling global challenges like poverty through international service. The model involves youth obtaining passports and health certifications, learning a second language while contributing to host communities abroad, and measuring impacts like increased social and global engagement upon their return. The potential vision is for the idea of a gap year of global service to become an expected step for all American high school graduates.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
Intro to SAIL - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
This document introduces SAIL, Northeastern University's framework to create a holistic lifelong learning experience. SAIL's guiding question is how to make learning explicit, help learners integrate learning across contexts, and help them self-author their learning journeys. The framework includes dimensions like well-being, intellectual agility, and foundational masteries. It is meant to be integrated throughout the Northeastern experience through connections between experiences, educators, learners and mentors to maximize impact.
The document outlines the agenda and objectives for adult allies attending the 2014 Special Olympics USA Games Youth Summit. The agenda includes sessions on inclusive youth leadership, teamwork, communication, environment, co-leadership, and more. The objectives for adult allies are to learn how to support and empower youth leaders, develop skills to promote inclusion, and generate ideas to advance Special Olympics programs in their home states. Allies are encouraged to mentor youth and work as partners throughout the summit.
Eyes on Extension: A model for diverse advisory leadershipEric Kaufman
Presentation for the 2015 Public Issues Leadership Development conference, sponsored by the Joint Council of Extension Professionals.
From creating an inclusive environment to understanding volunteer motivations and barriers, we’ll explore special considerations for diverse volunteers and for potential decision-making volunteers. Get prepared to welcome diverse advisory leaders into your programs and leverage them for future success.
Intro to SAIL - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
Grounded in personal goals, practices, and motivations as educators, this session introduces participants to the SAIL initiative and its origins, vision, and framework for supporting holistic, lifelong, and experiential learning. Participants from across Northeastern will explore ways to engage in Northeastern’s evolving ecosystem, leverage the shared language of the SAIL framework, collaborate across units, and consider the transformative potential of our learners acting as educators (while recognizing our own growth as learners).
From the Inside Out: The Duality of Museum AdvocacyK L
The document discusses advocacy efforts and goals of the Arizona State Museum's Culture Campaign. It aims to clarify the museum's role and promote cultural sustainability. Key tactics include internal discussions to reflect on notions of culture and corporate culture, as well as external efforts to encourage critical thinking, community involvement, and cultural heritage stewardship. It also describes the museum's Viral Readers professional reading group, which brings staff together to discuss literature and scholarship with the goals of professional growth, leadership development, and institutional improvement.
Scholarly Reflective Practice in CommunitiesSylvia Currie
This document discusses communities of practice and reflective practice in teaching. It begins with a poll asking about participation in communities of practice. It then defines communities of practice as groups that share interests and learn from each other through regular interaction. The document discusses four lenses for reflective practice: autobiographical experiences, student perspectives, colleagues' experiences, and literature. It emphasizes continually shaping teaching environments and one's own learning through connection, reflection, and practice improvement. Strategies for engaging students are discussed. The benefits of communities of practice are outlined as sharing, learning together, and advancing practices collectively. Success is indicated by a shared identity and investments in the community.
Exercise your ability to Enlist Others! Record your shared vision fo.docxnealwaters20034
Exercise your ability to Enlist Others! Record your shared vision for yourself and organization!
·
Use the summary noted below.
·
Practice your hopes, dreams, and aspirations by addressing the following below (share how you would apply these actions in order to enlist others).
·
Wiley, summarizes the textbook chapter to Enlist Others as noted below:
Enlist Others
The authors relate the story of a leader who discovered how essential it is to find out what motivates his team members. He says that the more you know about the people you work with, the more committed you become to each other’s success and the more you realize that you have similar hopes and aspirations for what you are working on. A company is like an engine: “We cannot move forward if any of the cogs are not working.”
Develop A Shared Sense Of Destiny
A leader’s vision is not enough. Members of the organization must understand, accept, and commit to it. Leadership is a dialogue, not a monologue. Leaders must engage constituents in conversations about their lives, hopes, and dreams, to develop a shared sense of destiny, an ideal and unique image of the future for the common good.
Inspire a Shared Vision is the least frequently applied of The Five Practices—people feel the most uncomfortable with it, and only one in ten considers herself inspiring. Yet even when they do not consider themselves inspiring, people nearly always become emotionally expressive when talking about their visions of the future.
The assumption that the process of inspiring a shared vision is somehow mystical or supernatural inhibits people, making them feel that they have to be something special to be inspiring. But what is necessary is believing in the vision and developing the skills for communicating it with commitment and enthusiasm, just as Martin Luther King did on the steps of the Lincoln Memorial on August 28, 1963.
To inspire their audience as Dr. King did, leaders need to practice three essentials to Enlist Others: Listen deeply, discover and appeal to a common purpose, and give life to their vision by communicating expressively.
Listen Deeply to Others
Leaders need to strengthen their ability to sense the purpose in others. By knowing their constituents, listening to them, and taking their advice, they can give voice to their feelings and show them how their own needs and interests will be served by enlisting in a common cause. Listening is crucial because leaders can’t do it alone—they don’t have all the ideas or all the answers.
A key characteristic of leaders who won the prestigious Malcolm Baldrige award is impressive listening skills. Leaders listen carefully for quiet whisperings and subtle cues that give them a sense of what people want, dream about, and value.
To truly hear what constituents want means spending unstructured time--having coffee, breakfast, lunch, breaks--with constituent groups to find out what’s going on with them and what they hope to achieve fr.
The McDonald Cadet Leadership Conference is a three-day conference hosted at West Point that brings together top undergraduate student leaders from around the world. The conference focuses on developing leadership skills like critical thinking and collaboration through panel discussions on topics like the global economy, education, connectedness, and stewardship. Students are divided into small teams that work through case studies and produce op-eds. The 2015 conference had 84 student attendees from 27 US schools and 12 international schools. It featured panels moderated by US Military Academy leaders and presentations from accomplished senior fellows. The agenda included leadership tours, panels, team activities, and social events. Past attendees commented that the conference was inspirational and helped cultivate relationships that furthered their leadership development.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
The document discusses the characteristics of effective leadership and the role of the principal as a culturally responsive leader. It outlines nine key roles of the principal, including being aware of student culture, keeping parents informed, communicating high expectations, and reshaping the curriculum. It also discusses the importance of professional development models for teachers that focus on real needs, case studies, and building online communities. Motivation factors for teachers include praise, appreciation, recognition, teambuilding, and setting clear consequences.
Working Together to Remove Racial and Ethnic Barriers (a Facilitator's Guide)Everyday Democracy
*Build lasting relationships among diverse stakeholders.
*Engage participants to discuss racial issues.
*Work with parents, teachers and students to develop action plans that will address racial and ethnic barriers to student achievement and parent involvement.
The practice of treating everyone fairly and justly regardless of age, with special consideration to the structural factors that privilege some age groups over others.
This document discusses personal branding for educators. It provides goals of helping students understand personal branding and communicating their own personal brands. This includes discovering their qualities, strengths, and talents through research on topics like generational poverty and leadership principles. The document then discusses what a personal brand is and how educators can implement personal branding into classroom instruction to help build student confidence. It provides tips and examples for students at various education levels to define and communicate their own personal brands through blogs, social media, and scholarship applications.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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 ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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