Interview-Reflect-Write
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This document outlines an exercise to get to know a partner by examining artifacts from each other's bags, telling stories about the artifacts, interviewing each other, and then introducing each other in writing. Students are guided to make observations and assumptions about their partner based on examining an artifact without talking. They then interview each other to learn more factual details and get a sense of each other through both objective and subjective means, culminating in a written introduction focused on a central idea about each partner.
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This document discusses the importance of reading at different developmental stages from preschool through middle school. It provides information on how reading develops during these stages and offers suggestions for parents and teachers on promoting reading skills at each level, including choosing age-appropriate books and finding opportunities to practice reading aloud and discussing what is read. Sample book titles are provided for different age groups.
PCC @ Shanghai Trade School - Intro to GTL Program in CCCs
Introduction to Global Trade and Logistics in California Community Colleges. Presented at Shanghai Trade School (上海市贸易学校), August 2016
TESOL 2000: Academic session presentation
The document discusses creating learning communities through technology. It describes how technology like email, web pages, discussion boards, and video conferencing can be used to connect students and faculty beyond the classroom. However, it also notes that simply having the technology is not enough, and training is needed for participants to effectively communicate and collaborate online. The benefits highlighted are that technology allows for more active, collaborative and extended learning opportunities that reinforce concepts and provide quick feedback to evaluate and assist students.
CCC Internationalization
This document discusses the benefits of internationalizing community colleges. It argues that internationalization creates opportunities for students, faculty, and community members to share resources and engage in dialogue that fosters understanding of diverse perspectives. A comprehensive global learning program engages international students, study abroad programs, curriculum, businesses, K-12 schools, and community organizations. It addresses local issues like foreign investment and immigrant populations. Global learning cultivates high-impact practices like diversity/global learning and service learning that promote student success and 21st century workplace skills like cross-cultural competence and innovation.
PCC-Kaplan
This document provides information about Pasadena City College (PCC) for prospective international students. It details that PCC is a community college located near Pasadena, California that was founded in 1924. It serves over 30,000 students across over 60 areas of study and has a diverse student body. The document outlines PCC's support services for international students, transfer pathways, and important application deadlines and costs for prospective international students.
Teaching Language through Content (CBI)
This document outlines the key aspects of content-based instruction and provides an example thematic unit on corporate social responsibility for an ESL class. It discusses integrating language learning objectives with content objectives from other disciplines. The selection and sequencing of language is driven by authentic texts related to the content theme. An example unit immerses students in research on different companies' social responsibility policies through readings, videos, website analyses and culminating in a project comparing policies across companies. Challenges and best practices for developing content-based thematic units are also addressed.
PCC Pathways
This document provides information about the International Student Pathway (ISP) program at Pasadena City College. The ISP includes an orientation called iJam, access to counselors, coaches and tutors for student success support, and a student success course. Benefits of the ISP include priority registration, extra help from support staff, access to computer labs and tutoring at the Teaching and Learning Center. Requirements to be in the ISP include attending iJam, taking the student success class, meeting with a coach/counselor, and participating in campus activities. The document provides details on the components and schedule of the iJam orientation program.
Pasadena City College Workshop at Shanghai Trade School
A visual overview of the Pasadena City College professional development course ("21st Century Vocational Education: Making Global Connections" at Shanghai Trade School, Shanghai, China, in October 2014
International pd workshop (online version)
This document summarizes information presented at a workshop about international F-1 students at Pasadena City College (PCC). It provides demographic details about the 1,107 F-1 students enrolled in spring 2014, including top countries/regions of origin, age breakdown, and majors. It discusses PCC's goals to increase international enrollment to 2,000 students. The document also outlines costs for students, revenue for PCC, rules/regulations, common beliefs of international students, transition issues, and recent and potential developments to PCC's international student program.
Flipping the classroom
The document discusses flipping the classroom, which involves having students learn lower-level concepts like facts at home through videos or readings, then doing higher-level work like analysis and evaluation in class. This supports different learning styles and Bloom's Taxonomy. It allows more class time for feedback and correcting misconceptions. Main ingredients are pre-class preparation, incentives, assessments, and in-class activities promoting higher-order thinking. Tips include starting slowly, using online resources, and teaching students to take charge of their learning.
2014 PCC ESL Retreat Slides
This document summarizes discussions from an ESL curriculum innovation retreat held in 2014. The retreat aimed to identify benefits and consequences of curriculum changes, and approaches to enhance student learning and progression. The agenda included discussions on connecting with current challenges, ideas for innovation and design, and next steps. Faculty identified issues like underprepared students, gaps between levels, and lack of motivation. Ideas proposed included pairing classes, field trips, and engaging students in more integrated reading. The retreat concluded that curriculum redesign could address critical thinking and reading through narrowed, deeper content. A survey found faculty support for scaffolding research and critical thinking skills throughout the program. The retreat explored approaches like content-based thematic units, acceleration models, and combining reading
Cause –effect
The document discusses the unrealistic beauty standard in Western culture and its consequences. It describes how the belief that good looks lead to a better life has resulted in the unrealistic standard. This standard then causes an increase in eating disorders and influences people's body perceptions through advertising and media. Businesses exploit this standard by marketing beauty products to the many people who believe looks are their most important quality.
Paraphrasing
The document provides tips for summarizing texts in 3 sentences or less while maintaining essential meaning. It recommends structuring summaries concisely and using synonyms when possible without changing meaning. Key details to keep are specialized vocabulary, proper nouns, numbers and relationships between ideas. Grammatical changes can be made as long as meaning stays the same, such as reordering words, changing between active and passive voice, or altering parts of speech.
Developing paragraphs
This document outlines the P-I-E method for developing effective paragraphs: establishing a point with a topic sentence and controlling idea; providing explanation to support the point with facts, examples, reasons, anecdotes, or statistics; and concluding with information that returns to the main idea. Details include using specific examples to illustrate how each supports the controlling idea.
Classify Food
This document provides guidance for classifying foods in a culture or family in an essay. It instructs the writer to choose one staple food, one common holiday food, or a typical meal to classify. The classification should be based on a clear principle, with 2-3 examples provided in each body paragraph along with details about taste, texture, and how the food is eaten. Descriptions of cooking processes should be avoided, focusing instead on how and when foods are usually eaten. Background information about the cultural importance of the foods should also be included.
Coll1 ppt2 motivation-goals
The document discusses motivation and goal setting for college. It presents an equation that motivation (M) is determined by the value (V) placed on educational goals and the expectation (E) of achieving those goals. It provides exercises to help students identify the value of various academic and personal outcomes and experiences to increase motivation. The document also discusses developing meaningful long-term goals in different life roles using the DAPPS method of making goals directive, attainable, particular, positive, and scheduled.
Coll1 ppt1 cultural.differences
This document discusses cultural differences and adjusting to a new culture. It outlines some of the influences and challenges of cultural adjustment, including unrealistic expectations, personality traits, and culture shock. The document recommends using the D-I-E model (Describe, Interpret, Evaluate) to adapt by objectively observing new cultural situations before interpreting or evaluating them. Suggested activities for learning about American culture include asking questions, taking field trips, talking to experienced foreigners, and keeping a journal.
Coll1 ppt1 cultural.differences
The document discusses cultural differences and adjusting to a new culture. It outlines the influences of expectations and personality traits on cultural adaptation. It also describes the stages of culture shock and provides strategies like describing objectively, interpreting, and evaluating to help cope with unfamiliar cultural situations.
A sampler of american food
Randomly selected foods from my past. My purpose is to show that some Americans don't eat only burgers, frie
W2 2 Wikis Blogs
The document discusses how wikis and blogs can be used to teach writing as part of Web 2.0. Wikis allow for collaborative writing projects and sharing of resources. They offer advantages like tracking changes but also challenges like determining authorship. Blogs can be used by teachers to model writing and share resources, and by students to develop writing portfolios and get feedback from a real audience, though teachers lose some control over inappropriate content. Overall the document explores how interactive Web 2.0 tools can engage students in the writing process and help develop skills like audience awareness, editing, and resource sharing.
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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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Interview-Reflect-Write
- 1. Day 1: Interview, Reflect, Write
- 2. Part 1 An exercise in collecting data, making assumptions, and verifying assumptions
- 3. Take an object out of your book bag which reveals something about yourself. Find a partner and exchange artifacts. Do not talk to your partner during this activity.
- 4. Step 1A Look at the object. Touch it; pick it up; turn it around. How big is it? How does it feel in your hand? What is it made of? Describe the texture, color, weight. Is it old or new? Hand-made or manufactured?
- 5. Step 1B Now think more deeply about the artifact. Write down adjectives that come to your mind as you interact with it. Think about the artifact and the person who gave it to you. What connections can you make between the person and the artifact? Why do you think that person chose it as a representation of himself or herself? What does the artifact tell you about the person?
- 6. Step 1C You have spent time freewriting about the artifact—objectively and poetically. What is your strongest impression? Try to narrow your thoughts and express your feelings in ONE sentence—a BIG IDEA.
- 8. Story-Telling Spend a few minutes thinking about a story that somehow relates to your artifact. It might be about the person who gave the artifact to you, the place where you bought it, or a funny story related to it. Get together with your partner and exchange stories. As you tell your story, your partner will take notes.
- 9. Part 3: The Interview
- 10. The Interview After you finish telling each other a story that is somehow related to your artifacts, interview each other. One person asks questions based on the following cues and takes notes based on the answers. Then switch roles.
- 11. The Interview Name—“What…?” Age and date of birth—“How old…?” “When…?” Place of birth—“Where…?” Native language(s)—“What…?” Length of time in the U.S.—“How long…” Length of time studying English—“How long…?” Length of time in school—“How long…?” Education: major, future plans—“What…?” Family: single/married, siblings, children, etc.—“Are you…?” “Do you…?” Interests: sports, hobbies, special talents—“What…?” Other information to share: travel, accomplishments, goals—“What…?”
- 12. The Interview After the interview, do you want to change your BIG IDEA?
- 13. Part 4: The Composition
- 14. The Composition Based on the information that you have collected, introduce your classmate. Focus your ideas. Come up with a BIG IDEA— what do you want to tell me about this person?
- 15. The Composition Notes—Writing Essays for this class The introduction will contain the big idea In the body, include specific information that supports your big idea. Decide what is important to mention. Once again, be selective and focus on examples that relate to the big idea. Finally, in your conclusion, provide some final thoughts about the subject matter being addressed.