The document discusses common issues that companies face in attracting and retaining staff effectively, focusing on problems that can arise in the pre-interview phase of hiring. Some key issues highlighted include posting vague or unrealistic job requirements and titles, misleading job advertisements, inconsistent expectations between postings and interviews, and biased or narrow decision-making models for reviewing resumes and determining qualifications. The document argues that companies need to be transparent, consider a wider range of skills and experiences, focus on competencies over narrow qualifications, and ensure hiring practices are fair and compliant with employment laws to attract and maintain high-quality talent.
Math and the real world cornel university_050915Lee M. Kaltman
A former wall street trader will share real-world trades that he uses as “experiences” to
teach math to secondary students. Included will be a discussion of the specific
Common Core State Standards that students master through their learning.
Kathy Byrne is a theatre director and educator with over 30 years of experience. She holds an MFA in Drama and a BA in Theater. Her experience includes directing productions at the University of Florida, P.K. Yonge Developmental Research School, and Santa Fe College. She has also taught theatre courses at the University of Florida, St. John's School, and other institutions. Byrne has extensive experience in stage acting, television/film acting, and commercial acting. She also provides dialect and diction coaching.
Social Justice in Mathematics Cornell University _112010Lee M. Kaltman
What is “social justice” in mathematics? This workshop will focus on how we can make math education more meaningful and relevant to our students. During this presentation you will have time to revise some of your own mathematics lessons to incorporate social justice ideas.
(Co-presenters Caline Khavarani & Lee Kaltman)
93% of companies and 87% of consumers indicate that content marketing is important for building brand image and influencing purchase decisions. 73% of B2B content marketers are producing more content than a year ago, and 58% plan to increase their content marketing budgets in the coming months.
Queues introduce delays and economic costs in product development. Common queues include features waiting to be designed/developed/tested/released and bugs waiting for triage/fixing/verification. Large queues increase cycle times, variability, and require management. They also delay feedback and hurt morale. The presenter advocates reducing queues by using swarming, generalizing work across teams rather than specializing, obliterating unnecessary queues, and reducing testing batch sizes from months to weeks or even days through continuous delivery. Case studies show how these techniques helped the presenter's company ship features more quickly while maintaining quality.
Judge Charina Sazon passed away. She dedicated her career to public service and upholding the rule of law with integrity, fairness and compassion. She will be fondly remembered and missed by her family, friends and colleagues for her kindness, wisdom and commitment to justice.
The document discusses common issues that companies face in attracting and retaining staff effectively, focusing on problems that can arise in the pre-interview phase of hiring. Some key issues highlighted include posting vague or unrealistic job requirements and titles, misleading job advertisements, inconsistent expectations between postings and interviews, and biased or narrow decision-making models for reviewing resumes and determining qualifications. The document argues that companies need to be transparent, consider a wider range of skills and experiences, focus on competencies over narrow qualifications, and ensure hiring practices are fair and compliant with employment laws to attract and maintain high-quality talent.
Math and the real world cornel university_050915Lee M. Kaltman
A former wall street trader will share real-world trades that he uses as “experiences” to
teach math to secondary students. Included will be a discussion of the specific
Common Core State Standards that students master through their learning.
Kathy Byrne is a theatre director and educator with over 30 years of experience. She holds an MFA in Drama and a BA in Theater. Her experience includes directing productions at the University of Florida, P.K. Yonge Developmental Research School, and Santa Fe College. She has also taught theatre courses at the University of Florida, St. John's School, and other institutions. Byrne has extensive experience in stage acting, television/film acting, and commercial acting. She also provides dialect and diction coaching.
Social Justice in Mathematics Cornell University _112010Lee M. Kaltman
What is “social justice” in mathematics? This workshop will focus on how we can make math education more meaningful and relevant to our students. During this presentation you will have time to revise some of your own mathematics lessons to incorporate social justice ideas.
(Co-presenters Caline Khavarani & Lee Kaltman)
93% of companies and 87% of consumers indicate that content marketing is important for building brand image and influencing purchase decisions. 73% of B2B content marketers are producing more content than a year ago, and 58% plan to increase their content marketing budgets in the coming months.
Queues introduce delays and economic costs in product development. Common queues include features waiting to be designed/developed/tested/released and bugs waiting for triage/fixing/verification. Large queues increase cycle times, variability, and require management. They also delay feedback and hurt morale. The presenter advocates reducing queues by using swarming, generalizing work across teams rather than specializing, obliterating unnecessary queues, and reducing testing batch sizes from months to weeks or even days through continuous delivery. Case studies show how these techniques helped the presenter's company ship features more quickly while maintaining quality.
Judge Charina Sazon passed away. She dedicated her career to public service and upholding the rule of law with integrity, fairness and compassion. She will be fondly remembered and missed by her family, friends and colleagues for her kindness, wisdom and commitment to justice.
This document discusses various concepts related to learning, including collaborative learning, cooperative learning, interactive sessions, and heterogeneous groups. Collaborative learning involves students learning together by sharing knowledge and experiences. Cooperative learning structures positive interdependence among students working in groups toward academic goals. Interactive sessions incorporate social networking and technology into course delivery. Heterogeneous groups include students of varying ability levels and backgrounds working together.
Designing a New Learning Environment-Journal Response Kim, P., Kim, F.H., & Karimi (2012). Public Online Charter School
Students: Choices, Perceptions, and Traits. American Educational
Research Journal. Pp. 1-25.DOI: 10.3102/000283/2/2443078.
This study investigated the effectiveness of the flipped classroom model on English performance and engagement among grade 7 students in the Philippines. Students were assigned to either the experimental group, which used flipped learning, or the control group, which used traditional instruction. Both groups took a pre-test on English skills and a student engagement survey. The experimental group watched instructional videos for homework and did activities in class, while the control group had lectures in class and homework. After two weeks, both groups took a post-test and engagement survey. Results showed the flipped learning group performed better on the post-test, but there was no significant difference in engagement between the groups. The study suggests flipped learning can improve academic performance.
This document provides an overview of several theoretical bases of English education, including collaborative learning, cooperative learning, interactive learning, and heterogeneous groups. Collaborative learning involves students learning together by sharing skills and experiences. Cooperative learning structures positive interdependence among students working in groups toward academic goals. Interactive learning incorporates social networking and technology into course design. Heterogeneous groups include students with a variety of instructional levels working together to help each other reach learning goals.
The document discusses 21st century learning design, which aims to promote critical thinking and problem-solving skills. It encourages teachers to collaboratively design new learning experiences and students to collaboratively create knowledge-based products. The main 21st century learning skills are the 4Cs of communication, collaboration, creativity and critical thinking. Literacy skills include information, technology and media literacy. Life skills include flexibility, leadership, productivity and social skills. The role of teachers is to encourage collaboration, knowledge construction, self-regulation and real-world problem solving, while students collaborate using technology to complete real-world tasks. Learning spaces should be flexible, future-proofed, supportive and enterprising to motivate learners.
Cummings Presentation to Mississippi School for Mathematics and Sciencerecummings
This document discusses strategies for electronic writing in the classroom. It describes how Google Sites can be used for student ePortfolios to showcase writing projects and reflections. Students in WRIT 100 and 101 create ePortfolios linking course outcomes to artifacts, while WRIT 102 students discuss a significant learning experience. Benefits of ePortfolios include teaching reflection, signaling a commitment to student-centered learning, and offering flexibility in assessment. The document also explores using Wikipedia for writing assignments, with students evaluating course content on Wikipedia and proposing edits after learning editing skills. Challenges of this approach include risk, trolls, and pressure for accuracy. Resources for both Google Sites ePortfolios and Wikipedia assignments are provided.
Globalisation and education (role and skills of 21st century teacher)june21harsh
The document discusses the role of teachers in educating students for globalization. It defines globalization as the integration of economies and societies worldwide through technological, economic, political, and cultural exchanges. Teachers have a responsibility to shape students' futures and develop skills like cooperation, critical thinking, and active participation. The aims of global education are to create global citizens who respect diversity, understand how the world works, and are willing to act for social justice. Teachers should teach with a global perspective using student-centered and experiential learning. They must also model lifelong learning and develop the skills needed for the 21st century like creativity, problem solving, and adaptability.
This document discusses various theoretical bases of English education, including collaborative learning, cooperative learning, interactive learning, and heterogeneous groups. Collaborative learning involves students learning together by sharing skills and resources. Cooperative learning structures positive interdependence among students working in groups. Interactive learning incorporates social networking and technology into course design. Heterogeneous groups include students with varied instructional levels who can help each other reach learning goals.
The document discusses several principles of learning from pedagogy to andragogy to heutagogy. It explains that pedagogy focuses on teacher-directed learning while andragogy emphasizes learner-directed learning for adults based on their experiences. Heutagogy takes this further by advocating for self-determined learning where learners design their own courses and learning experiences based on their interests and needs in a rapidly changing world. The document argues heutagogy is suited for the modern workplace by developing individual capabilities rather than just transmitting knowledge.
Practicing and Assessing Democratic Pedagogy #demopedJeanne Bohannon
This presentation was delivered as part of the CHSS Dean's Lecture Series, Kennesaw State University, February 25, 2016. It describes a history of democratic learning and a case study tht assessed students' attitudes towards democratic, digital writing assignments in a first year composition classroom. Tweet at #demoped
This document describes project-based learning with a global focus (PBL[g]). PBL[g] aims to develop global competence and perspective consciousness in students. It presents complex, real-world problems that require collaboration across cultures. Students demonstrate their learning through products for authentic audiences. A specific PBL[g] project described involved students in New Jersey, China, and Australia documenting stories about World War II using digital tools. Students enhanced their technology skills and gained a more international perspective on WWII through interacting with peers in other countries. The project had positive impacts on students, teachers, and communities involved both directly and indirectly. Recommendations are made to further assess global competencies developed and increase the scale and integration of future P
The document discusses principles and practices for college English teaching and learning through online learning communities. It outlines three principles of mutual respect and equal dialogue for all community members, all-round interaction and collaboration, and an intercultural teaching approach. Case studies and examples from the author's online learning community demonstrate how these principles can be implemented to improve English learning outcomes through interactions on the online platform.
The document provides an overview of flipped learning based on a review of the literature. It defines flipped learning as moving direct instruction outside of class, typically through prerecorded videos for students to watch at home, so that class time can be used for active, application-based learning. The benefits discussed include developing higher-order thinking skills, increased student engagement and motivation, and better support for diverse learners. Challenges include ensuring students come to class prepared and teachers adapting to new roles. Practical examples of flipping include using screencasting or podcasting software to create video and audio lessons for students.
This document discusses the shift from 20th to 21st century education. It outlines key differences in how teaching/learning were addressed historically versus currently, including a move from passive learning to active, collaborative learning. The document also defines six essential 21st century skills: problem solving, creativity/innovation, collaboration, communication, information/digital literacy, and ethics/accountability. Educators are encouraged to incorporate these skills into their teaching through various classroom activities and technologies.
K12 Inc. was the first company to enter the k-12 online education market, providing a "one-stop shop" for charter schools wanting to offer digitized traditional learning. While currently serving less than 0.5% of students nationally, significant growth is possible through rebranding and reengineering its workforce to introduce current enrollments to new product lines. However, education is a blame-focused industry and the company faces negative media attention and increasing competition from virtual charter schools. The company generates $1 billion in combined annual revenues across its school, private school, and wholesale business units, holding $130 million in cash. It could change its focus from being a digital traditional school to a "future ready school" through curriculum
This document discusses various concepts related to learning, including collaborative learning, cooperative learning, interactive sessions, and heterogeneous groups. Collaborative learning involves students learning together by sharing knowledge and experiences. Cooperative learning structures positive interdependence among students working in groups toward academic goals. Interactive sessions incorporate social networking and technology into course delivery. Heterogeneous groups include students of varying ability levels and backgrounds working together.
Designing a New Learning Environment-Journal Response Kim, P., Kim, F.H., & Karimi (2012). Public Online Charter School
Students: Choices, Perceptions, and Traits. American Educational
Research Journal. Pp. 1-25.DOI: 10.3102/000283/2/2443078.
This study investigated the effectiveness of the flipped classroom model on English performance and engagement among grade 7 students in the Philippines. Students were assigned to either the experimental group, which used flipped learning, or the control group, which used traditional instruction. Both groups took a pre-test on English skills and a student engagement survey. The experimental group watched instructional videos for homework and did activities in class, while the control group had lectures in class and homework. After two weeks, both groups took a post-test and engagement survey. Results showed the flipped learning group performed better on the post-test, but there was no significant difference in engagement between the groups. The study suggests flipped learning can improve academic performance.
This document provides an overview of several theoretical bases of English education, including collaborative learning, cooperative learning, interactive learning, and heterogeneous groups. Collaborative learning involves students learning together by sharing skills and experiences. Cooperative learning structures positive interdependence among students working in groups toward academic goals. Interactive learning incorporates social networking and technology into course design. Heterogeneous groups include students with a variety of instructional levels working together to help each other reach learning goals.
The document discusses 21st century learning design, which aims to promote critical thinking and problem-solving skills. It encourages teachers to collaboratively design new learning experiences and students to collaboratively create knowledge-based products. The main 21st century learning skills are the 4Cs of communication, collaboration, creativity and critical thinking. Literacy skills include information, technology and media literacy. Life skills include flexibility, leadership, productivity and social skills. The role of teachers is to encourage collaboration, knowledge construction, self-regulation and real-world problem solving, while students collaborate using technology to complete real-world tasks. Learning spaces should be flexible, future-proofed, supportive and enterprising to motivate learners.
Cummings Presentation to Mississippi School for Mathematics and Sciencerecummings
This document discusses strategies for electronic writing in the classroom. It describes how Google Sites can be used for student ePortfolios to showcase writing projects and reflections. Students in WRIT 100 and 101 create ePortfolios linking course outcomes to artifacts, while WRIT 102 students discuss a significant learning experience. Benefits of ePortfolios include teaching reflection, signaling a commitment to student-centered learning, and offering flexibility in assessment. The document also explores using Wikipedia for writing assignments, with students evaluating course content on Wikipedia and proposing edits after learning editing skills. Challenges of this approach include risk, trolls, and pressure for accuracy. Resources for both Google Sites ePortfolios and Wikipedia assignments are provided.
Globalisation and education (role and skills of 21st century teacher)june21harsh
The document discusses the role of teachers in educating students for globalization. It defines globalization as the integration of economies and societies worldwide through technological, economic, political, and cultural exchanges. Teachers have a responsibility to shape students' futures and develop skills like cooperation, critical thinking, and active participation. The aims of global education are to create global citizens who respect diversity, understand how the world works, and are willing to act for social justice. Teachers should teach with a global perspective using student-centered and experiential learning. They must also model lifelong learning and develop the skills needed for the 21st century like creativity, problem solving, and adaptability.
This document discusses various theoretical bases of English education, including collaborative learning, cooperative learning, interactive learning, and heterogeneous groups. Collaborative learning involves students learning together by sharing skills and resources. Cooperative learning structures positive interdependence among students working in groups. Interactive learning incorporates social networking and technology into course design. Heterogeneous groups include students with varied instructional levels who can help each other reach learning goals.
The document discusses several principles of learning from pedagogy to andragogy to heutagogy. It explains that pedagogy focuses on teacher-directed learning while andragogy emphasizes learner-directed learning for adults based on their experiences. Heutagogy takes this further by advocating for self-determined learning where learners design their own courses and learning experiences based on their interests and needs in a rapidly changing world. The document argues heutagogy is suited for the modern workplace by developing individual capabilities rather than just transmitting knowledge.
Practicing and Assessing Democratic Pedagogy #demopedJeanne Bohannon
This presentation was delivered as part of the CHSS Dean's Lecture Series, Kennesaw State University, February 25, 2016. It describes a history of democratic learning and a case study tht assessed students' attitudes towards democratic, digital writing assignments in a first year composition classroom. Tweet at #demoped
This document describes project-based learning with a global focus (PBL[g]). PBL[g] aims to develop global competence and perspective consciousness in students. It presents complex, real-world problems that require collaboration across cultures. Students demonstrate their learning through products for authentic audiences. A specific PBL[g] project described involved students in New Jersey, China, and Australia documenting stories about World War II using digital tools. Students enhanced their technology skills and gained a more international perspective on WWII through interacting with peers in other countries. The project had positive impacts on students, teachers, and communities involved both directly and indirectly. Recommendations are made to further assess global competencies developed and increase the scale and integration of future P
The document discusses principles and practices for college English teaching and learning through online learning communities. It outlines three principles of mutual respect and equal dialogue for all community members, all-round interaction and collaboration, and an intercultural teaching approach. Case studies and examples from the author's online learning community demonstrate how these principles can be implemented to improve English learning outcomes through interactions on the online platform.
The document provides an overview of flipped learning based on a review of the literature. It defines flipped learning as moving direct instruction outside of class, typically through prerecorded videos for students to watch at home, so that class time can be used for active, application-based learning. The benefits discussed include developing higher-order thinking skills, increased student engagement and motivation, and better support for diverse learners. Challenges include ensuring students come to class prepared and teachers adapting to new roles. Practical examples of flipping include using screencasting or podcasting software to create video and audio lessons for students.
This document discusses the shift from 20th to 21st century education. It outlines key differences in how teaching/learning were addressed historically versus currently, including a move from passive learning to active, collaborative learning. The document also defines six essential 21st century skills: problem solving, creativity/innovation, collaboration, communication, information/digital literacy, and ethics/accountability. Educators are encouraged to incorporate these skills into their teaching through various classroom activities and technologies.
Similar to Interactive Transcript Presentation_SUNY Cortland 051211 (20)
K12 Inc. was the first company to enter the k-12 online education market, providing a "one-stop shop" for charter schools wanting to offer digitized traditional learning. While currently serving less than 0.5% of students nationally, significant growth is possible through rebranding and reengineering its workforce to introduce current enrollments to new product lines. However, education is a blame-focused industry and the company faces negative media attention and increasing competition from virtual charter schools. The company generates $1 billion in combined annual revenues across its school, private school, and wholesale business units, holding $130 million in cash. It could change its focus from being a digital traditional school to a "future ready school" through curriculum
This document discusses improving communication for learners. It suggests using social media, mobile devices, and digital collaboration tools to connect students and get them to communicate outside of school. Examples mentioned include social media platforms like Facetime for social collaboration, and websites like Penpalnews.com for social digital collaboration with educational content. The overall message is that learning happens both inside and outside of school, so tools are needed to facilitate student communication and connection beyond the classroom.
Math Learning Through Games
At the earliest of ages to the later stages in life we learn/ feel enjoyment by playing individual and group games. What mathematical content do we learn / master from playing different games? How can we use games to increase mat literacy (common core aligned) for both young and old?
http://www.math.cornell.edu/files/Community/5080/2017mar11agenda.pdf
This document describes a proposal submitted to the Small Business Innovation Research Program by transFOLIOS, Inc. for their product called the Interactive Transcript. The proposal seeks funding to develop a web-based platform that will modernize the traditional paper-based student transcript by creating a dynamic online portfolio, learning record, and communication system. The system aims to provide students, teachers, parents, and administrators new tools to more meaningfully track learning progress, share work, and facilitate communication. It argues the current school model is outdated and this new system could help transform education for 21st century learners if implemented.
School Gardens: Are they Fruitful Harvests or Barren Fields for 21st Century ...Lee M. Kaltman
This study examined the topic of school gardens to discern if school gardens enhance learning in 21st century schools. The study has an extensive literature review involving current research about school gardens as well as an in depth history of school gardens. After the literature review the researcher had three questions: Can school gardens enhance a student’s ability to utilize skills to solve real world problems? Do school gardens allow students to appreciate the importance of good nutrition and healthier eating choices? Do school gardens help students appreciate nature? The researcher chose to perform action research to gather information to find answers to these questions. This research was conducted in a middle school in central New York. The conclusions of this study indicate that school gardens help promote learning by engaging students to solve real world problems. School gardens also offer students the opportunity to appreciate nature and help entice them to be outside instead of inside watching television or playing video games. School gardens also offer students the freedom to make healthier choices when choosing food in the cafeteria.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
4. The time has come for a profound
paradigm shift from the old teacher-
led rote instructional model to a more
dynamic student-driven approach.
5. Three core features of an interactive transcript:
Empowerment: the shift of ownership of learning from
teachers to students;
Collaboration: the ability to allow students to engage in
ongoing discussions about content with both peers and
teachers in and out of the classroom, during and beyond the
school day;
Authenticity: promotion of relevant real-world learning
situations and a variety of transparent assessments through
documented public demonstrations of learning.