UN BUON MOTIVO PER
Costruire ed arricchire il patrimonio di competenze personali puntando verso il successo formativo: il conseguimento della qualifica professionale e dei crediti formativi.
Come rendere l’offerta formativa più comprensibile e facilmente consultabile? Come innovare la presentazione del catalogo formativo sia per contenuti che per modalità didattiche?
Tatiana Coviello, HR Director di Volksbank, presenta il modello utilizzato per promuovere l'offerta formativa e facilitare l'esperienza di apprendimento.
CONTENUTI:
- I problemi con la presentazione dell’offerta
- L’esperienza di Volksbank
Questi ed altri aspetti sono stati approfonditi nel webinar “Organizzare e presentare l’offerta formativa con un catalogo interattivo – il caso Volksbank”. Collegandoti al seguente link, potrai visionare l’abstract video del seminario online: https://youtu.be/TK8J-0H1LgY
I nostri Stage Linguistici all’Estero sono rivolti a tutte le scuole che desiderano far accrescere le competenze linguistiche dei propri studenti e che cercano soluzioni che offrano il perfetto equilibrio tra qualità e prezzo.
This document appears to be promoting a language exchange event or program. It mentions presenting and visiting, suggesting getting together to practice languages with native speakers. The goal seems to be improving language skills through conversation between participants who speak different languages.
This document provides a list of assistive technologies and resources for students with special needs. It includes over 20 links to tools that address areas like reading, writing, math, communication, fine motor skills, and more. Examples mentioned are blocks for spatial learning, math software, graphing programs, writing aids, page magnifiers, choice boards, and communication boards to support students in various subjects and skills.
The document discusses the differences between the words "each" and "every". It notes that "each" refers to individuals or things separately, while "every" implies grouping. It provides examples of when to use "each" versus "every" and completes sentences using the correct word.
The document defines several words: awkwardly as not well planned or designed for easy use; bursts as to break or fly apart suddenly; perception as apprehending through senses or mind; conscious as aware of one's own existence, sensations, and thoughts; phobia as an irrational and persistent fear that leads to avoidance; and behavior as manner of acting. It provides concise definitions for various terms related to instruments, methods, pipes, cognition, awareness, fears, and actions.
Este documento presenta un programa de inducción para nuevos empleados con el objetivo de facilitar su adaptación al ambiente laboral y desarrollar actitudes positivas. El programa incluye informar sobre detalles prácticos de la empresa, sus políticas, objetivos e historia, así como horarios, ascensos, días de pago y un recorrido por las instalaciones.
This document provides information about an online Word Processing course. It includes:
- A welcome message from the instructor, Katy Adams, along with information about her background.
- Details about how to contact the instructor, available resources, technical requirements, and an overview of how to navigate the online course.
- Instructions for getting started, including printing the syllabus, checking announcements weekly, submitting discussion posts on time, and taking the course one week at a time.
- Information on grading, with assignments making up the total grade based on the provided scale.
Melina Matsoukas is a music video director known for her work with Rihanna and Beyoncé. Her videos are characterized by loud colors, black and white imagery, and widescreen cinematography. She often visually represents lyrics from the songs through stylized retro models and bold colors or contrasts between black and white and the energetic music. Examples of her signature styles are cited from several of her most famous music videos.
This is a sanitized version of an intro presentation I gave to the leadership of a company where I was brought in to create a product management group where none had existed before. More of this story here - http://www.sequentlearning.com/pmex-view-article.php?id=2324
I adapted this product management process and methodology to fit the organization – I think every org is different, so use what works for you and discard the rest.
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
The document discusses modern design and technology (D&T) education based on Ofsted recommendations. It recommends that secondary schools: [1] ensure teachers have high-quality subject training to teach modern materials, electronics, CAD/CAM, and stay up-to-date; [2] provide a balanced D&T curriculum building on primary skills and including challenging modern aspects; and [3] ensure resources reflect 21st century technology and represent good value. It also discusses different approaches to D&T such as designing with or without making, exploring technology/society, and developing the ability to make design decisions.
UN BUON MOTIVO PER
Costruire ed arricchire il patrimonio di competenze personali puntando verso il successo formativo: il conseguimento della qualifica professionale e dei crediti formativi.
Come rendere l’offerta formativa più comprensibile e facilmente consultabile? Come innovare la presentazione del catalogo formativo sia per contenuti che per modalità didattiche?
Tatiana Coviello, HR Director di Volksbank, presenta il modello utilizzato per promuovere l'offerta formativa e facilitare l'esperienza di apprendimento.
CONTENUTI:
- I problemi con la presentazione dell’offerta
- L’esperienza di Volksbank
Questi ed altri aspetti sono stati approfonditi nel webinar “Organizzare e presentare l’offerta formativa con un catalogo interattivo – il caso Volksbank”. Collegandoti al seguente link, potrai visionare l’abstract video del seminario online: https://youtu.be/TK8J-0H1LgY
I nostri Stage Linguistici all’Estero sono rivolti a tutte le scuole che desiderano far accrescere le competenze linguistiche dei propri studenti e che cercano soluzioni che offrano il perfetto equilibrio tra qualità e prezzo.
This document appears to be promoting a language exchange event or program. It mentions presenting and visiting, suggesting getting together to practice languages with native speakers. The goal seems to be improving language skills through conversation between participants who speak different languages.
This document provides a list of assistive technologies and resources for students with special needs. It includes over 20 links to tools that address areas like reading, writing, math, communication, fine motor skills, and more. Examples mentioned are blocks for spatial learning, math software, graphing programs, writing aids, page magnifiers, choice boards, and communication boards to support students in various subjects and skills.
The document discusses the differences between the words "each" and "every". It notes that "each" refers to individuals or things separately, while "every" implies grouping. It provides examples of when to use "each" versus "every" and completes sentences using the correct word.
The document defines several words: awkwardly as not well planned or designed for easy use; bursts as to break or fly apart suddenly; perception as apprehending through senses or mind; conscious as aware of one's own existence, sensations, and thoughts; phobia as an irrational and persistent fear that leads to avoidance; and behavior as manner of acting. It provides concise definitions for various terms related to instruments, methods, pipes, cognition, awareness, fears, and actions.
Este documento presenta un programa de inducción para nuevos empleados con el objetivo de facilitar su adaptación al ambiente laboral y desarrollar actitudes positivas. El programa incluye informar sobre detalles prácticos de la empresa, sus políticas, objetivos e historia, así como horarios, ascensos, días de pago y un recorrido por las instalaciones.
This document provides information about an online Word Processing course. It includes:
- A welcome message from the instructor, Katy Adams, along with information about her background.
- Details about how to contact the instructor, available resources, technical requirements, and an overview of how to navigate the online course.
- Instructions for getting started, including printing the syllabus, checking announcements weekly, submitting discussion posts on time, and taking the course one week at a time.
- Information on grading, with assignments making up the total grade based on the provided scale.
Melina Matsoukas is a music video director known for her work with Rihanna and Beyoncé. Her videos are characterized by loud colors, black and white imagery, and widescreen cinematography. She often visually represents lyrics from the songs through stylized retro models and bold colors or contrasts between black and white and the energetic music. Examples of her signature styles are cited from several of her most famous music videos.
This is a sanitized version of an intro presentation I gave to the leadership of a company where I was brought in to create a product management group where none had existed before. More of this story here - http://www.sequentlearning.com/pmex-view-article.php?id=2324
I adapted this product management process and methodology to fit the organization – I think every org is different, so use what works for you and discard the rest.
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
The document discusses modern design and technology (D&T) education based on Ofsted recommendations. It recommends that secondary schools: [1] ensure teachers have high-quality subject training to teach modern materials, electronics, CAD/CAM, and stay up-to-date; [2] provide a balanced D&T curriculum building on primary skills and including challenging modern aspects; and [3] ensure resources reflect 21st century technology and represent good value. It also discusses different approaches to D&T such as designing with or without making, exploring technology/society, and developing the ability to make design decisions.
The document provides an overview of social media presented by the Social Media Sisters. It discusses the basics of social media including why businesses should use social media, common concerns, key facts and figures, best practices for Facebook and Twitter, how to measure success, and tips for an effective social media strategy. The presentation aims to empower audiences to effectively use social media as a marketing tool.
This document discusses an augmented reality platform that provides various features to enhance the visitor experience at art galleries and museums. Some key features mentioned include:
1) Allowing visitors to get additional information about artwork through their mobile devices and share opinions on social media.
2) Collecting real-time visitor metrics like demographics, locations, product scans, and Facebook interactions to gain insights.
3) Pushing customized offers, alerts and incentives to visitors in real-time via their mobile devices to encourage social sharing and purchases.
El documento presenta 58 ejercicios semanales para la técnica individual propuestos por Salu Boldo para la temporada 2006-2007 del equipo U.F.Barbera. Cada ejercicio describe brevemente los movimientos que deben realizar los jugadores para perfeccionar su control del balón, pases y remates a portería de forma individualizada.
This document provides a summary of the history of California as told in Brandon Richards' book "California: A History". It discusses early myths about California being ruled by Queen Calafia and a race of black Amazons. It also summarizes key aspects of California's geography, Native American history, technological innovations, diversity, and challenges with immigration. The document is divided into multiple chapters that each provide context and details on different eras and aspects of California's development.
La scelta delle scuole superiori: parti da chi sei, analizza quali elementi considerare e cosa e' meglio per TE, infine cosa mi fa capire di aver intrapreso la strada giusta?
l 16 maggio 2013 l’Università eCampus, uno dei maggiori atenei on line in Italia, organizza il suo primo Job Day, un evento di estrema importanza che consentirà a studenti e laureati di incontrare aziende e strutture alla ricerca di figure professionali qualificate. Si tratta di un’occasione da non lasciarsi sfuggire per consegnare il proprio curriculum vitae e acquisire informazioni dettagliate sulle dinamiche del mercato del lavoro. Le facoltà interessate sono: Ingegneria, Giurisprudenza, Economia, Lettere, Psicologia. L’evento si terrà dalle 9.30 alle 17.30 nella sede principale dell’Università Campus, a Novedrate (CO).
Similar to I.S.I.S. Marchesini - Sacile. Cosa cambia con la riforma? (20)
8. BIENNIO TRIENNIO Quali materie si studiano all’Istituto Tecnico? Allora qual è la differenza tra i due indirizzi??
9. Le materie che si studiano sono le medesime ma il quadro orario settimanale cambia nei due indirizzi per le seguenti discipline:
10. BIENNIO Quali materie si studiano all’Istituto Professionale per i Servizi Commerciali?
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12. Il nostro ORARIO è così organizzato: DAL MARTEDI’ AL VENERDI’ DALLE ORE 8.05 ALLE ORE 13.35 LUNEDI’ E SABATO DALLE ORE 8.05 ALLE ORE 13.05 L’intervallo si effettua dalle ore 11.00 alle ore 11.10
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14. In Italia e all’estero! I viaggi e le visite sono legati alla programmazione didattica Al biennio si scoprono le nostre belle città! Al triennio si può andare anche all’estero … ROMA MILANO FIRENZE COSTIERA AMALFITANA … LONDRA BARCELLONA PRAGA PARIGI VIENNA ….
15. Si tengono corsi di conversazione con esperti di madre lingua , finalizzati al sostenimento di un esame per la certificazione esterna della conoscenza della lingua inglese, francese, tedesca, spagnola.
16. Prevede un collegamento con il mondo del lavoro attraverso l’organizzazione di stage presso aziende ed enti locali, dopo aver svolto un’attività di formazione con esperti esterni
17. No, se si prendono le cose seriamente! Si, la scuola organizza corsi di recupero e di sostegno per chi ne ha bisogno Inoltre è particolarmente attenta anche agli alunni stranieri, per i quali attiva corsi speciali di insegnamento della lingua italiana
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21. Si tratta di un’iniziativa che prevede la possibilità, su appuntamento, di partecipare ad alcune lezioni relative a discipline di indirizzo quali Economia Aziendale, Informatica, Diritto ed economia, Tecniche professionali dei servizi commerciali
22. Potete contattare il nostro istituto telefonando al numero 0434/733429 Potete rivolgervi direttamente alla segreteria didattica della nostra scuola dalle 10.45 alle 12.30 Oppure consultare il nostro sito www.itc-ipsc-marchesini.it o scriverci una email a [email_address]