Brief History of the Soviet Jewry Movementphilipspiegel
Thirty-six years ago two Russian Jews were sentenced to death for a hijacking that never happened. This slideshow tells their story and how it led to the exodus of 2,000,000 Soviet Jews.
Brief History of the Soviet Jewry Movementphilipspiegel
Thirty-six years ago two Russian Jews were sentenced to death for a hijacking that never happened. This slideshow tells their story and how it led to the exodus of 2,000,000 Soviet Jews.
Category Exemplary Good Marginal Unacceptable Introduction.docxketurahhazelhurst
Category Exemplary Good Marginal Unacceptable
Introduction Introduction clearly refers
specifically to the work and
addresses the topic directly.
Introduction refers to the
work and partly addresses
the topic.
Introduction makes some
reference to the work and
attempts to address the
topic.
Introduction makes little/no
reference to the work and
poorly addresses the topic.
Organization Paper is well organized,
uses transition statements
appropriately, and follows a
logical progression.
Paper is organized, makes
good use of transition
statements, and in most
instances follows a logical
progression.
Paper is poorly organized,
lacks transition statements,
and in several instances
does not follow a logical
progression.
Paper is poorly organized
and difficult to follow.
Quality of Information The information clearly
relates to the topic and
adds new concepts,
information. It includes
several supporting details
and/or examples.
Information clearly relates
to the main topic. It
provides at least 1
supporting detail or
example.
Information clearly relates
to the main topic. No details
and/or examples are given.
Information has little or
nothing to do with the main
topic or simply restates the
main concept. It does not
advance the discussion.
Does not provide
documentation for sources.
Critical Thinking Rich in content, insightful
analysis. Is a quality
response that advances
thoughts forward; adds to
the discussion. Detailed
SWOT analysis and financial
analysis.
Substantial content,
evidence of analysis. Some
critical thinking and
reflection is demonstrated.
Substantial SWOT and
financial analysis.
Information is thin and
common place. Responds to
questions but does not
engage in premise
reflection. Little analysis
provided with
SWOT/financial
information.
Rudimentary and
superficial. Does not offer
responses to questions nor
provide premise reflection.
Cursory or no analysis
Professional Language and
Grammar
Professional vocabulary and
writing style are used
consistently throughout the
paper.
Professional vocabulary and
writing style are used
frequently throughout the
paper.
Professional vocabulary and
writing style are used
occasionally throughout the
paper.
Professional vocabulary and
writing style are not used.
Conclusion Conclusion clearly
reinforces the major points
and makes a broader
statement about the topic.
Conclusion sums up the
topic and reinforces it.
Conclusion does not fully
sum up or reinforce the
topic.
Conclusion sums up the
topic poorly with little
reinforcement.
HD 205, Fall 2019
Stretch Application 3
Intention: Practice applying and incorporating the ACT principle of expansion.
Mechanism: Engage in the stretch outlined and reflect on the experience.
Part 1 -- Stretch
Making choices in alignment with identi ...
As we practice and observe the working of law of cause and effect we begin to view life as a serius of causes and effect from the past exending into the future rather tham movement to movement existence
Most approaches to mindfulness are geared toward the individual level and not the social or community level to which traditional mindfulness methods were targeted. It is not only about our own personal growth but the enlightenment of the community as a whole. We are never separate. And this insight is fundamental for any effective wellbeing effort (workplace or otherwise). This experiential webinar will feature a cursory overview of mindfulness (definition, measurement, practices) and participants will be invited to complete introspective surveys about their own mindfulness to help ground the social conversation for the webinar. We will then contemplate seven different ways in which wellness champions can show up in a mindful way within the social context (community or sangha) of their work setting. These are listed below. Participants will be invited to self-assess their capacity for each and given tools to continue developing each.
· The Values Clarifier (Your Cause, Calling, or Legacy)
· The Intentional Centerer (Breathe…Breathe…Breathe)
· The Heedful Relater (Loving Kindness)
· The Compassionate Nudger (Mindfully Encourage)
· The Knower of Impact (Integrity, Foresight, and Social Contagion)
· The Thriver (All Stress is Grist for the Mill)
· The Garnerer of Trust (We are One)
Learning Objectives
1) Define mindfulness and identify at least one measure and practice of mindfulness
2) Distinguish intra-personal mindfulness from inter-personal mindfulness
3) Identify seven different ways that wellness champion may embody mindfulness in their interactions with others
About The Presenters
Dr. Joel Bennett President
Organizational Wellness & Learning Systems
Website: www.organizationalwellness.com
Joel Bennett, PhD, is President of Organizational Wellness & Learning Systems (OWLS), a consulting firm that specializes in evidence-based wellness and e-learning technologies to promote organizational health and employee well-being. Dr. Bennett first delivered stress management programming in 1985 and OWLS programs have since reached over 30,000 workers across the United States.
Lindsay Simone, Manager of Wellness Programs
ACEC Life & Health Trust
Lindsay currently serves as Manager of Wellness Programs for the Designed Wellness program that is offered to all firms that are members of and have medical insurance coverage through ACEC Life & Health Trust. She graduated from University of Illinois at Urbana-Champaign and received a Masters in Wellness Management and Business from Ball State University.
Homework Post 9 Managing Negative EmotionsSkill Practice Refl.docxpooleavelina
Homework Post 9: Managing Negative Emotions
Skill Practice Reflection: Reflect on a time this past week where you used one of the emotion regulation skills (check the facts, opposite action, problem solving, riding the wave) when you were experiencing a negative emotion. Include a response to the following prompts for a total of about 1 page double spaced (1/2 page for skills practice and 1/2 page for WOOP).
· Emotional Regulation Skills: Describe a time in the past week when you were experiencing negative emotions and used one of the emotion regulation skills. Which skills did you use? Are those different than what you think you should have used? How did it turn out? What success and challenges did you face when using these skills?
· Complete a WOOP for a goal you have based on the following four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan.
· WISH: What is something you wish to change in your future in terms of your ability to manage negative emotions? This change can be longer term, but make sure to then also identify something for within the next 4 weeks.
· OUTCOME: What would a specific outcome be if you were to live out the above wish?
· OBSTACLE: What is an obstacle that will keep you from using the skills to manage negative emotion? Name at least one internal barrier and one external barrier.
· PLAN: What are your plans for overcoming these obstacles and barriers to using these skills? Make sure to include an if/then statement (i.e. If you face "obstacle x", then you will do ...) and then expand on how you will ensure you stick with that plan. Include specific steps!
Gratitude Practice: Write a half a page about something that happened or something you accomplished this week that you are grateful for.
Lecture + Reading Reflection: Reflect on the previous lecture and the assigned readings for next week and the associated videos. Respond to the following prompts in a half page.
· What is one thing that resonated with you class on Wednesday, particularly from the lecture material? What do you still have questions about (if anything)?
· Identify one way you can see the content in the readings helping you going forward.
GRADING STANDARDS
Your post is worth a possible 10 points. To receive the full 10 points for this post, you must respond to all four sections of reflection and address all prompts fully, totaling around 3 double-spaced pages. Be honest; part of the goal of these posts is to have an opportunity to receive feedback and support from the TAs, who have experience with using these skills and coaching on the use of them. Your grade is NOT based on how “well” you used the skills, but rather on how much we can see you reflected on the skills/content and have thought about how it applies to your life. Incomplete or late responses will be docked points.
Group Discussion Rubric: Good discussion is essential to advancing w ...
Jean-Pierre Senekal – The Impact of Self-Esteem on the Student Supervisor Wor...SACAP
In this Festival of Learning 2016 presentation, Jean-Pierre Senekal examines how self-esteem and the stress of thesis work impacts the relationship between student and supervisor.
Category Exemplary Good Marginal Unacceptable Introduction.docxketurahhazelhurst
Category Exemplary Good Marginal Unacceptable
Introduction Introduction clearly refers
specifically to the work and
addresses the topic directly.
Introduction refers to the
work and partly addresses
the topic.
Introduction makes some
reference to the work and
attempts to address the
topic.
Introduction makes little/no
reference to the work and
poorly addresses the topic.
Organization Paper is well organized,
uses transition statements
appropriately, and follows a
logical progression.
Paper is organized, makes
good use of transition
statements, and in most
instances follows a logical
progression.
Paper is poorly organized,
lacks transition statements,
and in several instances
does not follow a logical
progression.
Paper is poorly organized
and difficult to follow.
Quality of Information The information clearly
relates to the topic and
adds new concepts,
information. It includes
several supporting details
and/or examples.
Information clearly relates
to the main topic. It
provides at least 1
supporting detail or
example.
Information clearly relates
to the main topic. No details
and/or examples are given.
Information has little or
nothing to do with the main
topic or simply restates the
main concept. It does not
advance the discussion.
Does not provide
documentation for sources.
Critical Thinking Rich in content, insightful
analysis. Is a quality
response that advances
thoughts forward; adds to
the discussion. Detailed
SWOT analysis and financial
analysis.
Substantial content,
evidence of analysis. Some
critical thinking and
reflection is demonstrated.
Substantial SWOT and
financial analysis.
Information is thin and
common place. Responds to
questions but does not
engage in premise
reflection. Little analysis
provided with
SWOT/financial
information.
Rudimentary and
superficial. Does not offer
responses to questions nor
provide premise reflection.
Cursory or no analysis
Professional Language and
Grammar
Professional vocabulary and
writing style are used
consistently throughout the
paper.
Professional vocabulary and
writing style are used
frequently throughout the
paper.
Professional vocabulary and
writing style are used
occasionally throughout the
paper.
Professional vocabulary and
writing style are not used.
Conclusion Conclusion clearly
reinforces the major points
and makes a broader
statement about the topic.
Conclusion sums up the
topic and reinforces it.
Conclusion does not fully
sum up or reinforce the
topic.
Conclusion sums up the
topic poorly with little
reinforcement.
HD 205, Fall 2019
Stretch Application 3
Intention: Practice applying and incorporating the ACT principle of expansion.
Mechanism: Engage in the stretch outlined and reflect on the experience.
Part 1 -- Stretch
Making choices in alignment with identi ...
As we practice and observe the working of law of cause and effect we begin to view life as a serius of causes and effect from the past exending into the future rather tham movement to movement existence
Most approaches to mindfulness are geared toward the individual level and not the social or community level to which traditional mindfulness methods were targeted. It is not only about our own personal growth but the enlightenment of the community as a whole. We are never separate. And this insight is fundamental for any effective wellbeing effort (workplace or otherwise). This experiential webinar will feature a cursory overview of mindfulness (definition, measurement, practices) and participants will be invited to complete introspective surveys about their own mindfulness to help ground the social conversation for the webinar. We will then contemplate seven different ways in which wellness champions can show up in a mindful way within the social context (community or sangha) of their work setting. These are listed below. Participants will be invited to self-assess their capacity for each and given tools to continue developing each.
· The Values Clarifier (Your Cause, Calling, or Legacy)
· The Intentional Centerer (Breathe…Breathe…Breathe)
· The Heedful Relater (Loving Kindness)
· The Compassionate Nudger (Mindfully Encourage)
· The Knower of Impact (Integrity, Foresight, and Social Contagion)
· The Thriver (All Stress is Grist for the Mill)
· The Garnerer of Trust (We are One)
Learning Objectives
1) Define mindfulness and identify at least one measure and practice of mindfulness
2) Distinguish intra-personal mindfulness from inter-personal mindfulness
3) Identify seven different ways that wellness champion may embody mindfulness in their interactions with others
About The Presenters
Dr. Joel Bennett President
Organizational Wellness & Learning Systems
Website: www.organizationalwellness.com
Joel Bennett, PhD, is President of Organizational Wellness & Learning Systems (OWLS), a consulting firm that specializes in evidence-based wellness and e-learning technologies to promote organizational health and employee well-being. Dr. Bennett first delivered stress management programming in 1985 and OWLS programs have since reached over 30,000 workers across the United States.
Lindsay Simone, Manager of Wellness Programs
ACEC Life & Health Trust
Lindsay currently serves as Manager of Wellness Programs for the Designed Wellness program that is offered to all firms that are members of and have medical insurance coverage through ACEC Life & Health Trust. She graduated from University of Illinois at Urbana-Champaign and received a Masters in Wellness Management and Business from Ball State University.
Homework Post 9 Managing Negative EmotionsSkill Practice Refl.docxpooleavelina
Homework Post 9: Managing Negative Emotions
Skill Practice Reflection: Reflect on a time this past week where you used one of the emotion regulation skills (check the facts, opposite action, problem solving, riding the wave) when you were experiencing a negative emotion. Include a response to the following prompts for a total of about 1 page double spaced (1/2 page for skills practice and 1/2 page for WOOP).
· Emotional Regulation Skills: Describe a time in the past week when you were experiencing negative emotions and used one of the emotion regulation skills. Which skills did you use? Are those different than what you think you should have used? How did it turn out? What success and challenges did you face when using these skills?
· Complete a WOOP for a goal you have based on the following four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan.
· WISH: What is something you wish to change in your future in terms of your ability to manage negative emotions? This change can be longer term, but make sure to then also identify something for within the next 4 weeks.
· OUTCOME: What would a specific outcome be if you were to live out the above wish?
· OBSTACLE: What is an obstacle that will keep you from using the skills to manage negative emotion? Name at least one internal barrier and one external barrier.
· PLAN: What are your plans for overcoming these obstacles and barriers to using these skills? Make sure to include an if/then statement (i.e. If you face "obstacle x", then you will do ...) and then expand on how you will ensure you stick with that plan. Include specific steps!
Gratitude Practice: Write a half a page about something that happened or something you accomplished this week that you are grateful for.
Lecture + Reading Reflection: Reflect on the previous lecture and the assigned readings for next week and the associated videos. Respond to the following prompts in a half page.
· What is one thing that resonated with you class on Wednesday, particularly from the lecture material? What do you still have questions about (if anything)?
· Identify one way you can see the content in the readings helping you going forward.
GRADING STANDARDS
Your post is worth a possible 10 points. To receive the full 10 points for this post, you must respond to all four sections of reflection and address all prompts fully, totaling around 3 double-spaced pages. Be honest; part of the goal of these posts is to have an opportunity to receive feedback and support from the TAs, who have experience with using these skills and coaching on the use of them. Your grade is NOT based on how “well” you used the skills, but rather on how much we can see you reflected on the skills/content and have thought about how it applies to your life. Incomplete or late responses will be docked points.
Group Discussion Rubric: Good discussion is essential to advancing w ...
Jean-Pierre Senekal – The Impact of Self-Esteem on the Student Supervisor Wor...SACAP
In this Festival of Learning 2016 presentation, Jean-Pierre Senekal examines how self-esteem and the stress of thesis work impacts the relationship between student and supervisor.
John Paisley – Trends in Coaching: Community CoachingSACAP
More and more NPO's are engaging communities through coaching, especially learners in senior schools. John Paisley offers a brief overview of the trend.
Karolyne Williams: A coaching way of being for non-coachesSACAP
Drawing from a coaching way of being, there are simple orientations and skills that anyone
can practice to improve their interactions with those around them. This approach is
congruent with increasing your own potential as a leader. This short talk aims to ignite your
own thinking about how you can best develop those around you.
Change! We can hate it. Love it. Ignore it. Or embrace it!
However you may feel about change and how you choose to handle it, does not change it!
Change is coming! It’s the one consistency in our lives we can count on.
What will you do, that allows change to impact and empower your vision positively?
Co-dependents grow up never having learned how to be themselves, or even what their true
identity really is. In adulthood this causes them to become over-identified with other people,
particular roles, jobs or professions. They basically focus on others problems to avoid having to
look at their own stuff. They try to change others – they are those who are heard saying: “I’d be
all right if only everybody else would change”. This talk gets to the heart of what this very
misunderstood process addiction is about.
Dr. John Parker: The Lentegeur Spring: recovery and hope in a psychiatric ins...SACAP
The purpose of the Lentegeur Spring Foundation is to bring alive this beautiful name, helping
the hospital to evolve into a place that gives birth to hope through re-connection in every
possible way!
Gayle Bowey – Transgender women: building capacity and authenticity through g...SACAP
Understanding Human Rights, Sex Worker Rights and Discrimination in the South African
Context.
Transgender female sex workers are a vulnerable key population, specifically in relation to
sexual health, intimacy, gender identity and gender based violence. Discrimination and stigma
impacts this group of women, with limited access for health and human rights benefits, on the
one hand, and providing a sensitive and safe space for transgender female sex workers to
express themselves on the other.
The talk will look at the means by which we understand our own change opportunities and
ensure that they fit well with those of others and of organisations.
Self-awareness is key here and a desire to understand others equally to ensure that change is
positive and continuous.
Rudolph Basson: Support or punish – reconsidered approaches to drug related h...SACAP
Harm Reduction acknowledges that drug use occurs and is potentially damaging, and attempts
to reduce and prevent these harms in ways, which are pragmatic and humanistic. Although the
harm reduction approach and specific harm reduction interventions (including needle and
syringe programmed and methadone programmed) have been implemented with resounding
success internationally (including in a number of African countries) for more than 20 years, the
South African approach to substance use and substance-related harms is still largely informed
by the doctrine and strategies of the "War on Drugs", and focuses almost exclusively on
prohibition and punishment. Because of the strong link between drug use and poverty, different
policy approaches to poverty and homelessness must also be considered. My talk will critically
examine these two approaches to drug use, poverty, and displacement (support or punish), as
they are being implemented in Cape Town. Opportunity for discussion will be provided.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Communicati
on and
Behavior
Way of Being
Results
Quality of
Existence
Perceptions Attitudes
(Many of which are deep seated and out of awareness)
Language Emotion
Body
Generates
Reality
Predisposition
for action
Change
Happens in the
Nervous System
3. The world shows up to us based
on how we observe the world
Way of Being
=
Observer
6. Body
= the way we have organized our physiology
• A key factor in how we OBSERVE is based on how we hold
our bodies, what we experience within our bodies, and
how we use our bodies.
• For change to be fundamental and lasting, a shift in the
body is required.
• Small and subtle shifts in our body, can have a profound
impact on how we perceive…. Well everything
• This area of our being has been most neglected
7. A Basic Somatic Coaching Process
It is suggested that you coach each other while standing so that the full body is
engaged.
Coachee - Think about / feel the emotions associated with the issue. Label the issue
(eg, X or dark purple) or provide a brief description.
Coach - facilitate your partner moving through the following steps
• Ask him or her to describe aspects of his or her posture using the basic somatic
framework (on flipchart)
• Invite your partner to move to another space (step to right / left / front / back)and
to shift into what they consider to be a more helpful posture (again use basic
somatic framework on flip chart).
• Ask permission to offer your suggestions to enhance the coachee being in an even
more helpful/resourceful posture. Eg. drop chin a bit and lengthen the back of
spine.
• Ask coachee to move back to the spatial location of the old, unhelpful posture
and to notice the experience.
• Now invite the coachee to go back to the spatial location of the more resourceful
posture and ensure they begin to consolidate this way of being in their body.
• In the more resourceful body ask the coachee to think about the issue and what
they notice to be different emotionally and in the way they think about it.
• Check with the coachee if there is anything they particularly valued about
themselves as a person in the old, unresourceful posture that they want to
integrate into the new, more resourceful posture.
• Then ask, “Do you genuinely give yourself permission to begin to fully live from this
new, more resourceful posture?”